Visualizing Beyond the Mask: Black Collegians Cultivating Safety Through Joy.

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Bibliographic Details
Title:	Visualizing Beyond the Mask: Black Collegians Cultivating Safety Through Joy.
Authors:	Carpenter, Ashley J.¹, Lewis, Taylor², Benson, Janella³, Pemberton, Brittney⁴, Chinkondenji, Pempho⁵, Feraud-King, Tita⁶, Henry, Devin⁴
Source:	Journal of Higher Education Theory & Practice. 2026, Vol. 26 Issue 1, p123-167. 45p.
Subject Terms:	Black students, School environment, Black people, Campus safety, Joy, Power (Social sciences), Race identity
Abstract:	This nationwide study examined how 25 Black undergraduate and graduate students defined and constructed the meaning of safety and joy on their campuses. Through our newly developed Critical Socioecological Framework for Racialized School Safety (CSFRSS), we address students' experiences of cultivating joy within a liberatory framework, given that these students have historically been underserved and invalidated in academic spaces deemed unsafe. Using the study's data, we found that 1) feeling authentic--particularly within Black racial identity--was rooted in how students determined feeling safe, and 2) even in their unsafe academic spaces, students could cultivate joy due to their Black communities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This nationwide study examined how 25 Black undergraduate and graduate students defined and constructed the meaning of safety and joy on their campuses. Through our newly developed Critical Socioecological Framework for Racialized School Safety (CSFRSS), we address students' experiences of cultivating joy within a liberatory framework, given that these students have historically been underserved and invalidated in academic spaces deemed unsafe. Using the study's data, we found that 1) feeling authentic--particularly within Black racial identity--was rooted in how students determined feeling safe, and 2) even in their unsafe academic spaces, students could cultivate joy due to their Black communities. [ABSTRACT FROM AUTHOR]
ISSN:	21583595