Main Article Content
We write this love letter to Black students, faculty, staff, executive leadership in higher education, and the surrounding community to center their/our Blackness. We want to acknowledge your frustration and anxiety. The “Dear” sections of this letter are written in raw language, specifically to Black people – acknowledging that it is ok to be pissed, fatigued, and not wanting to engage in performative anti-racist expressions of love for Black people. We do not want you to dismiss your own racial battle fatigue you have been coping with this summer. We hope through this letter you consider centering and recentering your wellness through this pandemic and the recent performative gestures of love for Blackness in academe. We were invited by JCSCORE’s Editor-in-Chief Cristobal Salinas Jr. to write this letter from the Editorial Board Members with the goal “to center and amplify Blackness in academia”.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
JCSCORE (ISSN 2642-2387) provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content in JCSCORE is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Unless otherwise noted, works published in JCSCORE are distributed under a Creative Commons Attribution Non-Commercial Share-Alike License (CC BY-NC-SA). By granting a CC BY-NC-SA license in their work, authors retain copyright ownership of the work, but they give explicit permission for others to download, reuse, reprint, modify, distribute, and/or copy the work, as long as the original source and author(s) are properly cited (i.e. a complete bibliographic citation and link to the JCSCORE website), re-use of the work is not for commercial purposes, and the re-used work is shared with the same license. No permission is required from the author(s) or the publishers for such use. According to the terms of the CC BY-NC-SA license, any reuse or redistribution must indicate the original CC-BY-NC-SA license terms of the work.
Exceptions to the application of the CC BY-NC-SA license may be granted at the author(s)’ discretion if reasonable extenuating circumstances exist. Such exceptions must be granted in writing. For coordinating use permission you may either contact the author directly or email email@example.com.
Acker, L. D., (2017). Faces in the crowd: A narrative inquiry into the relationship violence experienced by four Black college women. Graduate Theses and Dissertations. https://lib.dr.iastate.edu/etd/16910
Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press. DOI: https://doi.org/10.1215/9780822395324
Brady, S. T., Cohen, G. L., Jarvis, S. N., & Walton, G. M. (2020). A brief social-belonging intervention in college improves adult outcomes for Black Americans. Science Advances, 6(18), eaay3689. DOI: https://doi.org/10.1126/sciadv.aay3689
Bailey-Fakhoury, C. (2017) Learning through collective testimony: African American motherwork, Womanism, and praxis. Journal of the Motherhood Initiative, 8(1-2), 167-182.
Bell Jr, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard law review, 93,(3), 518-533.
Bell, D. (2015). Is American racism economics by another name? Journal Committed to Social Change on Race and Ethnicity, 1(2), 4-22. DOI: https://doi.org/10.15763/issn.2642-2387.2015.1.2.4-23
Chang, M. (2015). Applying our imagination to settle unfinished business. Journal Committed to Social Change on Race and Ethnicity, 1(1), 4-20.
Cole, E. R., & Harper, S. R. (2017). Race and rhetoric: An analysis of college presidents’ statements on campus racial incidents. Journal of Diversity in Higher Education, 10(4), 318-333. DOI: https://doi.org/10.1037/dhe0000044
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), S14-S32. DOI: https://doi.org/10.2307/800672
Collins, P. H. (1990). Black feminist thought. Routledge.
Cooper, B. (2016). The racial politics of time. TedWomen. https://www.ted.com/talks/brittney_cooper_the_racial_politics_of_time?language=en
Croom, N., & Patton, L. (2012). The miner’s canary: A critical race perspective on the representation of Black women full professors. Negro Educational Review, 62(1-4), 13–39.
Douglas, T. M., Toldson, I., Shockley, K. G., & Banks, J. A. (2020). Campus uprisings: How student activists and collegiate leaders resist racism and create hope. Multicultural Education.
EdTrust, 2020. Black Student Debt: Explaining the Crisis and Providing Solutions. https://edtrust.org/black-student-debt/
Evans, S. Y., Bell, K., & Burton, N. K. (2017). Black women's mental health: balancing strength and vulnerability. SUNY Press.
Frankenberg, R. (1993). White women, race matters: The social construction of whiteness. University of Minnesota Press. DOI: https://doi.org/10.4324/9780203973431
Grady, C. (2020, June 30). Why the term “BIPOC” is so complicated, explained by linguists. Vox. https://www.vox.com/2020/6/30/21300294/bipoc-what-does-it-mean-critical-race-linguistics-jonathan-rosa-deandra-miles-hercules
Griffin, K. A., Bennett, J. C., & Harris, J. (2013). Marginalizing merit?: Gender differences in Black faculty D/discourses on tenure, advancement, and professional success. The Review of Higher Education, 36(4), 489-512. DOI: https://doi.org/10.1353/rhe.2013.0040
Gusa, D. L. (2010). White institutional presence: The impact of Whiteness on campus climate. Harvard Educational Review, 80(4), 464-490. DOI: https://doi.org/10.17763/haer.80.4.p5j483825u110002
Hurtado, S., Ruiz Alvarado, A., Guillermo-Wann, C. (2015). Creating inclusive environments: The mediating effect of faculty and staff validation on the relationship of discrimination/bias to students’ sense of belonging. Journal Committed to Social Change on Race and Ethnicity, 1(1), 59-81.
Jayakumar, U. M. & Adamian, A. S. (2015). Toward a critical race praxis for educational research: Lessons from affirmative action and social science advocacy. Journal Committed to Social Change on Race and Ethnicity, 1(1), 21-58.
Jones, V. (2019). Discourse within University Presidents' Responses to Racism: Revealing Patterns of Power and Privilege. Teachers College Record, 121(6), n6.
Jones, V. A & Reddick, R. J. (2017). The Heterogeneity of Resistance: How Black Students Utilize Engagement and Activism to Challenge PWI Inequalities. The Journal of Negro Education, 86(3), 204-219. DOI: https://doi.org/10.7709/jnegroeducation.86.3.0204
Jones, V. A. & Squire, D. (2018). Disengaging whiteness and examining power in campus activism: Reuniting communities of color through a critical race analysis of tempered radicalism. Journal Committed to Social Change on Race and Ethnicity, 4(1), 36-65.
Quaye, S. J., Karikari, S. N., Allen, C. R., Okello, W. K., & Carter, K. D. (2019). Strategies for practicing self-care from racial battle fatigue. Journal Committed to Social Change on Race and Ethnicity, 5(2), 94-131. DOI: https://doi.org/10.15763/issn.2642-2387.2019.5.2.94-131
Kendi, I. X. (2019). How to be an antiracist. One world.
Kennedy, J. F. (1961). Executive Order 10925. Establishing the President’s Committee on Equal Employment Opportunity. Fed Reg, 26, 1977. https://www.presidency.ucsb.edu/documents/executive-order-10925-establishing-the-presidents-committee-equal-employment-opportunity
Kuh, G. D., & Love, P. G. (2000). A cultural perspective on student departure. In Braxton, J. (Ed.), Reworking the student departure puzzle: New theory and research on college student retention (pp. 196–212). Vanderbilt University Press.
Ledesma, M. C. (2016). Complicating the binary: Towards a discussion of campus climate health. Journal Committed to Social Change on Race and Ethnicity, 2(1), 5-35.
Lorde, A. (1988). A burst of light: Essays. Firebrand Books.
Linder, C., Quaye, S.J., Lange, A.C., Roberts, R.E., Lacy, M.C., & Okello, W.K. (2019). "A Student Should Have the Privilege of Just Being a Student": Student Activism as Labor. The Review of Higher Education, 42(5), 37-62. DOI: https://doi.org/10.1353/rhe.2019.0044
Niemann, Y. F. (2016). The social ecology of tokenism in higher education. Peace Review, 28(4), 451-458. DOI: https://doi.org/10.1080/10402659.2016.1237098
Overby, K. (2020, June 23). Black woman and girls in higher education. Social Justice in Higher Education [Panel presentation]. Summer institute on education, equity, and justice: uplifting Black women & girls of color through antiracist pedagogy, practice, & policy. Summer Institute on Education and Justice Virtual Conference. https://youtu.be/7mKwgr-EgXU
Patton, L. D. (2018). Dr. Lori Patton Davis 2018 ASHE Conference Keynote Address. Presidential Address presented at the Association for the Study of Higher Education, Tampa, FL.
Patton, L. D., & Catching, C. (2009). Teaching while Black: Narratives of African American student affairs faculty. International Journal of Qualitative Studies in Education, 22(6), 713–728. DOI: https://doi.org/10.1080/09518390903333897
Simien, E. M. (2005). Race, gender, and linked fate. Journal of Black Studies, 35(5), 529-550. DOI: https://doi.org/10.1177/0021934704265899
Stewart, D-L. (2019). Ideologies of absence: Anti-Blackness and inclusion rhetoric in student affairs practice. Journal of Student Affairs, 28, 15-30.
Stewart, D-L. (2020). Workout/Through. College Student Educators International [Blog post]. https://www.myacpa.org/blogs/black-lives-matter-blog/working-outthrough
Strayhorn, T. (2012). College students’ sense of belonging: A key to educational success for all. Routledge. DOI: https://doi.org/10.4324/9780203118924
Taylor, L., & Beatty, C. (2018). Toward a liberatory praxis for new Black faculty. In R. Jeffries (Ed.) (Ed.), Diversity, Equity, and Inclusivity in Contemporary Higher Education (pp. 108-121). IGI Global Publishing.
Tevis, T. (2020) Exploring how White male postsecondary presidents respond to racism. Whiteness and Education, 5(1), 91-111. DOI: https://doi.org/10.1080/23793406.2019.1711150
Tevis, T. & Foste, Z. (2018, November). From Complacency to Criticality: Envisioning Anti-Racist Leadership Among White Higher Education Administrators. Association for the Study of Higher Education.
Tuitt, F., Hanna, M., Martinez, L. M., Salazar, M. C., & Griffin, R. (2009). Teaching in the line of fire: Faculty of color in the academy. The NEA Higher Education Journal, 65-74. http://www.nea.org/assets/docs/HE/TA09LineofFire.pdf
Vaccaro, A., & Mena, J. A. (2011). It's not burnout, it's more: Queer college activists of color and mental health. Journal of Gay & Lesbian Mental Health, 15(4), 339–367. DOI: https://doi.org/10.1080/19359705.2011.600656