Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this study was to learn about double consciousness with Black students in K–12settings. The research questions considered how experiences with race and racism altered Blackstudents perspectives on race and racial identity. Moreover, the research questions referencedthe usage of double consciousness for Black students as they navigated K–12 settings. Blackstudents were recruited from colleges and universities in Indiana. Each participant had to beBlack American, between the ages of 18–24, and have experienced all learning in Americanschools. Participants in the study represented various walks of life and educational backgrounds.Semi-structured, one-on-one interviews were completed for each participant. One-on-oneinterviews were intentional. Individual interviews gave participants the space and opportunity toprocess their experiences and share accordingly without feeling rushed or influenced by others.Multiple themes emerged from this qualitative study: safety with other Blacks, perceived barrierswith Whites, duality, and pressure as a Black student. Said themes lead to meaningful findingsand implications. First, the influence of minoritization in education on students of color wasevident. Second, there seemed to be an unconscious yearning for the participants to connect andremain connected to other students of color. The safety and comfort emanated from the beliefmy Black teachers and Black peers understand me.” Last, Black students felt overlooked andignored, creating a desire to be validated and appreciated. The aforementioned data led to thecreation of a conceptual model that encourages educators to take deliberate and attainable stepsto include, connect with, and celebrate all students socially, emotionally, psychologically, andacademically.

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