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Addressing Black 'Student Outsiders' at AANAPISI/HSIs: Toward (Radical) Transgressive Teaching for Black College Students in Higher Education

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Title: Addressing Black 'Student Outsiders' at AANAPISI/HSIs: Toward (Radical) Transgressive Teaching for Black College Students in Higher Education
Language: English
Authors: Nicholas B. Lacy (ORCID 0000-0003-2199-9370)
Source: Journal of Communication Pedagogy. 2025 9:108-117.
Availability: Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: African American Students, Blacks, Minority Serving Institutions, Student Experience, College Faculty, Teacher Role, College Students, Teacher Student Relationship, Culturally Relevant Education, Interpersonal Communication, Andragogy, Racism, Public Policy, Equal Education
ISSN: 2640-4524
2578-2568
Abstract: Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks's (2014) radical transgressive teaching and Patricia Hill Collins's "outsider within" framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that radical transgressive teaching is essential to bringing Black student outsiders into liberatory learning spaces. I propose three interrelated instruction approaches: (1) a communicative-andragogical approach, (2) a liberatory andragogical approach, and (3) transgressive liberatory communication andragogy. Together, these approaches offer a starting point for reimagining communication instruction for Black students at MSIs like AANAPISIs/HSIs--and at PWIs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480702
Database: ERIC
FullText Text:
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  Data: Addressing Black 'Student Outsiders' at AANAPISI/HSIs: Toward (Radical) Transgressive Teaching for Black College Students in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Nicholas+B%2E+Lacy%22">Nicholas B. Lacy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2199-9370">0000-0003-2199-9370</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Communication+Pedagogy%22"><i>Journal of Communication Pedagogy</i></searchLink>. 2025 9:108-117.
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  Data: Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Data: Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks's (2014) radical transgressive teaching and Patricia Hill Collins's "outsider within" framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that radical transgressive teaching is essential to bringing Black student outsiders into liberatory learning spaces. I propose three interrelated instruction approaches: (1) a communicative-andragogical approach, (2) a liberatory andragogical approach, and (3) transgressive liberatory communication andragogy. Together, these approaches offer a starting point for reimagining communication instruction for Black students at MSIs like AANAPISIs/HSIs--and at PWIs.
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      – Text: English
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      Pagination:
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      – SubjectFull: Minority Serving Institutions
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Interpersonal Communication
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