Africana Studies Catalytic Consciousness (ASCC) Theory: A Cosmic Understanding of the Impact of Africana Studies

Abstract

Colonization, enslavement, and institutionalized oppression have disrupted the relationship between the educational experiences of Black students and the fate of African/Black communities. Research has shown that Africana studies has demonstrated the capacity to realign the education of Black students in higher education, leading to the advancement of communities of African descent. This analysis aims to present Africana studies catalytic consciousness theory as a framework for determining the effects of taking Africana studies classes on students who self-identify as being of African descent on college and university campuses—particularly at institutions where they are underrepresented. The main elements of the effects of Africana studies are illustrated through the lens of the Dagara cosmic wheel and its elements: fire, water, earth, mineral/stone, and nature/vegetation.

Keywords

Africana Studies Effect Black Studies Effect Pan African Studies Effect African American Studies Effect

Get full access to this article

View all access options for this article.

References

Adams

T. A.

(2005). Establishing intellectual space for Black students in predominantly White universities through Black studies. Negro Educational Review, 56(4), 285–299.

Adams

T. A.

(2009). Pan-African studies: A safe-haven for Black students at the University of Louisville. International Journal of Africana Studies, 15(1), 57–69; 71–75.

Adams

T. A.

(2014). The Pan-African studies effect and its impact on undergraduate students. Journal of Pan African Studies, 7(1), 23–37.

Adekunle

J. O.

(2000). Education. In Falola

(Ed.), Africa: African cultures and societies before 1885 (pp. 59–72). Carolina Academic Press.

Akbar

(1995). Community of self. Mind Productions and Associates.

Baldwin

J. A.

Brown

(1990). Some socio-behavioral correlates of African self-consciousness in African-American college students. The Journal of Black Psychology, 17(1), 1–17.

Beasley

Chapman-Hilliard

McClain

(2016). Linking the emancipatory pedagogy of Africana/Black studies with academic identity outcomes among Black students attending PWIs. Journal of Pan African Studies, 9(8), 9–25.

Blumenthal

Chu

(2017, October 27). Food insecurity on college campuses. Retrieved from https://www.clasp.org/press-room/news-clips/food-insecurity-college-campuses

Carey

Allen

(1977). Black studies: Expectation and impact on self-esteem and academic performance. Social Science Quarterly, 57(4), 811–820.

10.

Chapman-Hilliard

Beasley

(2018). “It’s like power to move”: Black students’ psychosocial experiences in Black studies courses at a predominantly White institution. Journal of Multicultural Counseling and Development, 46(2), 129–151.

11.

Chapman-Hilliard

Beasley

S. T.

McClain

Cokley

K. O.

Nioplias

Taylor

D. S.

(2016). Do culturally empowering courses matter? An exploratory examination of cultural identity and academic motivation among Black collegians. Journal of Pan African Studies, 9(8), 43–63.

12.

Clausewitz

Howard

Paret

Brodie

(1984). On war. Princeton University Press.

13.

Finley

Green

Martin

Rovaris

Sr . (2017). Lifting as we climb: #BlackLivesMatter and the resurrection of Black studies in America? The Western Journal of Black Studies, 41(3–4), 57.

14.

Guiffrida

D. A.

(2003). African American student organizations as agents of social integration. Journal of College Student Development, 44(3), 304–319.

15.

Goldrick-Rab

Richardson

Hernandez

(2017). Hungry and homeless in college:Results from a national study of basic needs insecurity in higher education. Madison, WI: University of Wisconsin, Wisconsin HOPE Lab.

16.

Harper

S. R.

Carini

R. M.

Bridges

B. K.

Hayek

J. C.

(2004). Gender differences in student engagement among African American undergraduates at historically Black colleges and universities. Journal of College Student Development, 45(3), 271–284.

17.

Harrell

(1999). Manichean psychology: Racism and the minds of people of African descent. Howard University Press.

18.

Kambon

K. K.

(2003). Cultural misorientation: The greatest threat to the survival of the Black race in the 21^st century. Nubian Nation Publications.

19.

Karenga

(1989). Selections from the Husia: Sacred wisdom of ancient Egypt. University of Sankore Press.

20.

Karenga

(2010). Introduction to Black studies. University of Sankore Press.

21.

King

M. L.

Jr. (1963). Strength to love. Beacon Press.

22.

Lilly

(2011). Fire. In Asante

M. K.

Mazama

(Eds.), Encyclopedia of African religion (pp. 267–268). SAGE Publications.

23.

Livingston

Pipes McAdoo

Mills

(2010). Black studies and political ideology as predictors of self-esteem: A call for a new direction. Journal of Black Studies, 40(4), 726–744.

24.

Marie

(2016). Racial identity development of African American students in relation to Black studies courses. Journal of Pan African Studies, 9(8), 63–83.

25.

Mazama

(2009). Rites of passage. In Asante

M. K.

Mazama

Encyclopedia of African religion (pp. 570–574). SAGE Publications.

26.

McDougal

III . (2019). The Africana studies effect: Creating space and viralizing consciousness. The Journal of Negro Education, manuscript ID# JNE18112.R1.

27.

McDougal

III Cox

Dorley

Wodaje

(2018). Black student engagement: Resilience and success under duress. Africology: The Journal of Pan African Studies, 12(7), 192–216.

28.

McDougal

III Fischer

D. E.

(2018). Ku komena nyundo: The Africana studies effect. Africology: The Journal of Pan African Studies, 11(2), 22–40.

29.

McDougal

III Green

Heard

Owens

Wodaje

(2019). Critical pathways to Black student success and engagement. Manuscript submitted for publication.

30.

Nehusi

K. S. K.

(2011). Water. In Asante

M. K.

Mazama

(Eds.), Encyclopedia of African religion (pp. 705–709). SAGE Publications.

31.

Nobles

W. W.

(2006). Seeking the sakhu. Third World Press.

32.

Oliver

Andemeskel

King

C. R.

Wallace

McDougal

III Monteiro

K. P.

Ben-Zeev

(2017). ‘I’m Black and I’m proud’: A majority ecological context protects affective aspects of Black identity under stereotype threat. Race and Social Problems, 9(4), 313–320.

33.

Patton

L.D.

Bridges

B.K.

Flowers

L.A.

(2011). Effects of Greek affiliation on African American students’ engagement: Differences by college racial composition. College Student Affairs Journal, 29(2), 113–123.

34.

Sellers

Rowley

Chavous

Shelton

Smith

(1997). Multidimensional inventory of Black identity: A preliminary investigation of reliability and construct validity. Journal of Personality and Social Psychology, 73(4), 805–815.

35.

Shappie

A. T.

Debb

S. M.

(2019). African American student achievement and the historically Black university: The role of student engagement. Current Psychology, 38(6), 1649–1661.

36.

Somé

M. P.

(1999). The healing wisdom of Africa: Finding life purpose through nature, ritual, and community. JP Tarcher.

37.

Stewart

J. B.

Anderson

(2015). Introduction to African American studies: Transdisciplinary approaches and implications. Imprint Editions.

38.

Woodson

C. G.

(1933). The mis-education of the Negro. The Associated Publishers.