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READING, WRITING, AND RACIALIZATION: THE SOCIAL CONSTRUCTION OF BLACKNESS FOR STUDENTS AND EDUCATORS IN A PRINCE GEORGE'S COUNTY PUBLIC MIDDLE SCHOOL By Arvenita Washington Submitted to the Faculty of the College of Arts and Sciences of American University in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy In Anthropology the ollege of Arts and Sciences ;;ia~~ Date 2008 American University Washington, D.C. 20016 AfvtERICAN UNIVERSffY LIBRARY ~ ~1,--1 UMI Number: 3340831 Copyright 2008 by Washington, Arvenita All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UM I M icroform 3340831 Copyright 2009 by ProQuest LLC. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 E. Eisenhower Parkway PO Box 1346 Ann Arbor, Ml 48106-1346 ©COPYRIGHT by Arvenita Washington 2008 ALL RIGHTS RESERVED I would like to dedicate this dissertation to my parents, my family, especially my Granny, and to all of my ancestors who paved a way in spite of oppression for me to have the opportunities I have and to exist in this moment. READING, WRITING, AND RACIALIZATION: THE SOCIAL CONSTRUCTION OF BLACKNESS FOR STUDENTS AND EDUCATORS IN A PRINCE GEORGE'S COUNTY PUBLIC MIDDLE SCHOOL BY Arvenita Washington ABSTRACT We do not fully understand how people of African descent, both in the United States and foreign born, conceptualize their integration into the predominantly "Black space" of Prince George's County or if and how the constituents of Black spaces are conceived of as diverse. Furthermore, we do not know enough about how these processes operate in the public school setting. This dissertation focuses on interrogating the public institution of Prince George's County Public Schools to examine how students and educators construct, negotiate, challenge, and reproduce notions of Blackness. The first research question is "how do youth of African descent, including the U.S. born children of immigrants and those with a Spanish ethno-linguistic heritage, construct or deconstruct a Black identity in a United States context"? The second large area of inquiry asks "how are educators influencing social constructions of Blackness"? There is also a focus on if and how the educational process acknowledges and responds to complex dynamics among students, how they identify, and how they get identified racially, ethnically, and culturally by others. I investigate this quandary by using ethnographic data conducted over a seventeen month 11 investigate this quandary by using ethnographic data conducted over a seventeen month span in a middle school. I find that all people in the school, with an intentional focus on students of African descent with a Spanish ethno-linguistic heritage are engaged in their own dialogues and complex constructions of what it means to be Black. iii ACKNOWLEDGEMENTS This has not only been an academic journey, but a spiritual one. God has truly blessed me with the opportunity of pursuing a Ph.D. and researching what I am passionate about and purposed for in this life. He always makes a way for me and always puts the right people in place to help me, even when the path did not seem possible. For this, I am eternally grateful and humbled. Words cannot express the respect and appreciation I have for my committee. Having a dedicated committee who believed in my project and in me, in particular, my committed advisor, has made all of the difference in my experience in this program and obtaining a doctoral degree. I am indebted to Dr. Sabiyha Prince, my advisor and mentor. She was tireless in her efforts to see me through the dissertation process and went above and beyond what I could have ever imagined. She met with me while she was on sabbatical, allowed me to come into her home for numerous discussions and revisions, and is truly a mentor and a friend. I am also greatly indebted to Dr. Rachel Watkins. She was one of the first professors I met at American University before I got accepted. She has been a huge support system for me before I officially started the program and throughout and for this I am eternally grateful. She too has gone above and beyond for me. I would like to thank Dr. Clarence Lusane for being an exceptional professor and for also being on my committee. He always made himself available to meet about my IV dissertation and career plans and was key in encouraging me toward the finish line. These three professors on my committee are outstanding scholars and remarkable human beings and I am blessed to have them as my committee, as my mentors, and as my friends. I would like to give thanks to all of the professors at American University who taught and guided me through the program. I am grateful to American University and for the Graduate Merit A ward Package and Hurst Scholar Award and Harvey and Sarah Moore Dissertation Writing Award that made it possible for me to financially matriculate in this doctoral program. I have been blessed with the best friends and support system a person could have. There are absolutely too many angels to name. I thank each and everyone that has prayed for me, been patient with me, and has encouraged me throughout this journey. I would like to especially thank the cohort of women I entered the program with who also study people of African descent. Ariana Curtis, Calenthia Dowdy, Jacqueline Reid, and Malinda Rhone: I am so thankful for each and everyone one of you and the friendships we have forged. I would like to acknowledge Hampton University, the place where I obtained both my undergraduate and Masters degrees. Historically Black Colleges and Universities are critical institutions for supporting and advancing the scholarship of students of African descent. It was at Hampton where I was nurtured and where I learned about Black peoples and about myself without limitations. This was one of the places where I experienced the true diversity of the African Diaspora. My family has always had confidence in me and provided unconditional support. I thank those family members who have gone on but their spirit remains as a constant v guide. I especially thank my cousin Denise who passed before I finished the program, but allowed me to live with her while I was at American and who infinitely encouraged me and so wanted to be here to see me complete my doctorate. I thank my biggest supporters, my Daddy and my sister Ava Maria. Without their love and support I do not know where I would be. I am also very thankful for Richard and Bruno who greatly add to my life. Last, but not least, I am sincerely thankful to the research participants at Diversity Middle School and Prince George's County Public Schools for allowing me to do my fieldwork there. The heart of this research is really about better supporting students and educators. Without their trust and openness, this research would never have happened and would not have been as rich or complete. VI TABLE OF CONTENTS ABSTRACT .......................................................................................... ii ACKNOWLEDGMENTS ......................................................................... .iv LIST OF TABLES .................................................................................viii Chapter Page 1. INTRODUCTION ........................................................................... 1 2. RESEARCH SETTING AND RESEARCHER POSITIONALITY ................. 15 3. LITERATURE REVIEW .............................................................. 46 4. METHODOLOGY ......................................................................... 78 5. PHENOTYPEANDNAMING ......................................................... 111 6. CONCEPTUALIZING RACE AND PLACE ........................................ 141 7. GROUP ASSOCIATION ............................................................... 167 8. CONCLUSION ........................................................................... 188 APPENDICES ..................................................................................... 197 BIBLIOGRAPHY ................................................................................. 217 Vll LIST OF TABLES Table Page 2-1 Bowie State University Demographics .................................................... 19 2-2 Prince George's Community College Demographics .................................... 20 2-3 University of Maryland College Park Demographics .................................... 20 2-4 University of Maryland University College Demographics ..............................21 2-5 County Demographics for All Prince George's County Public School Students ..... 30 4-1 Conceptual Framework ....................................................................... 86 4-2 Staff Breakdown by Position ................................................................ 92 4-3 Student Interview Chart ...................................................................... 94 4-4 Analytical Framework ......................................................................... 99 5-1 Staff
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