Fostering Inclusivity
Impacts of Migration and Identity Shaping through Song Narratives
Paper Presentation in a Themed Session Angelica Loreto
The Mexican corrido (ballad) has had a long connection to the lived experiences of working poor Mexicans on both sides of the “so-called” Mexican-US borderlands. The corrido has its roots as a representation of cultural resistance to oppression. This music attests to historical resistance in Mexico by the poor rural proletariat against centralist oppressive forces that would terrorize the country side (Herrera-Slobek, 1979). Paredes (1963) supports this by stating that corridos that emerged along the Rio Bravo Valley in Tejas, and spoke of resistance by Mejicanas/os against the atrocities committed against them by the Texas Rangers. The contemporary narco-corrido has been a subject of controversy in regards to the content of this music. Corridos can be in relation to a tragedy or an event that is preserved through the telling of an oral history through music. This particular kind of music is usually listened to by the working poor of Mexico, and serves as a testimonio to their lived experiences. This paper explores the benefits of using oral storytelling in ethnic studies classes as a methodology for self-reflection for student empowerment in providing a sense of belonging where language, culture and identity are accepted by looking at the following questions 1. Do corridos connect to the realities and experiences of students in the borderlands? 2. Do corridos assist in the preservation of language and culture?
Authentic Leadership’s Impact on Black Student-Athletes’ Identity and Persistence: Navigating Challenges and Forging Success on and off the Field
Paper Presentation in a Themed Session Chanel Bradden, Sandra Cleveland, Jennifer Butcher, Edward Raimundi III, Erika Kimberly Stanley Wesley
This research study explores the critical intersection of authentic leadership within sports administration and its profound impact on Black student-athletes' identity development and resilience. The study adopts a mixed-methods research design, drawing insights from both sports leaders and student-athletes to investigate this dynamic relationship comprehensively. The importance of authentic leadership in sports administration cannot be overstated. It emphasizes leaders' genuine and transparent engagement with their teams, fostering trust and shared values. In the context of Black student-athletes, this research seeks to uncover how authentic leadership practices can significantly impact their experiences both on and off the field. The qualitative component of this study involves in-depth interviews with five (5) sports leaders, such as coaches, athletic directors, and administrators, to understand their perceptions and practices of authentic leadership. This qualitative data will provide rich insights into how authentic leadership manifests within sports administration. Quantitative surveys and data collection from 100 Black student-athletes will be employed to examine the impact of authentic leadership on their identity development and resilience. By analyzing these factors, the research aims to shed light on how authentic leadership contributes to Black student-athletes' personal and athletic growth. This study's findings hold significant implications for sports organizations, educators, and policymakers. Understanding the role of authentic leadership in the context of Black student-athletes can inform strategies to enhance their overall well-being, identity formation, and resilience, ultimately fostering a more inclusive and supportive sports environment.
The Erosion of Identity: The Impacts of Racial Microaggressions on African American Public School Administrators
Paper Presentation in a Themed Session Ray Lavan
This study delves into the intricate and often overlooked realm of racial microaggressions and their profound impacts on African American public school administrators. As stewards of education, these individuals hold significant roles in shaping their institutions' academic and socio-cultural landscape. However, their experiences are frequently marred by subtle yet pervasive forms of discrimination that erode their sense of identity and hinder their professional efficacy. Drawing from extensive research and real-life anecdotes, this research unpacks the nuanced manifestations of racial microaggressions within educational settings. It explores how seemingly innocuous comments, behaviors, and institutional structures perpetuate racial biases and contribute to the marginalization of African American administrators. By shedding light on these covert forms of discrimination, we aim to foster a deeper understanding of the complex interplay between race, power, and identity in the educational sphere. Furthermore, this study delves into the profound psychological and emotional toll of navigating racial microaggressions on a daily basis. From feelings of isolation and imposter syndrome to heightened stress and burnout, the cumulative effects of these experiences can have far-reaching consequences on the well-being and retention of African American administrators. Ultimately, this paper seeks to ignite critical conversations and prompt actionable steps toward creating more inclusive and equitable educational environments. By acknowledging and addressing the insidious nature of racial microaggressions, we can strive towards fostering a culture of respect, belonging, and empowerment for all members of the educational community.
