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“Keep It 100”: A Handbook Promoting Equitable Outcomes for Black University Students Through Mentorship
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Abstract:
Black and racialized students attend Canadian universities with the intent of achieving academic success. However, instances of overt and covert racism negatively impact Black and racialized students’ academic success and retention rates in university programs. Lee (1999) and Sinanan (2016) suggest mentorship as a key strategy towards increasing academic success and retention rates among Black students. This handbook proposes mentorship strategies for use by university educators and administrators to help build beneficial relationships with Black and racialized students that lead to improved learning outcomes. Specifically, this handbook proposes what Quach et al. (2020) have identified as mentee-focused mentorship. Mentee-focused mentorship centres on the needs of Black students and recognizes the layers of systemic racism that exist in universities. This project provides educators and administrators with an understanding of concepts related to systemic racism, anti-racism, intersectionality, critical race theory (CRT) and CRT-informed practices. Personal stories from Black students collected from the academic literature are presented alongside points of reflection for educators and administrators. Points of reflection are provided with the intent that readers will meaningfully consider their positions of power and the strengths in students’ non-academic identities.
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Keyword:
Black Students; Critical Race Theory; Handbook; Mentorship; Racism; University
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URL: http://hdl.handle.net/10464/15596
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| 3 |
Die Ent_Erwähnung von Frauen* in androgendernden maskulinen personalen Appellationen als diskriminierende Sprachhandlung ...
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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| 7 |
A Dialectic of Race Discourses: The Presence/Absence of Mixed Race at the State, Institution, and Civil Society and Voluntary and Community Sector Levels in the United Kingdom
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In: Social Sciences; Volume 11; Issue 2; Pages: 86 (2022)
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| 8 |
Die Ent_Erwähnung von Frauen* in androgendernden maskulinen personalen Appellationen als diskriminierende Sprachhandlung
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| 9 |
History of Discrimination: The Racist Practices of The Masters Golf Tournament
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In: The Review: A Journal of Undergraduate Student Research (2022)
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| 10 |
A qualitative study on White students’ understanding of racism at a predominantly White university
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| 11 |
Reverse racism: the construction of a slip narrative ; Racismo inverso: la construcción de una narrativa deslizante ; Racismo reverso: a construção de uma narrativa de esquiva
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In: Signótica; Vol. 34 (2022) ; Signótica; v. 34 (2022) ; 2316-3690 ; 0103-7250 (2022)
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| 13 |
(Post-)Classical Coloniality; Identity, Gender (Trouble), and Marginality/subalternity in Hellenized Imperial Dynastic Poetry from Alexandria, with an epilogue on Rome
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| 14 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 15 |
Color-blind Racial Attitudes in Nursing Students and Faculty
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| 16 |
Vers l'est, Magyar ! Histoire du touranisme hongrois
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In: https://hal.archives-ouvertes.fr/hal-03437787 ; ehess éditions, 7, 2021, ehess translations, 978-2-7132-2896-4 (2021)
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| 17 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 18 |
Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 19 |
RUPTURA COM OS RACISMOS LINGUÍSTICO E EPISTÊMICO NA ESCOLA
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In: Revista Virtual Lingu@ Nostr@; v. 8 n. 1 (2021): Dossiê temático sobre Racismo e ensino de línguas,; 59 - 90 ; 2317-2320 (2021)
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| 20 |
When the Teacher is the Token: Moving from Antiblackness to Antiracism
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In: Northwest Journal of Teacher Education (2021)
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