Bianca J Baldridge
Biographic Data
| ID | 303560 |
|---|---|
| NAME | Bianca J Baldridge |
| GIVEN NAMES | Bianca J |
| FAMILY NAME | Baldridge |
| SIGNATURE | BALDRIDGE B J |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-6386-8574 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 120 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Navigating white space: How Black and Latine youth deepen their understanding of race and space through community-based education and youth workers as spatial guides
Guided by theories of racial capitalism, “white space,” and “bodies out of place” as frameworks, and through combined analyses of two studies in the same city with shared participants, the authors argue that Black and Latine youth possess a spatial awareness of white space. Community-based educational spaces (CBES) and youth workers, who are central to the process of sociopolitical development, act as spatial guides, fostering opportunities for y…
Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People
The out-of-school time (OST) field in the United States has a complex history. The push to offer programming reflects a legacy rooted in moral panics about racially minoritized youth. However, this field is populated by community spaces that act as multipurpose sites of culturally sustaining educational practices supporting positive youth development. We report findings from interviews with OST leaders, youth workers, policy influencers, and yout…
A Kitchen-Table Talk About Community Cultural Wealth in the Time of Covid-19
In recognition of the fact that the COVID-19 pandemic pronounced racialized and ethnicized inequities, five educators and community activists from across the United States gathered to reflect on the ways Black and Brown communities have developed community cultural wealth in the time of COVID-19. The authors gathered on Zoom to share their personal, familial, and communal experiences with COVID-19. Moreover, they shared narratives of familial and…
Negotiating anti-Black racism in ‘liberal’ contexts: The experiences of Black youth workers in community-based educational spaces
This paper examines how Black community-based youth workers navigate anti-Black racism in their educational programming with Black youth in a majority white college town widely recognized as ‘nice,’ ‘liberal,’ and ‘progressive’ with stark racial disparities between its Black and white residents. With racial liberalism and BlackCrit as theoretical guides, this paper draws on in-depth interviews with Black youth workers and observations at city eve…
The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research
Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in ed…
Reclaiming Community: Race and the Uncertain Future of Youth Work
Reclaiming Community: Race and the Uncertain Future of Youth Work
Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth
Community-based educational spaces (CBES; afterschool programs, community-based youth organizations, etc.) have a long history of interrupting patterns of educational inequity and continue to do so under the current educational policy climate. The current climate of education, marked by neoliberal education restructuring, has left community-based educational spaces vulnerable in many of the same ways as public schools. Considering the current pol…
It’s like this Myth of the Supernegro”: Resisting narratives of damage and struggle in the neoliberal educational policy context
As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of …
Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
After-school community-based spaces are often recognized in political and educational discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth wor…
After-School Centers and Youth Development: Case Studies of Success and Failure
New possibilities: (Re)engaging Black male youth within community‐based educational spaces
Despite the assertion that due to an Obama presidency America has become a post‐racial society, Black males still face a unique social crisis. In this article, we hold that both race and gender continue to work in tandem to produce a certain set of social outcomes for young Black men in America despite this assertion. The educational, economic, and social mobility of young Black men is often limited due to structural constraints that are exacerba…
Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
After-school community-based spaces are often recognized in political and educational discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth wor…
The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research
Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in ed…
It’s like this Myth of the Supernegro”: Resisting narratives of damage and struggle in the neoliberal educational policy context
As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of …
New possibilities: (Re)engaging Black male youth within community‐based educational spaces
Despite the assertion that due to an Obama presidency America has become a post‐racial society, Black males still face a unique social crisis. In this article, we hold that both race and gender continue to work in tandem to produce a certain set of social outcomes for young Black men in America despite this assertion. The educational, economic, and social mobility of young Black men is often limited due to structural constraints that are exacerba…
Negotiating anti-Black racism in ‘liberal’ contexts: The experiences of Black youth workers in community-based educational spaces
This paper examines how Black community-based youth workers navigate anti-Black racism in their educational programming with Black youth in a majority white college town widely recognized as ‘nice,’ ‘liberal,’ and ‘progressive’ with stark racial disparities between its Black and white residents. With racial liberalism and BlackCrit as theoretical guides, this paper draws on in-depth interviews with Black youth workers and observations at city eve…
Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People
The out-of-school time (OST) field in the United States has a complex history. The push to offer programming reflects a legacy rooted in moral panics about racially minoritized youth. However, this field is populated by community spaces that act as multipurpose sites of culturally sustaining educational practices supporting positive youth development. We report findings from interviews with OST leaders, youth workers, policy influencers, and yout…
New possibilities: (Re)engaging Black male youth within community‐based educational spaces
Despite the assertion that due to an Obama presidency America has become a post‐racial society, Black males still face a unique social crisis. In this article, we hold that both race and gender continue to work in tandem to produce a certain set of social outcomes for young Black men in America despite this assertion. The educational, economic, and social mobility of young Black men is often limited due to structural constraints that are exacerba…
After-School Centers and Youth Development: Case Studies of Success and Failure
Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
After-school community-based spaces are often recognized in political and educational discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth wor…
It’s like this Myth of the Supernegro”: Resisting narratives of damage and struggle in the neoliberal educational policy context
As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of …
Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth
Community-based educational spaces (CBES; afterschool programs, community-based youth organizations, etc.) have a long history of interrupting patterns of educational inequity and continue to do so under the current educational policy climate. The current climate of education, marked by neoliberal education restructuring, has left community-based educational spaces vulnerable in many of the same ways as public schools. Considering the current pol…
Reclaiming Community: Race and the Uncertain Future of Youth Work
Reclaiming Community: Race and the Uncertain Future of Youth Work
Negotiating anti-Black racism in ‘liberal’ contexts: The experiences of Black youth workers in community-based educational spaces
This paper examines how Black community-based youth workers navigate anti-Black racism in their educational programming with Black youth in a majority white college town widely recognized as ‘nice,’ ‘liberal,’ and ‘progressive’ with stark racial disparities between its Black and white residents. With racial liberalism and BlackCrit as theoretical guides, this paper draws on in-depth interviews with Black youth workers and observations at city eve…
The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research
Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in ed…
A Kitchen-Table Talk About Community Cultural Wealth in the Time of Covid-19
In recognition of the fact that the COVID-19 pandemic pronounced racialized and ethnicized inequities, five educators and community activists from across the United States gathered to reflect on the ways Black and Brown communities have developed community cultural wealth in the time of COVID-19. The authors gathered on Zoom to share their personal, familial, and communal experiences with COVID-19. Moreover, they shared narratives of familial and…
Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People
The out-of-school time (OST) field in the United States has a complex history. The push to offer programming reflects a legacy rooted in moral panics about racially minoritized youth. However, this field is populated by community spaces that act as multipurpose sites of culturally sustaining educational practices supporting positive youth development. We report findings from interviews with OST leaders, youth workers, policy influencers, and yout…
Navigating white space: How Black and Latine youth deepen their understanding of race and space through community-based education and youth workers as spatial guides
Guided by theories of racial capitalism, “white space,” and “bodies out of place” as frameworks, and through combined analyses of two studies in the same city with shared participants, the authors argue that Black and Latine youth possess a spatial awareness of white space. Community-based educational spaces (CBES) and youth workers, who are central to the process of sociopolitical development, act as spatial guides, fostering opportunities for y…
Youth Development and Social Support (10 works) · Sociology (9 works) · Gender Studies (8 works) · Diverse Education Studies and Reforms (7 works) · Political science (7 works) · Gender Studies (6 works) · Youth studies (5 works) · Critical Race Theory in Education (4 works) · Education Discipline and Inequality (4 works) · Public relations (4 works)