Stephen John Quaye
Biographic Data
| ID | 284103 |
|---|---|
| NAME | Stephen John Quaye |
| GIVEN NAMES | Stephen John |
| FAMILY NAME | Quaye |
| SIGNATURE | QUAYE S J |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-9736-8498 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Investigating Racial Battle Fatigue Among Black College Students Using Photo-Elicitation Methodology
Using photo-elicitation methodology, we explored how seven Black undergraduates experienced racial battle fatigue in the context of a predominantly white university. Findings revealed five themes: (a) encountering racism and racial microaggressions, (b) demonstrating double consciousness, (c) contending with assimilation, (d) negotiating support networks, and (e) experiencing cumulative fatigue. We discuss how these findings complement and extend…
How Racial Battle Fatigue Impacts Black Women Graduate Students: A Photo-Elicitation Study
Higher education scholarship demonstrates the regularity and magnitude in which Black populations experience racial battle fatigue (RBF), or the mounting stress associated with enduring everyday racism. Regardless of their identities or roles on campus, Black students, faculty/staff, and administrators uniformly report adverse psychological, physiological, and behavioral stress responses of RBF. For Black women graduate students, who occupy limin…
Who looks out for us?”: Black women student affairs educators working to heal from gendered racial battle fatigue
Black Researchers Studying Racial Battle Fatigue Among Black Students
In this paper, we explore what it means to be Black researchers exploring racial battle fatigue while simultaneously navigating our own racial battle fatigue. We undertook a photo-elicitation project to investigate racial battle fatigue among Black undergraduate and graduate students. Amid doing this work, we wrestled with how to responsibly complete this research while treating participants with care who had full lives, histories, and stories. U…
Black Women’s Narratives Navigating Gendered Racism in Student Affairs
White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student affairs, and is consistent with a history of expectations that Black women care for others’ needs. In this manuscript, we use Black Feminist Thought to explore racial battle fatigue and how Bla…
“You Hired Me to Do This”: Power, Identity, and Student Activist Support
In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in educators’ experiences and the mixed messages educators received about supporting student activists
A letter to future scholars in the struggle for justice
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
Between me and the world: Black survival and solidarity, here and then
Letters enable writers to convey potentially difficult information in creative ways that are different from academic writing conventions. The subject of this article is healing from racial battle fatigue–the psychological, physiological, and emotional stress responses to racism. We use letters addressed to Black educators to illustrate how we wrestle with the question: What does it mean to live in our Black bodies in this historical moment? We al…
Pete’s letter: A student activist’s message to campus administrators
On being racially enough: A Duoethnography Across Minoritized Racial Identities
For much of our lives, we have struggled with not feeling enough in our racial identities, believing one could identify as an Asian or Black person in the “right” way. This quest toward racial authenticity has resulted in feelings of shame and failure, as we strived to reach a marker that was unachievable. In this duoethnography, we explore the meaning we have made of racial authenticity, as we also worked through power differentials coming to ne…
Building Bridges: Rethinking Student Activist Leadership
This chapter explores the concept of bridge leadership within the context of student activism and student activist leadership on college campuses. This work seeks to uncover certain types of leadership that can often be rendered invisible in social movement spaces.
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Blending scholar and activist identities: Establishing the need for scholar activism
On Being an Angry Black Man
Black men are often seen as problems, threats, and thugs. The mere existence of a Black body is often met with fear. Using autoethnographic mystory, I blend personal stories, poetry, song lyrics, and analysis to subvert the angry Black man mantra and explore the productive use of anger to stimulate change
A vision of social justice in intergroup dialogue
Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and culti…
Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders
Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations…
On being racially enough: A Duoethnography Across Minoritized Racial Identities
For much of our lives, we have struggled with not feeling enough in our racial identities, believing one could identify as an Asian or Black person in the “right” way. This quest toward racial authenticity has resulted in feelings of shame and failure, as we strived to reach a marker that was unachievable. In this duoethnography, we explore the meaning we have made of racial authenticity, as we also worked through power differentials coming to ne…
Blending scholar and activist identities: Establishing the need for scholar activism
Who looks out for us?”: Black women student affairs educators working to heal from gendered racial battle fatigue
On Being an Angry Black Man
Black men are often seen as problems, threats, and thugs. The mere existence of a Black body is often met with fear. Using autoethnographic mystory, I blend personal stories, poetry, song lyrics, and analysis to subvert the angry Black man mantra and explore the productive use of anger to stimulate change
A vision of social justice in intergroup dialogue
Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and culti…
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders
Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations…
A vision of social justice in intergroup dialogue
Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and culti…
Blending scholar and activist identities: Establishing the need for scholar activism
On Being an Angry Black Man
Black men are often seen as problems, threats, and thugs. The mere existence of a Black body is often met with fear. Using autoethnographic mystory, I blend personal stories, poetry, song lyrics, and analysis to subvert the angry Black man mantra and explore the productive use of anger to stimulate change
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Building Bridges: Rethinking Student Activist Leadership
This chapter explores the concept of bridge leadership within the context of student activism and student activist leadership on college campuses. This work seeks to uncover certain types of leadership that can often be rendered invisible in social movement spaces.
Pete’s letter: A student activist’s message to campus administrators
On being racially enough: A Duoethnography Across Minoritized Racial Identities
For much of our lives, we have struggled with not feeling enough in our racial identities, believing one could identify as an Asian or Black person in the “right” way. This quest toward racial authenticity has resulted in feelings of shame and failure, as we strived to reach a marker that was unachievable. In this duoethnography, we explore the meaning we have made of racial authenticity, as we also worked through power differentials coming to ne…
Between me and the world: Black survival and solidarity, here and then
Letters enable writers to convey potentially difficult information in creative ways that are different from academic writing conventions. The subject of this article is healing from racial battle fatigue–the psychological, physiological, and emotional stress responses to racism. We use letters addressed to Black educators to illustrate how we wrestle with the question: What does it mean to live in our Black bodies in this historical moment? We al…
“You Hired Me to Do This”: Power, Identity, and Student Activist Support
In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in educators’ experiences and the mixed messages educators received about supporting student activists
A letter to future scholars in the struggle for justice
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
Black Women’s Narratives Navigating Gendered Racism in Student Affairs
White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student affairs, and is consistent with a history of expectations that Black women care for others’ needs. In this manuscript, we use Black Feminist Thought to explore racial battle fatigue and how Bla…
Who looks out for us?”: Black women student affairs educators working to heal from gendered racial battle fatigue
Black Researchers Studying Racial Battle Fatigue Among Black Students
In this paper, we explore what it means to be Black researchers exploring racial battle fatigue while simultaneously navigating our own racial battle fatigue. We undertook a photo-elicitation project to investigate racial battle fatigue among Black undergraduate and graduate students. Amid doing this work, we wrestled with how to responsibly complete this research while treating participants with care who had full lives, histories, and stories. U…
Investigating Racial Battle Fatigue Among Black College Students Using Photo-Elicitation Methodology
Using photo-elicitation methodology, we explored how seven Black undergraduates experienced racial battle fatigue in the context of a predominantly white university. Findings revealed five themes: (a) encountering racism and racial microaggressions, (b) demonstrating double consciousness, (c) contending with assimilation, (d) negotiating support networks, and (e) experiencing cumulative fatigue. We discuss how these findings complement and extend…
How Racial Battle Fatigue Impacts Black Women Graduate Students: A Photo-Elicitation Study
Higher education scholarship demonstrates the regularity and magnitude in which Black populations experience racial battle fatigue (RBF), or the mounting stress associated with enduring everyday racism. Regardless of their identities or roles on campus, Black students, faculty/staff, and administrators uniformly report adverse psychological, physiological, and behavioral stress responses of RBF. For Black women graduate students, who occupy limin…
Sociology (15 works) · Psychology (14 works) · Political science (12 works) · Gender Studies (9 works) · Social Psychology (8 works) · Critical Race Theory in Education (7 works) · Battle (6 works) · Higher Education Research Studies (6 works) · Pedagogy (6 works) · Racism (6 works)