Bryan K Hotchkins
Dados Biográficos
| ID | 2962252 |
|---|---|
| NOME | Bryan K Hotchkins |
| PRENOMES | Bryan K |
| SOBRENOME | Hotchkins |
| ASSINATURA | HOTCHKINS B K |
| AFILIAÇÕES | Texas Tech University |
| ORCID | 0000-0002-6057-0246 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
The Use of Cyberbonding Play to Navigate Antiblack Racism at a Hispanic-Serving Institution
In the post-segregationist era, Black college students experienced historically white, and predominately white institutions’ ecologies as hostile, unwelcoming and psychologically violent. Today, similar reifications of antiblack racism actively compromise how this demographic thrives, but in purposeful nuanced ways that unfurl as diminished resource allocation, curriculum erasure or assumptions of being unintelligent. This qualitative comparative…
Virtual game boys
This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use cyberbonding play to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by particip…
Leading at the crossroads
Research on leadership is historically biased, with little consideration for different experiences of leaders of color. In this study, we applied the integrated race and leadership framework (Ospina & Foldy, 2009) and utilized a case study approach focused on the context of institutional communication to analyze the experiences of six Black community college presidents. The study was guided by the overarching question of how racial identity guide…
Examining the continuum of Black student leadership
This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: …
Responsive pedagogical love as mitigation against antiblackness
Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This qualitative single composite narrative inquiry applied antiblackness and pedagogical love in concert to ex…
Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies
Background/Context Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U.S. colleges. While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family goals, relationships, ethnic identity, and academic achievement, little is known about the ways in which Black immigrant collegi…
Why Not
Hugo A. García, Bryan K. Hotchkins, Jon McNaughtan, “Why Not?”: How STEM Identity Development Promotes Black Transfer and Transition, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 343-357
Black Student Leaders Practicing Resistance in the Midst of Chaos
Bryan K. Hotchkins, Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 269-282
Teacher Education and the Enduring Significance of “False Empathy”
Teacher Education and the Enduring Significance of “False Empathy”
Responsive pedagogical love as mitigation against antiblackness
Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This qualitative single composite narrative inquiry applied antiblackness and pedagogical love in concert to ex…
Black Student Leaders Practicing Resistance in the Midst of Chaos
Bryan K. Hotchkins, Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 269-282
Virtual game boys
This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use cyberbonding play to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by particip…
Teacher Education and the Enduring Significance of “False Empathy”
Black Student Leaders Practicing Resistance in the Midst of Chaos
Bryan K. Hotchkins, Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 269-282
Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies
Background/Context Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U.S. colleges. While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family goals, relationships, ethnic identity, and academic achievement, little is known about the ways in which Black immigrant collegi…
Why Not
Hugo A. García, Bryan K. Hotchkins, Jon McNaughtan, “Why Not?”: How STEM Identity Development Promotes Black Transfer and Transition, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 343-357
Leading at the crossroads
Research on leadership is historically biased, with little consideration for different experiences of leaders of color. In this study, we applied the integrated race and leadership framework (Ospina & Foldy, 2009) and utilized a case study approach focused on the context of institutional communication to analyze the experiences of six Black community college presidents. The study was guided by the overarching question of how racial identity guide…
Examining the continuum of Black student leadership
This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: …
Responsive pedagogical love as mitigation against antiblackness
Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This qualitative single composite narrative inquiry applied antiblackness and pedagogical love in concert to ex…
Virtual game boys
This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use cyberbonding play to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by particip…
The Use of Cyberbonding Play to Navigate Antiblack Racism at a Hispanic-Serving Institution
In the post-segregationist era, Black college students experienced historically white, and predominately white institutions’ ecologies as hostile, unwelcoming and psychologically violent. Today, similar reifications of antiblack racism actively compromise how this demographic thrives, but in purposeful nuanced ways that unfurl as diminished resource allocation, curriculum erasure or assumptions of being unintelligent. This qualitative comparative…
Sociology (7 obras) · Critical Race Theory in Education (6 obras) · Higher Education Research Studies (6 obras) · Gender Studies (5 obras) · Institution (5 obras) · Pedagogy (5 obras) · Social science (5 obras) · Psychology (4 obras) · Qualitative research (4 obras) · Racism (4 obras)