Introduced in this article is the term “peer pedagogies,” which are methods students of color use to teach each other about the racial realities of predominantly white colleges and universities, as well as how to respond most effectively to racism, stereotypes, and racial microaggressions they are likely to encounter in classrooms and elsewhere on campus. The article synthesizes an extensive body of research that focuses almost exclusively on racial problems Black students face at predominantly white institutions (PWIs), and provides insights into how they manage to productively navigate racist college and university environments. Hardly anything has been published about the latter. In the first section, I present a conceptual framework to organize the literature and generate new research questions concerning student success in racially alienating and hostile spaces. Next, Black students’ experiences at PWIs are placed in a historical context, followed by a synthesis of several recently published studies on how Black students respond to and are affected by campus environments in which they routinely encounter racial stress and stereotypes. I then use data from a national study to showcase pedagogies Black undergraduates employ in teaching their same-race peers and other students of color about navigating the racial climate at PWIs, as well as the sites in which such instruction occurs.
Am I My Brother’s Teacher? Black Undergraduates, Racial Socialization, and Peer Pedagogies in Predominantly White Postsecondary ContextsReview of Research in Education (2013)
Citation InformationHarper, S. R. (2013). Am I my brother’s teacher? Black undergraduates, peer pedagogies, and racial socialization in predominantly white postsecondary contexts. Review of Research in Education, 37(1), 183-211.