Is Someone Sitting Here? The Race-Space Dynamic in Emory’s African American Studies Classrooms Open Access

Abstract

This paper questions some white students’ assumption that Black students do not want them enrolling or participating in African American studies (AAS) classes at Emory University. Utilizing qualitative data from Black and white undergraduates at Emory, this research articulates the reactions of and responses to white students suddenly being in the minority of an AAS classroom at a predominantly white institution (PWI), as well as Black students’ experiences in majority-white spaces. My analysis applies DuBois’ theory of double consciousness and social identity theory to recognize the nuanced, but ultimately positive views of white students enrolled in AAS classes, as well as the stereotype threat and lack of representation experienced by Black students enrolled at PWIs. This thesis argues for the AAS classroom as a safe space primarily for Black students, allowing a discussion of the definition of “safe space” and how Black students’ expectations of the AAS classes differ from their impressions of majority-white academic and extracurricular environments on Emory’s campus. This research also articulates Black students’ concern that white students are unaware of the amount of space their presence occupies within AAS classes. Black students’ stories of their own experiences of tokenization and feeling as though white students don’t understand them ground this argument that white students need to consciously develop their racial identities. Structuring Black and white interview responses in conversation, this thesis concludes by arguing that AAS courses both allow for white students to critically reflect upon their racial identities and for Black students to feel recognized and valued in a PWI that overwhelmingly centers majority-white experiences.

Table of Contents

Introduction ……………………………………………………………………………………………  1

Ethnography …………………………………………………………………………………………… 13

Methods .………………………………………………………………………………………………… 22

Double Consciousness & Social Identity ………………………………………………............ 29

Results ……………………………………………………………………………………………..…..... 35                                                                   

Hypothesis 1 ……………………………………………………………………………........... 37

            Hypothesis 2 …………………………………………………………………………..…......... 41

            Hypothesis 3 ……………………………………………………………………………........... 63

            Hypothesis 4 …………………………………………………………………………..…......... 75

Conclusion  ……………………………………………………………………………………………… 81

Appendices ……………………………………………………………………………………………… 103

Bibliography  …………………………………………………………………………………………… 121

Tables and Figures

Table 1 …………………………………………………………………………………………………….. 118

Table 2 …………………………………………………………………………………………………….. 118

Table 3 …………………………………………………………………………………………………….. 119

Table 4 …………………………………………………………………………………………………….. 119

Table 5 …………………………………………………………………………………………………….. 120

Table 6 …………………………………………………………………………………………………….. 120

About this Honors Thesis

Rights statement

• Permission granted by the author to include this thesis or dissertation in this repository. All rights reserved by the author. Please contact the author for information regarding the reproduction and use of this thesis or dissertation.

School	Emory College
Department	Interdisciplinary Studies in Society and Culture
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Education, Curriculum and Instruction Sociology, Ethnic and Racial Studies African American Studies
Keyword	Classroom
Committee Chair / Thesis Advisor	Loudermilk, Kim A., Emory University
Committee Members	Gordon, Michelle Y., Emory University Mullis, Jeff, Emory University

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