Document Type
Article
Version
Author's Final Manuscript
Publication Title
Cambridge Journal of Education
Publication Date
2021
Abstract
Research suggests that a sense of belonging is fundamental to students’ engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student–staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey describe perceiving, feeling and engaging differently as a result of participating in pedagogical partnership. They conclude with recommendations for practice.
Citation
Cook-Sather, A. & K. Seay. 2021. "‘I was involved as an equal member of the community’: how pedagogical partnership can foster a sense of belonging in Black, female students." Cambridge Journal of Education https://doi.org/10.1080/0305764X.2021.1926926.
DOI
http://doi.org/10.1080/0305764X.2021.1926926