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Mentoring While White: Culturally Responsive Practices for
Sustaining the Lives of Black College Students provides a
provocative and illuminating account of the mentoring experiences
of Black college and university students based on their racialized
and marginalized identities. Bettie Ray Butler, Abiola Farinde-Wu,
and Melissa Winchell bring together a diverse group of
well-respected leading and emerging scholars to present new and
compelling arguments pointing to what white faculty should do to
reimagine mentoring that seeks to sustain the lives of Black
students by way of intentionality, reciprocal love, and
transformative practice. This timely and relevant text takes a
solution-oriented approach in offering direct guidance, promising
strategies, and key insights on how to effectively implement
culturally responsive mentoring practices that aim to improve
cross-racial mentor-mentee relationships and post-school outcomes
for Black students in higher education. It provides clear and
immediate recommendations that can inform and positively shape
mentoring interactions with Black women, men, and queer
undergraduate and graduate students using innovative models that
draw upon critical media and antiracist frameworks. The book is a
must-read for anyone who currently mentors or desires to mentor
Black college and university students.
Urban violence, poverty, and racial injustice are ongoing sources
of traumatic stress that affect the physical, emotional and
cognitive development and well-being of millions of children each
year. Growing attention is therefore directed toward the study of
child trauma and incorporation of trauma-sensitive practices within
schools. Currently such practices focus on social and emotional
learning for all children, with some in-school therapeutic
approaches, and outside referrals for serious trauma. There is
inadequate attention to racial injustice as an adverse childhood
experience (ACE) confronting Black males among other youth of
color. Although there are guidelines for trauma-sensitive
approaches, few are culturally responsive. And it is now critical
that educators consider the traumatic impacts of a dual pandemic
(covid-19 and racism) on children and their education. This timely
book thus serves to inform and inspire transformative healing and
empowerment among traumatized children and youth in
pandemic/post-pandemic school and after-school settings. The reader
will learn about trauma through actual experiences. Researchers and
practitioners present approaches to healing that can be adapted to
local situations and settings. The book consists of four parts:
Youth Voices on Traumatic Experience; Trauma-focused Research;
Culturally Responsive and Trauma Sensitive Practices; and Where do
we go from Here? Suggestions for Next Steps. Each part contains a
set of themed chapters and closes with a youth authored poetic
expression. The book is especially designed for those working in
urban education. However, anyone whose work is related to
traumatized children and youth will find the book informative,
especially in a post-pandemic educational environment.
Urban violence, poverty, and racial injustice are ongoing sources
of traumatic stress that affect the physical, emotional and
cognitive development and well-being of millions of children each
year. Growing attention is therefore directed toward the study of
child trauma and incorporation of trauma-sensitive practices within
schools. Currently such practices focus on social and emotional
learning for all children, with some in-school therapeutic
approaches, and outside referrals for serious trauma. There is
inadequate attention to racial injustice as an adverse childhood
experience (ACE) confronting Black males among other youth of
color. Although there are guidelines for trauma-sensitive
approaches, few are culturally responsive. And it is now critical
that educators consider the traumatic impacts of a dual pandemic
(covid-19 and racism) on children and their education. This timely
book thus serves to inform and inspire transformative healing and
empowerment among traumatized children and youth in
pandemic/post-pandemic school and after-school settings. The reader
will learn about trauma through actual experiences. Researchers and
practitioners present approaches to healing that can be adapted to
local situations and settings. The book consists of four parts:
Youth Voices on Traumatic Experience; Trauma-focused Research;
Culturally Responsive and Trauma Sensitive Practices; and Where do
we go from Here? Suggestions for Next Steps. Each part contains a
set of themed chapters and closes with a youth authored poetic
expression. The book is especially designed for those working in
urban education. However, anyone whose work is related to
traumatized children and youth will find the book informative,
especially in a post-pandemic educational environment.
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