14:05:12 interest here are your second.
14:05:16 Okay.
14:05:18 Excellent. And we should get started I'm going to start recording now.
14:05:24 So first of all, I will introduce in his essence we are the new hosts of the social linguistic lunch series.
14:05:34 This semester. I'm a second year PhD student was six program, and is his second year PhD student in the anthropology program.
14:05:45 So we now run.
14:05:48 Social linguistic lunches taking over from the wonderful Kelsey, and. And now, without further ado, let me introduce our speaker for today. So Dr could determine a burden received her PhD and urban education at the Graduate Center.
14:06:06 In June, 21 her dissertation is entitled countless stories of rock high school students and graduates of NYC independent schools, a narrative case study to support her research, Dr.
14:06:20 Martin was awarded a doctoral student research grant from the PhD program and urban education, a travel award from the vision k at the American Education Research Association, and a DK Harrison dissertation fellowship research for primarily orbit around
14:06:33 around adolescent literacy, a spectrum of urban education, social justice pedagogy socio linguistics intersection ality theory, racial literacy discourse analysis and qualitative inquiry recognition of a commitment the pedagogical excellence.
14:06:48 She was one of three graduate students to be recipients of the 2020 Teaching Award from the Graduate Center. And currently, Dr. Martin serves as a post doctoral scholars education at the Stanford Graduate School, where she completed Federal Work Study
14:07:02 as an undergraduate student under the mentorship of Dr. Harper charity have seen an addition, she serves as an innocuous scholar in residence at the chaplain school for alma mater.
14:07:14 And I apologize, the name of that school correctly.
14:07:18 So without further away. Please, take it away. So without further ado, please take it away.
14:07:27 Hi, good afternoon everyone. Thank you so much, even and he is.
14:07:31 Thank you for the, for the warm introduction and for working with me and inviting me to participate. It's so great to be back home, virtually, I'm here on the west coast and, you know, it's such a great opportunity to be able to you know to commune with
14:07:47 you all so hello, and we're going to get started, I have a lot of things to share with you, so I'm going to share my screen.
14:08:01 And, yes.
14:08:05 Okay.
14:08:11 Okay, so the title of this talk is translated in consciousness and intersection ality and the language of black students and elite New York City independent schools and of course this was based on my recent dissertation research.
14:08:29 So just a note I'm going to start off with, with a note about my position ality, I will be as an overview I will be discussing the key findings of my dissertation, I'll take you through my methods the theories that are used, and then I really want to
14:08:44 hone in on the aspects of the dissertation, and my research questions that address languages, in particular, so I'll give you an overview of the dissertation, and some of my research in the context of independent schools, and then I'll do a deeper dive
14:08:58 into the aspects that I thought were the most interesting about languages and particular dealing with trans languages. And then what I'll do is I'll conclude with what my, what my thoughts are.
14:09:09 and some, some issues for further inquiry that I'm that I'm like to think about, particularly considering belonging and a model of what I'm calling relational student identity model that I was inspired to to think about after my findings.
14:09:24 Okay, so that's what we'll end with kind of like more pedagogical oriented questions. alright so we'll move to, I am a trend disciplinary scholars so you know like will move through, you know some some ideas and topics and socio cultural linguistics,
14:09:37 but also kind of thinking about issues of pedagogy and English language arts, and in language teaching in general.
14:09:44 So, so a note about my position ality it much academic literature black people in the United States are depicted monolithically as black American or Caribbean or African, for example with each group having discrete cultural and linguistic practices.
14:10:00 One is either an immigrant or not bilingual or not yet my identity has been shaped by complex perspectives of migration and migration and belonging. And I found that this was also the case of many of my of my participants of all of my participants rather.
14:10:15 So my linguistic communities of practice were multilingual and our shared repertoire included words of various origins. I regularly assembled words and phrases from African American it from American English Caribbean English is Haitian Creole and Spanish
14:10:29 to express my emotions. Okay, so I grew up in in in New York City and Brooklyn, New York, in particular, by and I attended schools throughout Manhattan.
14:10:40 So I attended schools from what really from kid from daycare through 12th grade in New York City. I was born in Savannah, Georgia. So my experience provides a counter narrative to the deficit paradigm afforded to impoverished families and to black and
14:10:54 Latino families in particular, in a working class immigrant African American home with Georgia roots. I developed an exceptional capacity for language, resulting in high scores on the reading portion of standardized exams throughout grade school, I consistently
14:11:08 scored above the 98th percentile in New York City statewide exams. The Independent School interest exam, and more recently the verbal reasoning section of the Graduate record examination right so why is this important it's important because, well, you
14:11:21 know, this is how our society is structured right that these kind of these normative measures of languages are important. So this is why I kind of spell that out for you, but yet despite my performance on these exams on these normative measures, they
14:11:35 still did not fully capture the full range of my linguistic awareness and how to recognize the competence, the abilities that fall outside of normative perceptions of because they are viewed as truncated or incomplete.
14:11:48 So for example discourses of achievement gap and language gap are driven by conceptions of discrete autonomous enumerated languages that only privilege the language practices have some students while are racing or stigmatize the practices of others so
14:12:02 we have scholars like john bar affiliate Garcia, and they'll take you who've written about this. So, in contrast to deficit narratives, my lived experience with linguistic variation and having the freedom to creatively, engage with diverse texts fostered
14:12:17 high levels of literacy and language awareness. Okay, and so another big part of Mike so clearly I'm someone who's you know who's very much involved in language identifies being a writer as well I write, I write creatively.
14:12:29 I've written bilingual children's books I've always really been interested in language, right. I'm also a graduate of independent schools so you'll see on the left there in that picture.
14:12:46 That's a picture of me in my middle school English teacher in 2020 when I came back for a reunion. Okay and then I'm also from Grace Church school. I'm also a graduate of the school which is which is a girl school on the Upper East Side of Manhattan,
14:12:52 so I'm very much embedded in this work, you know I myself, you know, was a graduate of a black graduate of New York City independent schools, and I'm now an alumni and engaged alumna of the schools.
14:13:06 So, why was that interested in the study well the inspiration for this study was that in 2019 2019 was actually the 20 year anniversary of my high school reunion.
14:13:17 And so during that same year I was thinking about reflecting on you know my experiences having graduated from high school what I've done since then. I can't, I consistently been engaged with the school, but I was you know this was a monumental year milestone
14:13:31 milestone year, and during the same time, right, the independent schools in New York City were in the news a lot, right, and independent schools all over the country were in the news because of student activism that was happening right so it kind of kicked
14:13:43 off in February of 2019.
14:13:59 What stories are ethical cultural Phil stem school in the Bronx where there was a video that surfaced of students using what they described as racist, homophobic them aside you missed that language, right and videos and students and students you know
14:14:01 they resisted it. So you had a multicultural you'll see that picture there in the middle of appeals to students, when you had a multicultural multiracial coalition of students from middle school through high school who took over school buildings.
14:14:14 Okay. They took over school buildings, they held citizens, they talked to the press. It was a very concerted very organized effort that they made to share what what had been happening and to make it clear that this video that surface was not anomalous,
14:14:29 that this was actually a part of the school culture, right, it was a problematic part of the school culture, and also throughout independent schools right that they wanted to address, and that they were set up with, right.
14:14:40 So around the same time. In January, actually, so this one came after so actually the video in poly prep at a school in the, in, in Brooklyn surface, prior to that right in January.
14:14:53 And so it was another, it was a black this time it was a black face video right of some young girls with a with a it was a face mask that they had had on, right, but they were making monkey sounds right and then afterwards you know the girls and their
14:15:07 parents reported the fact that they didn't understand the significance of it that if they didn't need anything racist buy it right and that they didn't understand why people were upset right so there was a, you know, what is this course of that they that
14:15:19 were just unaware that they didn't mean it and that people are kind of you know that they're blowing things out of proportion. Right. But again, you know, during the during the Martin Luther King Jr.
14:15:30 Day assembly at the school that that the Black Student affinity group led, they also held us in and afterwards, and I say today you know like we're not going to have a moment of silence, because we've been silent for too long.
14:15:41 That was initially going to be the.
14:15:44 The title of my dissertation right and I changed it, but it was definitely going to be silent for too long, right on based on the based on the words of the student groups, and so they said you know we can't.
14:15:55 We're not going to kind of perform multiculturalism anymore and perform diversity, when in actuality, you have students who were in who went through the school who are in high school, who have no idea of why what they did was offensive right they didn't
14:16:09 have any consciousness of the history of black face video and of characters of African Americans so that's problematic. Right, so whether they intended to be hurtful or not, the fact that they didn't have the racial literacy is a problem.
14:16:24 All right, so so these students were these students activists really inspired me.
14:16:28 Right. And so that inspired me to, you know, to, to, to do this case study right what I ended up doing was a relational narrative case study. Right, so, you know, an overview of it is that I use purposeful sampling, actually.
14:16:45 Sorry I should have been my slides a little bit differently so bear with me, but I'll give you an overview and then I'm going to go into kind of, you know, actually, let me, let me define the terms that you see in front of you first and then that'll take
14:16:56 care of it. So it's so throughout this presentation you're hearing me using different terms. I use the term bad black which is an acronym black African descendant black African descended, I use it as an umbrella term to indicate the racialized experience
14:17:11 of any person of visible African descent who resides in the United States. So, this term applies to you to anyone who identify this black black American, African American, or any other ethnicities labels, from throughout the black Atlantic and pan African
14:17:25 diaspora. So for this study participants self identified as black in order to be eligible to participate. They offer their own definitions of black American, African American, and other pan ethnic identifiers that I put in the narratives.
14:17:39 So, to be, to be clear, but terms black American and African American, they meant different things across the participants. So as I only have that term as a label, then, that wouldn't have allowed them to really, it wouldn't have allowed me to understand
14:17:53 the complexity of how about participants identified, so this is why I had to come up with a different term because some participants identify with being black American and some of them did it.
14:18:02 Okay. Um, so, and I also use bad ironically I guess I do realize I spell that bad. I did that purposely, but I use it as a semantic inversion of bad meeting good and African American language.
14:18:14 Right, so by using a terms, bad, bad people in bad languages throughout my study. I hope to disrupt anti black discourses and inspire leaders to query their own biases.
14:18:24 So I'm the term New York City independent schools I just, you may see it as an ISIS and yc is. And these are schools that are that are geographically located within the five boroughs of New York City.
14:18:35 So for this study new nicest were eliminated today schools that were accredited members of the New York State Association of Independent Schools. And then I use a term alumni okay so this term that you see here is pronounced alumni, I realized there was
14:18:49 a popular term alum that is used to be gender inclusive, however, to me it seems reductive to me. I did take Latin in school. So, you know, that's also part of my position ality is that I took Latin, and so I learned how you know how nouns were declined
14:19:05 in Latin, so based on my perspective and my own consciousness of that, to me, the of the term alum is gender, you know it would do it produces gender it removes gender completely.
14:19:16 So, I prefer to use the term alumni, because it's inclusive of masculine feminine and plural gender identities.
14:19:27 Okay, so, you know, what are independent schools right independent schools.
14:19:31 It's a type of private schools governed by an independent board of trustees right so they are private schools. They're nonprofit they're self governing entities.
14:19:40 And so whereas whereas many pub, which is where the dicey in public school for example, a Catholic school, it may be governed by you know by a diocese or some other religious body independent schools.
14:19:54 Typically they're self governing, right, and also what distinguishes independent schools from most other public schools, is that they have a central academic purpose geared towards preparations before your colleges right and typically their secular, so
14:20:04 so even if they have roots, you know, in the in the Protestant traditions, like Episcopalian right for example or Catholic, most of them are more secular in spirit right and they include students from a range of religious racial diverse backgrounds.
14:20:20 Right, so Powell 1996, he, you know, according to power his character was the independent school was that there was a focus on community right there was a focus on on standards on exceptionality I'm sorry, so high standards for academics for athletics.
14:20:33 Students who attended these schools you know were expected to excel, right, that was the culture was a culture of excellence, and then also personalization right so students also had the opportunity to enjoy a highly personalized academic program where
14:20:51 we're teachers were looking for their genius, right, there's an assumption of genius. There's an assumption of of exceptionality, and so students have the opportunity you know to create clubs they have the.
14:21:03 They have the resources, right they have the wherewithal they have the empowerment, but they also have the economic resources to create a new club or to create a new affinity group right or to ask for, for some for a particular type of class you know
14:21:17 in the arts and sports, if they if they've demonstrated an interest in it. Right, so this aspect of personalization, and then having the resources, right, to be able to influence the program.
14:21:29 To a great extent that's a feature of independent schools. Okay.
14:21:33 So, and then got them bt Fernandez right years later 2009, who did a study of boarding schools of not boarding schools, but they were independent day of the day in boarding school in New England came up with the five E's have already called the five P's
14:21:49 of elite schooling. Right. And so, and then those five E's, excuse me, I need to.
14:22:01 Okay, my screen is being blocked a little bit.
14:22:07 Okay. Yes. Alright, so the five years of schooling right well exclusion, right found it these, these are exclusive environments and primarily they started out being being being schools for the social elite right that's the foundation of independent schools,
14:22:21 it was not actually the concept of being academically elite came much later, right but initially when we still have the oldest schools in the country are independent schools right that started in the 1600s right when the Dutch actually controlled New
14:22:34 York City. So one of the you know one of the old it's touted as being the oldest school, you know, in the country it's also kids contested that history was contested, but the Collegiate School, which is a boy school located in New York City is tired as
14:22:46 as being the oldest school regardless being the oldest independent school and also one of the oldest schools in the country right and that was about the 1600s, so they were initially right a school, you know, that was built on exclusion on engagement
14:22:58 right or someone's being engaged, not just academically but the expectation is that students would be highly engaged in the social life of the school, so before and after school and sports and arts, right, that they would be highly engaged at their parents
14:23:11 would be engaged in the school, being engaged in right and you know and raising money, you know in participating and book fairs, lots of activities, you know to be engaged with the whole family.
14:23:24 And again we have excellence, right but along with that came a sense of entitlement as well, right and then also envisioning where students were, you know, always encouraged again to envision themselves as leaders to envision themselves in the future,
14:23:36 you know as being leaders of their communities as being leaders in whatever field, a career field that they went into. So again, a lot of talk about and programming to support students, imagining a bright future for themselves right so again they started
14:23:51 out being socially elite, and then over time they became known for being academically elite.
14:24:00 Alright, so now let's talk a little bit about diversity and independence and independent school prep programs. So, when we talk again we said that you know the school started out being, you know started out being schools for the socially elite so they
14:24:14 were for the wealthy right they were for the most privileged families in society who were the first people to actually be able to afford schools right so before we had a system of free public schools, right there were private schools and these private
14:24:27 schools were primarily for boys right folks for for young men who were from Elite families, right, and so that started shifting. When the, but remember that they had a college prep mission.
14:24:40 So when the college. So when the criteria for colleges changed. Right. the the criteria for admissions to independent schools had to change as well, right and then that led to economic diversity right so powers states that economic diversity was attempted
14:24:55 from the 1940s until the mid 1960s as a method to create co create a more diverse student body economically, in order to create a more homogenous student body academically, right, so what that means was that they were willing to buy arguing about having
14:25:10 more students who excelled academically benefited all students. But as better students raise academic expectations as well as schools reputations, they could more easily asked for paying families to subsidize the education of scholarship holders, if the
14:25:25 result was to improve the school as a whole. Right. So in short, what does that mean. This means that school starting in the 1940s that they were scouting and actively recruiting poor and again it was mostly boys right at this time, but but but boys my
14:25:41 mostly from, from low income families and they were white boys right from low income families who were excelling academically. Right, so they still kept the same kind of racial homogenous on the school right but they also, but it but the economic.
14:25:57 It became more economically had erogenous. Now what this also did was it created this was the beginning of a two tiered system. Right. It was the beginning of this kind of two tiered admissions system that that that developed an independent schools were
14:26:11 what well although you know they still they were on scholarship right these students were on scholarship right but it wasn't explicitly clear right then it was an academic maybe, but it was an academic scholarship, right, but you have these students who
14:26:23 were there on scholarship, low income students who were expected to perform well academically right to justify their place at the school, whereas students who are from wealthier families who could afford to pay full price.
14:26:36 There was no x yes the standards, there was still rigorous, but there was no expectation that they had to meet them at all times. In order to secure their spot so that so the beginning right of this kind of two tiered, are you know class system of admissions
14:26:50 right started in the 1940s, and then post 1963, when we had when we had pushes for the schools to become more diverse racially and particularly it specifically right with the civil rights movement with them having, including more black students in their
14:27:07 schools, right, then that's when that class to it also became racialized as well. Right. So, um, in 1963 posts you know after the Civil Rights Act of civil rights movement, private philanthropy and federal government officials, they offer financial support
14:27:24 to schools, right to support the desegregation of independent schools. So there was actual federal money right that was set aside and that was geared towards independent schools, not directly, but indirectly to nonprofit access programs like a better
14:27:38 chance, like the all of our program. Okay, for example. All right, so, however, from the beginning, black scholars and parents they could take the mission of what I'm calling these PSP these prep school prep program right private school prep program.
14:27:53 Those programming it perpetuated ideologies of inferiority and white savior ism, so for example as speed Franklin writes, with the exception of the Black Student fund in DC, most programs, identified screen placed and track the progress of minority students
14:28:08 who were classified as gifted and talented. So these students were screened for being gifted. These are black students were being screened for being gifted.
14:28:16 Right, the academic records of the students notwithstanding, many programs require these youngsters to participate in remediation programs in preparation for independent school matriculation.
14:28:27 So in effect intensive remediation of gifted and talented minority students imply that even the best minority student was somehow inadequate to compete in the Independent School quitting, and independent school setting school setting.
14:28:41 Right. and quotation.
14:28:43 So this kind of dynamic right of of accepting of screening students screening black students, for being gifted and bleak and being academically exceptional you screen the students for that but then when they enter the school space.
14:28:56 You're still bombarding them with deficit narratives, right, so this though this kind of disconnect and this discord is something this dynamic is something that we see that continue to play out and it's something that I saw surface.
14:29:10 In my data as well.
14:29:12 Okay. So a little bit about black student independent school. this is an overview prior studies have shown that racism and classism, continue to negatively impact the socialization of middle of working class bad students, right now study from that now
14:29:26 with Cooper declared Gumby from appsflyer baton Antonio and speed Franklin. Right.
14:29:31 And at the same time, generally for effort for independent schools in general, there's studies have shown by Coleman Hawker Kane Khan and Powell have shown that leadership that in that for all students that leadership having open dialogue with with their
14:29:48 with your teachers, and having close relationships with teachers, was a feature of independent schools. Right. And I have to say that most of the studies that were done with on boarding schools.
14:29:58 Right. And I think that you know there's there's so there's actually less literature.
14:30:03 actually less literature. Most of the research privacy that was done an independent school focused on boarding schools, they were ethnography the boarding schools, right. So where my research differs, is that there's a specific focus.
14:30:13 Well for one on locality in New York City, but it's a specific focus on day schools. Okay, and it's a case study. So, so that's that's going to give us, you know, a little bit a different kind of insight, right, because the I argue that that there are
14:30:27 fundamental differences between socialization and a boarding school and socialization in the day school so and that's something that hasn't hasn't yet been teased out as much in the literature.
14:30:38 Spy research has also found that racism and classism, continue to negatively impact the socialization of middle and lower income black students, and then more recently, Anthony jack study of.
14:31:01 Um,
14:31:01 okay, Anthony jack study, right of he studied low income students, the experiences of low income students at an elite University. Right. And so he identified there being two groups those students who are from under resourced under resourced schools prior
14:31:19 to coming to prior to coming to this elite private university, he referred to them as the W disadvantage. And then he refers to the other group of students who had already attended elite independent schools, whether they were day school to boarding schools
14:31:34 as the privilege poor, so while these students were poor and they were low income. They also came right with a with a certain amount of training and privileged and social cachet that allowed them to, to, to talk to us to socialize and to assimilate and
14:31:50 to kind of adapt better to the, to the expectations of school of elite schooling at the at the university level. Right. so it's this group that Anthony calls that that that started that jack calls the privilege, poor that I'm highlighting and my study
14:32:05 right these are, these are black students, and they were predominantly from low income. In fact, all of my participants were from from lower middle to lower income families, and their precisely this group of students who jack who jack, you know who lives
14:32:18 research tracks and once they enter private schools.
14:32:23 Okay, so, um, so based on you know that overview of the research, I had to develop the following four research questions one, what kinds of multimodal and linguistic resources do bad high school youth and alumni nerds to be independent schools use to
14:32:51 encountered and notes to the independent schools, three, according to bad alumni, what are the lasting impacts of their New York City independent school experiences on their present day lives, and for how to multimodal public narratives of that alumni
14:33:05 describe ideologies of language race, class and gender.
14:33:09 So based on big so based on those based on the questions.
14:33:15 I developed.
14:33:21 I'm sorry I'm kind of, I realized that my slides are a little bit.
14:33:27 So bear with me, there's a lot I realized, you know, for one thing that may be a little bit blurry. This is an over, I'll try to just go through my, my, my, my theories a little bit quickly right so I'm going to talk a lot, but you'll have this one slide
14:33:40 here to reference the series that I work with. So the three theories that guide my that guide my inferior trans language in critical race theory intersection ality.
14:33:49 Right, so the first one overarching theory for me that's really important to translate.
14:33:53 trans language in dynamic language and practices that bilingual people use as an extension of their linguistic Roper to repertoires so to quote the quote arts ag at our 2015 trans language is the deployment of a speaker's falling was the repertoire, without
14:34:18 regard for watch will inherent to the socially and politically defined boundaries of name languages. Okay, fans and dynamic systems theory it aligns with scholarship on discursive identity construction right Garcia and lead way, 2014 posit that trans
14:34:34 language is Pope, a creative process that is the property of the agents way of acting and interactions, rather than belonging to the language system itself.
14:34:42 Right, so it's the people that drive it's the end, and not just the people but the interaction of awareness and the interaction, the interactions that dynamic interactions of people, amongst themselves that guy delay.
14:34:56 That guy's trans language and so based on these varying definitions of translating theory. There are four nodes that emerged is integral to conceptualizing translating as method for me.
14:35:06 And so these nodes are one and having an integrated linguistic repertoire, a dynamic having dynamic and flexible language and practices, the internal perspective versus outside category categorization right so translate would you just something that happens
14:35:20 from an internal perspective that I'm going to talk more about and why this was really central to how I'm, how I'm really inspired by translate.
14:35:33 And then also having a shared practice of violence of translating which is being a shared practice of by multilingual people amongst themselves. Right, so the whole phenomenon of trans languages, right is dependent on context, it's, it has to be contextualize
14:35:43 right it's not just something that one would do spontaneously, you know, with with any group but it's highly dependent on having a shared having a shared repertoire.
14:35:53 Okay, so as, again, you know in designing my study, you know, I was thinking about, you know, how could I create, you know, conditions and and conversational, the conversational context, so that my participants would feel a sense of kinship with me that
14:36:09 they would know that we have that we could possibly have a shared semiotic linguistic repertoire also, you know, like having a shared experience of being black students who attended independent schools, all of these things contributed to to how freely
14:36:24 they spoke with me about languages. And then in how they spoke to me about language and whether or not they trans language and to what degree. Right, so the interviewer mattered, my position ality, and my relation ality to my participants was highly important,
14:36:38 right, and it was a determining factor on the outcome, you know, of my study. Okay, So I propose that you know that translate as a form of linguistic style indexes trans national consciousness, right, Associate linguistic cat style of course can be thought
14:36:55 of from accurate and urban as a set of resources that holds specific meanings within and across social context, right so and that the internal perspective of trans languages like I said, is that of integration critical race theory is something you know
14:37:10 that was that I also use critical race theory a bridge to start to bridge the divide between critical theory and lived experiences, exploring the possibilities and historical limitations of the law to improve the material reality of people of color.
14:37:24 Right, so several theories have emerged since its initial founding in the 1980s, but there are four central tenets of critical race theory that that are that are found that comprise the foundation of subsequent scholarship.
14:37:36 And then I also found throughout my study. So one is that racism, you know, is a social construction right it's not something that was fixed but then ideas of race have shifted over time.
14:37:44 And that's also been reflected in the law, and then also racism is ordinary right it's not aberrational it's normal and ordinary that racism is a is a, is a salient part right of the United States history and identity, it has been doing is that race intersects
14:38:01 with other identity. So the concept of intersection ality, which I want to talk more about.
14:38:04 And then countless stories, and then also that countless stories can challenge dominant narrative. So because there have been dominant narratives and you know incomplete and inaccurate, you know now is perpetuated throughout time, you know, throughout
14:38:18 the history of this country, particularly about African Americans that it's important to have countless storytelling and counter narratives from first person experience right to, to, in order to give them more complete and accurate.
14:38:32 Excuse me picture right so that's why that was important because frankly, you know, in a nutshell, research has been, you know, has been harmful than that, you know, start certainly, you know, academic research has perpetuated these harmful and inaccurate
14:38:47 narratives because they were rooted in racist theories, so we have to have the lived experience, and the perspective of participants in order to counter that.
14:38:56 Okay. And then of course going to sexuality, um, you know, by, by, Crenshaw, you know, Kimberly quinto coined the term is, you know, is focused on, you know, the idea you know the intersections primarily it was with race and gender.
14:39:11 Right, so the idea of having multiple marginalized identities, initially was, it was specifically focused on the, on the experiences of black women, right, who were marginalized both racially and then also marginalized, because of their gender identity,
14:39:26 and then it's since become extended, So some overlapping themes of critical race theory trays language in the intersection ality right is the idea of having like multiple consciousness, right.
14:39:36 So this is where I'm where I'm going with the concept of trans language and consciousness is that because I believe that trans languages reflects and expresses and can you know it's reflective or transnational cons of a transnational conscious consciousness,
14:39:50 right, that it's important that we keep that in into consideration. And then also, discursive identity construction that trans languages, you know as a form of trend discursive identity construction, and that intersection ality and critical race theory,
14:40:05 play your part in that and how its constructed right, the fact that racist socially constructed but not even that, but how gender is socially constructed as well, right, and then also that linguistic ideologies that they co construct ideologies of race,
14:40:17 gender and class, right, and these are things that you know that you know some scholars that I've mentioned before, and others have done more work on but these are the overarching the overlapping themes that have guided my study,
14:40:29 and how they intersect.
14:40:31 Okay, so now the case study design, right, so it was a qualitative case study, right where where things were co constructed, so so again I'm a researcher instrument instrument, the things that reciprocity co construction and reflexivity were highly important.
14:40:47 I use purposeful sampling to.
14:40:50 I use purposeful random I'm just going to read them so that I can be succinct. So in this relational narrative case study I use purposeful sampling to identify six total participants were in depth interviews and I employed document analysis of for fiction
14:41:04 and nonfiction narratives. In summary, I collected and analyzed for it, narratives six interview transcripts and two visual collages as data sources, my central theories of trans language and critical race theory and intersection ality got it all aspects
14:41:19 the studied studied design, and I engage in what's called critical race methodology, which is crystallized in explicitly exploring common story as narrative.
14:41:27 And so from this I highly I build on the work of Barry and cook in 2019, Kim Martinez and Miller it out. Okay, I'm essentially the role of intersection ality.
14:41:38 So this study contributes to research on bad students and independent schools by examining ethnic heterogeneity narratives of racism classism and sexism and complex language and practices, it offers narratives of bad students across boundaries of socio
14:41:53 economic class, ethnicity, and gender expression dis aggregating data and the bad student population. So in addition it offers an exploratory analysis of the language and practices of youth and independent schools, that's D limited to two new to New York
14:42:08 City independent schools.
14:42:13 So just to go back here, you know, it was it was a case study that integrated public narrative so I use different source sources, I triangulate it my data source in order to build my case.
14:42:24 So you'll see on the four ends of this, of this relational model highlighted in blue public narratives. These were these consisted of of middle grades of middleweights graphic novel of, you know, a one was a memoir by Danielle's idea, and then the two
14:42:41 other ones were articles like a long form article and one was, was a blog post. So these are public narratives of graduates of knew they were all black males graduates of minutes to be independent schools.
14:42:53 And then in the center there, we have six participants who I interviewed directly, and these for in depth interviews the interviews range from 90 minutes to three hours and 15 minutes in one case, right, and then there were too high school students current
14:43:07 students who I interviewed and I also analyze visual, I had them create visual collages that I'm sorry, I don't have time to go into now, right in this particular study but they are in my dissertation visual collages that also reflected their identities.
14:43:23 And in the middle there you'll see there was actually a seven participants. Right, so again because of the relational It was a relational narrative case study and the importance of relation ality really emerged that there was a story that was circulating
14:43:37 by several participants, several of the participants told me the story that they had heard, or that they that they knew of a student we're going to call her Venus, right, who was a bad alumna who was actually pushed out of a New York City independent
14:43:49 school. Right. And so what I did was I created a composite I created a composite character, right, who told called Zombie, zombie means friends right in zombie means friend and many Francophone languages in the Caribbean, it means friend.
14:44:06 So, so this that's the composite character, and they told the story, Venus is also assuming that a pseudonym of their friend Venus and what happened to her.
14:44:14 So while they were telling me their own narratives. They also would carry that was on their heart. The story of what had happened to their friend who they feel was treated unfairly right because of race and because of class and because of gender, they
14:44:27 all you know not all of them but many of them, you know I'm told me of this story, so I had to include it in the case context and like in the case study, and I did so by creating a composite character.
14:44:38 That's how I accounted for that data. Okay, so here's, you know, I kept the reflectivity journal throughout. And then I also color coded transcripts and coded them.
14:44:48 Okay. And so now let's kind of, you know, go into some of this analysis here. Okay, so, for one of the students don't know Peralta. This was one of the public.
14:44:58 This was one of the public narratives that I analyzed which was a, which is a memoir. Right. And so thinking about like the themes of fragmentation that intersection ality he writes in, in the opening up his of his memoir, it's really pointing that it
14:45:11 helps us to set the stage, because he explains how he compartmentalize these two aspects of his life was a teenager stating, quote, I was 17 and my teenage negotiation of the divide between hood life and school life.
14:45:24 I was carefully managing which aspects of myself, I present to the people around me and quote, over time, he experiences a shift in consciousness, quote, but I would rather run after the impossible than live with a string of labels undocumented hood rat,
14:45:47 Dominican classicist I am all of those things. No one or two of them define kn quote. So for me, this was just this was just a really beautiful and eloquent and succinct display of trans language and and translate in consciousness, right, because as opposed
14:45:59 to thinking of himself in multiples and into fragments itself. It was the intersection ality of these labels but also it was integrated, so his consciousness shifted over time, from thinking that he had to hide parts of himself in his schooling in order
14:46:13 to fit in to accepting the full range of who he was related to class and language and, and ethnic identity and gender identity and and his use these now you know he's now, you know, an award winning, you know, and story professor of classics at Princeton.
14:46:29 Right. Um, so these are things that he learned to integrate over time. Right, so intersection ality theory oppose that his marginalized identities could not be parsed and promote his experiences a race, gender and class.
14:46:41 During his years at collegiate were informed by the simultaneous interplay of his identities at any given time. Right. So this kind of soda, how intersection ality played out in his life was it also kind of surface in a similar way, and some of my other
14:46:56 participants.
14:46:58 Okay, so now I want to focus more on on trends languages.
14:47:06 Give me one second.
14:47:14 Because I did go out of order, a little bit, um, in order to try to be more succinct. Right. Okay, so let's move into one participant we're going to go deep in depth into two participants when is it to one is true.
14:47:23 So the first one right there are themes of transnational and trans cultural and languages, as I call them. So, um, I said to and you're going to learn more about her right so I said she was born and raised in the neighborhood of Harlem in Manhattan, New
14:47:36 York. She's She's also, she's a recent alumni she uses on she her pronouns, and she's a recent alumni mentor to the independent schools, both of her parents have one in Senegal, and immigrated to the United States before she was born.
14:47:48 Okay. She grew up in the neighborhood, invariably known as Little Africa, or little Senegal in Harlem, and she stated that she spoke will have at home, and that quote most of my family is French.
14:48:01 Taken together, I saw two reports that she spoke some combination of Wallace and French at home, yet the boundaries of these languages were unclear when asked which subjects she excelled at in school, I said to reply quote, I was really good at.
14:48:16 Yeah, I was not that good in French, which is surprising given my whole family's French, I would make up words that weren't even that weren't real and save them and like a French accent and like hope to get away with it, and quote, she will cause be being
14:48:28 surprised by her lack of proficiency in the French language, despite her family being quote French, which seems to mean being from a Francophone background.
14:48:37 These feelings imply that ISIS who had received validation from home and her community about her proficiency in French, but she received the disparaging assessment of her French language skills at Highland, which is the name of the independent school
14:48:50 that she attended.
14:48:54 In, in the Bronx. In New York, when she states that she would quote be making up words that weren't real po in class. One wonders where this assessment of made up words originates is that it is possible that Isagenix perception of words being made up
14:49:20 from her encountering ratio linguistic ideologies at school, that he legitimated the language of her home and in a home or her home and community. And so of course you know I'm here representing the work of Jonathan well stuff.
14:49:26 I've done it then roll stuff.
14:49:28 And, oh my god, they're going to kill me, because I adore them both, but it's just so you know charge it to my head. Because I told them all the time, but real set, and I'm Flores right and Nelson Flores right Forgive me, Nelson is also a graduate of
14:50:00 the of the of the program it's just I haven't that short term memory. Right, so I'm quoting their, their seminal work on my co linguistics, and certainly racial linguistics ideologies didn't emerge, you know, throughout her throughout her transcript and
14:50:00 several of the others. So I said to us as African American language when speaking about bad, bad friends who use the language and in reference to herself, when, when I asked her if she had ever experienced or witnessed discrimination at school.
14:50:14 She cites several instances, including one involving her friend Marcia, who was a bad email. She states, and this is the rotation that you see on the board you can read.
14:50:22 I'm sorry that you see on the slide. Um, and then yeah William takes specifically, an individual in class called on Marcia the N word casually. He was like, oh yeah my word.
14:50:33 And then she was like, what's this on the wrong so she's like, so she just did not have it, and then like you know raise it up and was like this kid Kwame it Where do what I had to do.
14:50:41 So in recalling the memory of a white male student calling her bad female friend the N word I said to recounts the narrative in part, using Final logical and lexical features of African American language, perhaps a regional variety right she did not have
14:50:54 it cold she did not have it quote raise it up, Pope did what I had to do, and New York City speech, right, have some fun illogical features New York City speech, another context in which ice to use African American language.
14:51:08 And Mark, another context in which I see to us as African American language and walk New York City variance is in response to the question. Are there any negative consequences to your life now based on your experiences at school, and the following excerpt
14:51:23 she uses African American language, and a narrative that explores themes of racialized and gender notions of desirability, and having negative self worth and self esteem, quote, I still never thought I was worth anyone's time.
14:51:36 I happen to be in a relationship junior year and senior year with someone outside of Highland. So the attention that I was getting, I wasn't aware of it at all.
14:51:53 So at the time I'm experiencing this space where it's like I didn't know I was literally attractive at all like, at any instance until 11th grade, so of course that you know clouds you.
14:52:04 And so I went to Jones, which is the, which is the, which is the private college that she attended it's ranked. It was ranked by US News World and report as being in the top 10 private colleges in the country that's where she attended after after Highland.
14:52:19 And so I went to Jones like I'm that you know I'm that bit you know I run this world, because I didn't have, I didn't have any, it was inaudible but I didn't have any chance, I guess chance to do that in high school, where that was my moment to like shine.
14:52:32 So a lot of like having to learn what self worth looks like is it do yourself. Is it do others is a do partners, so figuring it out now.
14:52:41 What 100% because of Highland that I haven't figured it out. And she was laughing, she said that. So when it came to feeling desirable, or pursuing romantic relationships.
14:52:52 I said to reveals that she was unaware of any sexual attention from white males at Highland particular, and she discusses not knowing that she was attractive.
14:53:00 Her socialization now Highland had quote cloud her self esteem and self concept. She acknowledges that she remains in the process of learning what self worth is, and she attributes this process quote 100%, because of Highland that I haven't figured it
14:53:12 out with the laughter functioning as an emphatic marker, rather than as an expression of humor. Okay, so that's something that she did. Throughout the interview, but also ice to know that it uses the filler phrases that up right de de de or variations
14:53:27 of it five times in total throughout the interview I noticed that, right, so she used it five times. So, and I thought that that was significant, so I did some research and according to baby girl 209 from 2016 on the Urban Dictionary website.
14:53:44 It is de de de is saying use when filling in the blanks. So based on my own position ality as an African Americans was raised in New York City, and who has some training and socio linguistics, I have observed that the users of the phrase appears to be
14:53:56 common in New York City speech, but I haven't necessarily heard it in other regional varieties that I'm familiar with, like for example, you know I'm in the low country where my family is farming South Carolina and Georgia, I haven't heard there, and
14:54:09 I also haven't heard it yet, you know amongst speakers here, you know, in the, in the northern California area. Okay, so it's something that I that I intuitively think maybe something that's a more, a more.
14:54:24 A more salient features, New York City speak but more research needs to be done. So furthermore the use the frequency of usage is higher among bad us I observed from up from uptown these neighborhoods inclusive of Harlem in the Bronx and Harlem in Manhattan,
14:54:37 and in the Bronx. So this meeting of uptown itself indexes and insiders long term perspective of new york city neighborhoods that is illustrated in a daily cost posting by the comment of Brooklyn bag boy.
14:54:48 Okay, so let's see you know what Brooklyn bad boy has to say. He says, You can't say quote I live uptown unless you live in Harlem on the Bronx. This will confuse us natives.
14:54:58 If you live on East at 16, you live in the city, not uptown Harlem is not the city Harlem, is Harlem. Yes it is in Manhattan, but it is most certainly not the city.
14:55:09 However, if you live in Harlem The city is not the city. It is downtown Harlem was a distinct place and a distinct destination. If you live in the city hall, it was not part of the city.
14:55:18 It isn't it is also, it is Harlem. It is also uptown as a, as an a destination, as well as the direction.
14:55:25 Okay, so did you catch all of that was it confusing to you. Right. So throughout this is an insider's knowledge right this is the hyper local literacy of understanding what what is uptown geographically, what it what it also indexes ethnically and racially
14:55:41 and culturally, what that means. So throughout the interview is to draw from a diverse linguistic repertoire that includes registers that some scholars of language might classify as academic formal and informal.
14:55:53 In addition to indices of New York City speech. I said to users, African American language, and the rhetorical style of braggadocio and hyperbole, for she uses the semantic inversion of disempowered to empowered sense of the word bitch right like to the
14:56:07 clarity is I'm that bitch and I run this world, or phrases that have been popularized by black American artists like Missy Elliott Beyonce and beyond them.
14:56:15 and since Geneva Smitherman in 1977 and again in 2000, you know, quote, notes that right the semantic inversion right for of disempower to empower in the word bit she knows that they're right so also isotopes language in practices are in line with what
14:56:27 Smith 2019 observed observations that people have sent uglies to send a New York City tended to have higher frequencies of code switching fading quote several people remark that speaking English allowed people to diminish immigrant stigma, or stake a
14:56:45 claim on quote American blackness. At the same time, they also extolled multilingual ism, particularly in the multicultural enclave of little, little center glow were wallets and French could be heard as often as English and quote.
14:56:59 So although we solely use words and phrases that are part of the English language lexicon. There were instances where I said to explicitly articulated herself, using African American language and in particular, perhaps some, we can think of, we tend to
14:57:13 think about regional variants. But, but my, my study participants are really encouraged us to think about. Variants according to borrow right within New York City, right with de de da, you know, perhaps being being one of those states.
14:57:27 Okay.
14:57:31 So now I want to turn to another participant name true. Okay. And for true. Um, there's a phenomenon of trans language and and trends variant priming that I found to be that I found to be that surface, right in their their pronouns are they, them.
14:57:49 So in their in their work in their interview. So from the start of my interview with true ideologies of gender and language in general, and a trans language in theoretical orientation were prevalent.
14:58:00 After I asked for their pronouns and preferred name, they explain that they had recently adopted the main true, quote, there's a nickname that one of my friends gave me talent radiates universal energy.
14:58:12 I've been doing that recently quote, so again just to these are all synonyms that I'm using ICT was a pseudonym. She was also a pseudonym, so keep this in mind that true did have a name that was similar, you know, I, I'm very proud of myself again as
14:58:26 a creative writer, that I came up with this pseudonym that fully kept you know that that better captured the pseudonym that that you had, but she does actually go by a name that is an acronym that means something really deep it's just not true.
14:58:41 Okay, so just, you know, this is the the meeting that I came up with, you know, for it. So, based on the acronym for talent radiates universal energy I've been doing that recently.
14:58:51 Um,
14:58:54 okay I talked a lot there right so it is noteworthy that you conceptualize is their name as an action, rather than a fixed Appalachian right so don't miss that this at corresponds with critical linguistic theories that envision language as a process,
14:59:08 rather than object of study in line with the critical post structural ontological shift from nouns diverts, right. So when she says me. My name is true I've been doing that recently.
14:59:19 Right, it's so don't miss that shift it's not, they're not just saying that this is what my name is right this is saying now this is what I'm doing, which means that I can undo it as well, right that's there's a fluidity there, just as one can do one
14:59:33 can undo this the verb there, there's an action there, right.
14:59:37 So, so I credit I recently transitioned Queen Mother of American letters, Toni Morrison, who famously stated in her 1993 Nobel Prize lecture that quote we die.
14:59:47 That may be the meaning of life but we do language. That may be the measure of our lives and quote. So in advocating the significance of renaming to explicates the temporality of names, they state quote, I feel like true was very like in the future, when
15:00:02 I'm in a specific state, but Sofia is very like grounded in the past, and I'm okay with that you know this fluidity of naming parallels with an integrated sense of sense of past in Sofia future in true, and the President that is conscious of both quote
15:00:20 mind either way I'm okay with that, you know, rather than having a discrete name for the present her present self is demarcated by the flexible use of both next.
15:00:30 When we started the interview I noticed that true initially had another name listed on their video screen. And we discussed this afterwards so called, I love it, I love it, I love it because it's like, it's, it's, it's not what you think right like you
15:00:45 don't think that it's an acronym, and I was going to ask you about it, I was like to you was like who it is true. Yeah, yeah, laughing.
15:00:55 Yeah, yeah, laughing. Why would you name yourself true. Okay, I love it, I love it. Yeah. And so, and what pronouns Do you use um they them she her both of them.
15:01:04 Choose a response of you would like who this is the first instance of their use of an utterance that had a high concentration of variation beyond mainstream American English, and that included features of African American language.
15:01:16 So one the regular lies you have was with the second person singular versus the mainstream American prescription of where right when she said you was like who does the polarity of the use of the quality of life, which may be attributed to the, which may
15:01:29 be attributed to my use you know in the preceding line. Right. I went I said I was like that may have prime them to say you was like to write and then three, the use of zero copula and who live right compared to mainstream American English Who is this
15:01:45 or variants of Southern American English is even that may include, who was this or who it is. Right, so there's that zero copula there that is you know key feature of African American language.
15:01:56 There's also the use of the voice LBO or Scott D and place of feta and the realization of this as this. Okay, which we both used. So first I voice my curiosity and mouth confusion that seeing the name true and the zoom waiting room right because I have
15:02:11 a relationship, you know, with two and and I didn't know if they were going by different names. Right, so I was like who is this in my zoom what they've tried to zoom by me and ruin my study, and then I found out that it that it was that, right.
15:02:26 Next I provided a sentence them by stating, quote, I was like, accompanied by physical facial gesture shoe then predicted my feelings and interpreted my facial gestures and their response, because they collaborated on my other ones they conducted a discursive
15:02:40 move of voicing that affirmed that what I had been feeling, and no use of African American language they affirmed our shared racialized identity and perspectives.
15:02:49 Additionally, their fluid use of personal pronouns increased throughout the interview as comfort levels increased towards the end of the conversation.
15:02:57 After the interview guide was completed, and we were really talking about issues related to the study. The following exchange occurs about hairstyling, starting with my decision to cut off my hair during college.
15:03:10 So I start with saying, I couldn't short, I couldn't myself, and then I went to Ghana, and then it took two and then a trip to Ghana, I decided after I came back, I said, I'm not, I'm not going to comb my hair anymore, so I stopped combing my hair, laughing.
15:03:26 Right. I was laughing and I grew, and it grew lock, I grew I was a Nazi, and then we both were laughing. I was a Natty dread and I had, and I had that for like three years and I cut those off, and then I just you know it was getting twist and keeping
15:03:41 it natural braids so yes but I've been natural for a while, but yeah I may I may do my locks again we're going to see. Then choose says we're going to listen, the fluidity, that's all that matters.
15:03:53 You just got to keep it moving. Yeah, whatever it makes whatever you feel in your spirit that's what it is, then true response. Yeah, so we're trying to grow them.
15:04:02 We're going to see what happens. I'm excited. I've never done anything like this before, you know, I shaved my head like like I've been, I've had this much here for two years.
15:04:11 So I'm finally letting it grow out again, and it's exciting. Yeah. So first, who fluidly uses first person plural pronouns to affirm the importance of fluidity and hairstyle choices and their comments here we also reinforces the broader theme of fluidity
15:04:27 as necessary for survival. Okay, so second, they use both First thing first person singular and plural pronouns, because five their decision to grow dreadlocks.
15:04:37 Where was choose and my sharing an overlapping linguistic repertoire and matching linguistic ideologies fostered then reinforce a sense of fictive kinship throughout the interview, having different linguistic repertoires and ideologies about language,
15:04:51 and gender conflicts among teachers among her teachers and peers, so the exchange that you were able to see here is, again, it's because of this because we had a shared linguistic repertoire.
15:05:01 And it's because you know my position. Actually, my position ality overlapped with right and enhance and enhance their position ality, so that's why this exchange was able to happen, if that weren't the case right, then perhaps, you know, Things would
15:05:16 not have transpired the way that they did. Right. So when asked what subjects they were good at in school, they pinpointed Spanish history and art, their motivation for wanting to build fluency and Spanish was driven by their sense of cultural kinship
15:05:31 with African descent of Spanish speakers.
15:05:35 Okay, so, um, so no so she truly responds they respond no I think I was good at Spanish, I was really good at Spanish, I think I was good at Spanish especially because which now.
15:05:47 Now I know that there, that there actually are a lot more direct ties, but my apartment building that my dad on own our tenants were all hundred, and they only speak to what's in Spanish, and I was like, I really want to learn Spanish so that they could
15:06:10 you know, so that we could talk you know and like I later learned that that like Vince engines, like my good like me graph, or the, you know what I'm talking about. I Why did I just forget the name of the people. So then I respond to it for now.
15:06:15 So then I respond to it for now. And she said, Garifuna yeah I recently learned they were in Honduras, and I was like that's that's a clear connection that we didn't even know at the time, and I was like why do I feel so connected and yeah so I wanted
15:06:29 to learn Spanish because of that. So I started taking Spanish in third grade and continued on. It was a really it was good, and I think I was a great Spanish speaker, I think it was more so based on like testing and stuff where I did receive some of these
15:06:40 awards, but it's okay. Awards on everything, whatever.
15:06:44 So their motivation to learn the language was directly related to desiring to connect with other African descendant people and nurture the ethnic, cultural ties that they felt with a community of Spanish speakers who was experienced correlates with those
15:06:58 of African American women in Brazil, learning Portuguese and other African Americans, and what language education that Anya to that is, Anya, in 2020 that she writes about, okay, so more we need more research done on the experience of African Americans,
15:07:14 taking language classes and what motivates them right what kinds of pedagogy, you know, encourage and motivate them to learn to learn languages, and will find that much of it comes from this cultural kinship that they that they find with their with the
15:07:29 with communities with speakers, right.
15:07:36 So today, later in the interview to discusses the experience of speaking Spanish, so help families at food banks at a food bank being a watershed, being a watershed moment.
15:07:50 Okay.
15:07:52 Um, yes. So later in the interview to discusses the experience of speaking Spanish, to help families at a food bank being a watershed moment that gave her language learning purpose.
15:08:02 Right. So for example, she says, and one of my friends who would also, I've known her since I was four. She had been taking Spanish with me. She started speaking to them in Spanish, because it was easier for them to process, obviously, and so I just started
15:08:16 speaking to them in Spanish to try to figure out like, how can I best help you because other people didn't know Spanish. So I was like, let's just try this out, try to help this community, however way that we can.
15:08:28 And so I think after being a bit more calm, like having more conversations with people. I was just like okay I feel more comfortable. I feel like the goal is not the testing or anything.
15:08:37 It's how well they can understand me.
15:08:43 And the Spanish speakers that I knew said that I had a really good accent, which I don't know what that means but they were just like you speak it well like you don't sound, sound chapter anything.
15:08:53 And I know for a fact that these other kids like sounded chopped up and sounded like, you know, like I feel like they just didn't get couldn't get the way that everything rolled off of your mouth differently.
15:09:04 Mm hmm. Like I was able to understand different things and I feel like the people in my building but also my parents and the way that they speak. I'm just used to like people speaking different ways.
15:09:14 So I feel like it's easier for my ear to pick up on it than others, but I feel like people didn't care about it, so I just let my confidence you know do whatever it was doing.
15:09:26 So two sides having dissension Creole as part of their home language repertoire, being a primer to learning other languages, scholars the finally was the competence as a system of linguistic knowledge, held by speakers of home language speakers of a home
15:09:41 language. They also use the term linguistic dexterity to this to describe the flexible and skillful use of language. Yet when describing the linguistic consciousness and literacy of racialized language and practices that differ from political grammars
15:09:55 of named languages. I'm using the term trends variant primary in parallel to trans languages I defined trends variants, you know as a dynamic language use process that multi dialectical speakers have the same name language employee to negotiate meeting
15:10:09 and expressions of identity, so I know this may upset, you know, many of my people in the trans languishing in the trans language in cap that I'm happily, a member of, you know, by using variation and dialect, but but I do think that, in order that it
15:10:24 gets had a different kind of concept, right, so this concept of being primed for linguistic variation and linguistic variation within a named language.
15:10:33 I don't think that, you know, just kind of considering, you know, variation within a name language, you know, and just calling everything a language that doesn't quite get at it, it doesn't quite get it these insights.
15:11:01 trends variance and transparent priming, but please if you can think of a different you know another name or something you know that's kind of more eloquent and that captures it then I'd love to talk to you more about that, but that's why I thought that
15:10:55 it needed a different term, right, so that's why I'm calling it that so trans barely a prime explains why true was assessed as having a quote good accent by Spanish speakers that they knew from Honduras, and from Puerto Rico in the Dominican Republic.
15:11:11 So I argue that Honduran Puerto Rican and Dominican Spanish, that they share right linguist linguistic features and variation that was similar to African American language and resent your credo that Prime speakers of these languages to more readily notice
15:11:27 and adapt the phonological and syntactic nuances within these languages and others. Right, so it was her competence that the multilingual competence that she grew up with, and specifically I'm calling up the transparency of priming, you know that that
15:11:40 develop sorry I miss gendered them, you know, the transparent priming that they developed, right, that that allowed them to be quote a good speaker to sound like quote a good speaker Spanish and to notice that variation.
15:11:55 Okay, so I wanted to talk I've noticed I'm running low on time, I, so just quickly, you know, how does this all relates to kind of belonging, right. So, um, basically belonging is feeling included accepted respected, so we we think back now to what can
15:12:09 schools do belonging a sense of feeling personally accepted respected included and support it right it's feeling close to a part of happy at school, getting that teachers care about students and treat them fairly.
15:12:21 It's when students get along with teachers and other students and feel safe at school. Right, logging is important, because it's critical source of student motivation and engagement.
15:12:31 It's also grounded and connections between young people's identities and their schooling experiences.
15:12:36 So, the narratives that you have shared about belonging and the messages, particularly you know that I focused on here but messages you know recently was like ideologies and messages about dominant language and and and what were appropriate right and
15:13:00 languages to use all of this affected their sense of belonging, right and their identities and schools. So we have to, you know, think more. We really need to, you know, do more to address, students sense of belonging.
15:13:07 In particular, I noted, you know, just kind of to wrap up, that there was, there was a silencing of black girls right throughout that was a common theme throughout the narrative throughout the book The public narratives and also in my participant interviews.
15:13:17 So in particular that there was a novel award winning novel The great novel graphic novel, new kid by Jerry craft. However, you know when black girls are rendered in the illustrations of the text they never speak, and in fact throughout the novel which
15:13:33 has 249 pages. Bad Girls on Riverdale academies campus appear in just seven illustrations and six pages, and again they never speak right so consistent with the scholarship on the experiences of black girls and independent schools, and on the voices of
15:13:48 the bad woman graduates in my study. Bad Girls are marginalized in silence, and even fictionalized narratives of New York City independent schools.
15:13:57 Okay, so I'm going to skip over you know I had these are just quoted from belonging here.
15:14:03 But I want to, you know, kind of, to sum up, so one of my key takeaways of the study, you know, was the importance of trans languages and utility of it as you know of translating which in theory again it's really influenced my thinking about consciousness
15:14:16 about my own consciousness, and my trans national consciousness.
15:14:20 And then also the importance of thinking about trans variants right and the and and how it relates to rationalization and anti blackness and how it addresses that, so it reorient the language of bad people as skillful right and informed by a multilingual
15:14:36 context. So when we have you know the students that exhibit.
15:14:41 These these resources these linguistic resources, you know that are racialized and we need to honor them right and provide more opportunities for them to express it unto itself, and then trans language and consciousness is what I'm defining us.
15:15:06 dynamic process of assembling and reassembling aspects of identity according to receive Social patterns. So for example, if you look at the bottom of this illustration here, you know, this is kind of like a visual that one could think of of linguistic properties of one's linguistic repertoire, so there may be aspects of that linguistic repertoire that one could assemble, according to
15:15:13 one could assemble, according to one's racial identity. Right. When we could also assemble things according to one's ethnic identity, identity. Once pan ethnic identity for example being Caribbean, you know, or, you know, or African in general.
15:15:27 Right. And then once national identity. And so I'm really interested, you know, in in the concept of linguistic repertoire and of assembly and be assembling and the dynamism involved in that.
15:15:37 And that's something that I saw that was illustrated that my participants illustrated a lot.
15:15:42 Okay, and then also the importance of the relational narrative case study design. I was, you know, my relationship to the case study community was important.
15:15:56 It informed my design it also, you know, it was important for me to be able to interpret the results that I had as well. And also that you know it reinforce the idea that our social identities are relational right that they're constructed in relation
15:16:06 to each other, and that individuals use agency to embrace or reject social identities. So this is a relational student identity model that I developed and thinking about my students relationships with each other, with your school, that maybe one can think
15:16:18 about you know when we're trying to reach student and differentiate instruction and have totally relevant discussion and pedagogy, it's really important to think about how they are connected discourses of race discourses of ethnicity, right discourses
15:16:32 of going to a private school versus the public school that are that are impacting that students sense of identity and how they interact with each other so that's something that, you know, we'd have to think about it integrated model, and as to how the
15:17:01 for one of my participants Jonathan, who attended a boy school it was said he's an American. He's also a black African descendant you know he's attending a Boys School in the Upper Manhattan, you know, voicera the coed school and another borrow.
15:17:14 He was also a member of a private school prep program he's first generation. So all of these things are going to dictate and influence right his sense of belonging.
15:17:24 At Lewiston, okay, some dramatic calls that generated from my interview data were really, the importance of relationships with peers relationships with teachers that there was rigorous academic sometimes stressful.
15:17:37 And then, you know, school school culture people had ambivalent feelings about it, you know that it was important that they frequently experienced micro aggressions, but that they also you know found some kind of comfort in participating in arts, and
15:17:49 an affinity programs, the expression of sexuality, you know, what's suppressed right oh black girls are being hyper sexualized were excluded from the date and culture at the same time, but also many, you know, girls, noted girls and non binary, you know
15:18:04 who's reported you know experiencing sexual violence in the form of harassment or even assault. Okay. So in summary, black students experience experienced psychological, emotional and physical harm from ideologies of language race, class and gender they
15:18:18 experienced a witness discrimination related to gender, sexuality, and on the whole bad youth and alumni benefited most from positive relationships with staff and faculty members, totally relevant and multicultural curricular affinity groups and informal
15:18:32 socializing with with bad peers and then participation and sports and arts programming.
15:18:38 Okay, so some of my guiding questions for further inquiry are, what are the hyper local and ethnic perspectives, even perspectives of race, ethnicity, gender and class among you, in different locales, what are the ideologies of race, ethnicity, gender
15:18:51 and class in specific neighborhoods in city context. How can knowledge of these ideologies and form culturally relevant and sustaining pedagogy and support belonging for racialized youth and elite secondary schools, and then also how can we proactively
15:19:05 use the relational student identity model to support belonging among all students not just rationalize students. So in conclusion, it is my hope that this research will add to the narrative of bad news and literacy in the United States by illuminating
15:19:19 the agenda of subversive and necessary place of bad talk, unquote good schools. May the narratives of bad youth in New York City independent schools provide a wide angle for seeing and grasping the fullness of the urban student experience.
15:19:34 Further problem of ties and notions of privilege and further eroding borders of race, language, and class.
15:19:40 Thank you.
15:19:44 All right, thank you for that wonderful popped up to modern, let's give them promoting a very big round of applause.
15:19:53 So, now we will take questions so you can raise your hand using the raise hand function or you can put the question in the chat and either will be monitoring the chat.
15:20:06 But yes, the floor is open to questions.
15:20:16 Yes. You see, I can see dress so great to see you and hope you're well out at Stanford It's wonderful.
15:20:26 Congratulations on your post.
15:20:29 It's just great to see you and hear from you and I guess what I was thinking was a very practical question so if if someone were to ask you whether to send their bad child to an independent school, how would you advise them, and if you were asked to advise
15:20:47 or consult on, you know with the staff or leadership of an independent school, what, what would you tell them.
15:20:57 Thank you Thank you CC for this question. I also want to, you know, just highlight that Dr. Cutler was on my dissertation committee. So thank you very much.
15:21:08 And she's she's excellent I love her.
15:21:10 So I would say that, you know, for the one he and so the first question which I believe was.
15:21:24 But second question was, like, how would I advise. Oh I know first question was, you know, if people want to send their bad you know students that New York City independent schools, or just an independent school in general, my, my advice you know my response
15:21:31 would be, you know, it depends. I mean there there is variation among the schools. Right. But it depends on what what the family's goals are right and if they, I think that they need to be more informed, but I would say become understand what you're signing
15:21:44 up for right on the one hand these schools have enormous resources, right they have lots of material resources, but they are schools that are predominantly comprised of, you know, of students from wealthier backgrounds from from from upper middle class
15:21:59 and wealthy backgrounds. Right, so if you are a family from a low income background, you need to consider that context, right and you need to consider these are also schools that may not necessarily have a lot of support for students with learning disabilities
15:22:13 right and who need additional types of differentiation, right, some of them do some of them don't. So I would say that it's you know and in general, you know, most of them predominantly white so every time that we wipe them we both the schools.
15:22:25 And I would say that if you are considering putting placing your child in the schools, you need to ensure you need to be active, you need to ensure that you're going to be prepared to be an engaged active member of that community to be an advocate for
15:22:37 your child and for other students.
15:22:39 Because again, that's the expectation is that parents do have a lot of agency. So if you push for things, but you have to push. So it was a different kind of model from like a public school model, you know is that, you know, in many low income neighborhoods,
15:22:52 unfortunately, where you know where parents aren't accustomed to having a lot of voice, right, but in this in this culture, these are kind of like the like the hidden curriculum of it is that you are, you have power but people man I tell you that.
15:23:05 So you are expected to push, but they won't tell you if you push you can get what you want. But that's something that's that that families who've been conditioned, you know, in these environments that they kind of know that more so than others.
15:23:17 Right. So that's what I would that's advice, know that I would give and ensure that you have support outside of the school for your child. You know that's something I wish that I had had right you have to have something to balance it out.
15:23:30 So knowing that you may not get certain things in this context, make sure that you know your child is involved in extracurricular activities that will support you know their racial or ethnic identities and cultural programs that will support them, so
15:23:42 so that you're not solely dependent on the school context. And I find that you know even for other students right from my own lived experience, you know, and from, you know, it wasn't a part of it didn't come up as a part of this study, but you know many
15:23:54 of my Jewish friends who attended these schools, you know, they really benefited, particularly, they benefited from attending Hebrew school, right, that was something that helped to reinforce their sense of cultural and religious identity.
15:24:07 And so I think that, you know students from racialized backgrounds right ethnic backgrounds, need to think about that kind of model as well.
15:24:15 And then also, you know, kind of, you know what what I, you know, what advice, you know, you know what I give schools and thinking about it, right, is that, you know, schools, many schools and I am I am working with schools now you know like I am working
15:24:28 with cheaper than, you know, I'm a scholar in residence there for the second year, and then I recently, you know I joined the curriculum committee of the Board of Trustees for from Grace Church school right so I am still engaged in both schools that I
15:24:41 graduated with to try to want to influence curriculum. Right. And so, you know, my message and what I'm trying to do is to provide kind of research based models of cultural you know kind of moving beyond, you know, anti racist curriculum that we're not
15:24:58 quite sure where it came from, right, we're not quite sure where these models came from but aligning it more closely to two models, you know, you know, like Gloria lads and buildings right culturally relevant culturally, you know, Paris and elite coaching
15:25:11 sustaining pedagogy that affords model of gifted multicultural education. So really just kind of trying to provide these models that I think most people don't know about so as a scholar, I can do that.
15:25:25 Thank you for your question.
15:25:29 Next we have an a break.
15:25:32 This was a wonderful talk very deep and thoughtful and interdisciplinary and, and thank you so much for that. I guess my question is some coming from New York and from a long island case where I grew up with busing of black boys into white independent
15:25:53 schools are predominantly white independent schools and so my question is this idea of crossing boundaries and belonging and so a couple of things. So, my brother went to a private school, I went to a public school, and the ways that he found his way
15:26:11 into our public spaces and I found my way into his independent school space, like there's something else there that I want to see as well. And then the second thing is as quickly as you can belong is as quickly as you can and belong, depending on within
15:26:28 a moment right so you can have a teacher who is in an independent space is a loving, kind, thoughtful and says, don't do this because it makes people feel uncomfortable.
15:26:42 No, it's so multi layered as well so I also want to just bring that to the forefront but this idea of. It's not only about the students going to bad students going to independent schools but what it means band to keep one foot there and one foot and all
15:26:55 the other spaces that they're in.
15:27:00 So yeah thank you thank you for that, you know, I'm for kind of servicing these issues and I would say you know I you know you're absolutely right, you know this I, you know, being in the public spaces, excuse me, and then these private school spaces,
15:27:12 you know, that kind of that kind of transit identity you know was something that really, you know, featured a lot not in the narratives that I, you know, I'm that I shared, but there was one participant who talked about you know just what it meant to
15:27:25 travel on the train and her uniform skirt, how it meant how the symbolism of that uniform skirt met something different and it actually made her target of sexual harassment.
15:27:33 Right. And then also the particular school that she went to was a girl school that was known for the pseudonym for the school is Chamberlain, right, and so there was, you know, there's a discourse right the sexist discourse about, you know, schools, students
15:27:58 When she wore a uniform skirt, you know from on the subways from you know in her Brooklyn neighborhood, or Flatbush, Brooklyn neighborhood to the Upper East Side, to then you know that skirt indexing more specifically, that I am a part of this school
15:28:11 community so what's this outsider's perspective, you know with but but but it was within the independent school community, so only people within the independent school community could then you know identify right to decode her as being a part of this
15:28:24 group. And so that's something that you know that came up, kind of as she moved in and out of these public and you know public and private school spaces.
15:28:32 That was really relevant, you know, to your point, and then there was you know there was another participant to actually, you know, I'm going to talk about to live in Bed Stuy she grew up in bed stuff.
15:28:42 They grew up in Bed Stuy, so you know they grew up in Bedford Stuyvesant Brooklyn, I'm using acronyms because I'm from using shorthand about Brooklyn but back then, there's a neighborhood in the borough of Brooklyn and in the city of New York City called
15:28:57 Bedford Stuyvesant, you know, which, which was predominantly African American right but they will also, you know, she was a you know some statements and from a from a Caribbean family.
15:29:06 Right. This was she had a different experience kind of with language and and belonging in that space where she was maybe perhaps exposed more to African American language, right, and she talked about that and how people in her neighborhood in her own
15:29:18 brother, who attended a public school, I'm sorry, their own brother who attended a public school told them, don't speak app because you don't sound right.
15:29:26 You don't sound right speaking it. Right. So there was like an alienation in that neighborhood, but then also, there was, you know, contracts this to another to another student who who grew up in Flatbush, Brooklyn where I grew up in, and that was predominantly
15:29:43 Caribbean neighborhood right she's Jamaican, and Caribbean equipment, so we saw her, you know what reinforce her language in her community, you know, it was reinforced because she was Jamaican it's a lot of Jamaican and other people from the Caribbean
15:29:55 there.
15:29:56 So, so in terms of like you know like belonging then she definitely felt that she belongs right and she and she talks about that in her narrative, you know that this was you know everything, you know she felt very comfortable in her neighborhood in terms
15:30:09 of culture, because her name was they spoke the same, you could smell like the same food cooking they played the same music, you know, particularly during the summers and so it really affirmed her, her sense of Jamaican and Caribbean identity, you know
15:30:22 where was choose experience maybe a little bit more different. So yeah so that's definitely something you know like in terms of space, and who controls space that I want to think more about.
15:30:32 Yeah.
15:30:35 Thank you.
15:30:55 Yes, sir.
15:31:02 Yeah Hi, thank you so much for your talk. Thank you so yeah I just wanted to ask if there was, if the students themselves kind of engage in any kind of mental linguistic commentary on their trans languages, and if so, I'm imagining they did so kind of
15:31:16 what some of the more important or more interesting patterns that you noticed in that might have been if you would just speak to that a little bit.
15:31:26 Yeah, that's a great question. Um, I think true I mean she was just so fascinating to did did much of that. Right. And so true, choo, choo was also a writer, so they talked about how they would more so in their writing so in the translatable writing,
15:31:44 right, and they talked about how they, you know, actually, a sense of.
15:31:53 It was conflict, so actually created some conflict for them because they knew. So for example, you know in college. You know there are a poet, and they they knew right that there was a particular discourse that was affirmed in college, and that if they
15:32:07 want it to be, you know, to win different awards for poetry, or they wanted their work to kind of have a broader audience. They knew they were that you know, and they talked about like how they knew that they were you know they had this fluency and it's
15:32:21 kind of dominant discourse. However, you know, they also want it there you know they want it they're there, they want it there. Their poetry to appeal, you know, to, you know, to black people so specific to a black audience.
15:32:35 So for example, you know, I, the whole thing missing is that I want my work to sound like, I want to sound like Jericho Brown, right, that that was their model that they said, but then that sold that was a racialized right so this was kind of like in
15:32:47 terms of their racial and national identity is being African American, they were inspired by the poetry of Jericho Brown. However, they also talked about when they wrote their poetry and Vincent G and Creel, right, that they really, you know, the sweetness
15:33:03 of having people who weren't into people in their family, older people who were in their family, and people in their community who weren't necessarily into poetry, but that they could relate to what they were saying it a firm that at a firm their culture
15:33:16 culture and their identity in a deep way right but it was a more niche community. So to actually you know talks about that and I write about that for my dissertation, where they were you know where they talk about, you know, kind of, you know, writing
15:33:29 for different purposes, right, and and not necessarily kind of like trends lingual writing, you know i think i think that they're still trying to figure that out there trying to figure out who would be the audience for this, right, but but more like talking
15:33:43 you know more like, you know, writing and different, you know, different languages separately, you know, but also, you know, kinda I think they're still working on that integration, as a writer, you know, they also talked about, you know, to also talked
15:33:56 about a lot about their, the fact that they attended the schools, you know they talked about color, you know colorism the fact that they would lighter skinned, and that they had the big benefited from light skin privilege.
15:34:09 They were lighter than some of their other bad friends after school, and that they recognize it, they benefited from that, but also that they had attended the school from kindergarten.
15:34:17 So they, and so when their friends came later on that they had predominantly white friends, right, who thought that they knew who they were. Right. And so then when they made black friends who came in, in middle school and in ninth grade that their white
15:34:41 friends, then overheard them Chinese language and thought that they were assuming an identity that was not true. Right. And so, and they said, Well, wait, you know like this is this is who I am.
15:34:45 This is that isn't that funny. They told me why are you hanging out with this person, she's being a bad influence on you. So they told them that some of their new friends that they met with being a bad influence, you don't even sound the same.
15:34:58 You don't sound like herself. You don't sound like yourself Sophia. Right. And so there's this you know really interesting point which you know she reflects on that saying that well actually, they thought that they knew me But all this time they did it.
15:35:10 I always spoke this way, right, it's just that the context that it presented itself. She didn't speak up you know she didn't speak enough in American language with them you know with her white fence, but she did the context presented itself, for, for,
15:35:23 for them to be able to do so with their with their new friends. Right, so that's something that she did, um, that they did reflect on, I'm using she cheat.
15:35:36 So, so I choose preferred pronouns day but they use both and and you know and this this is this is a participant who I have had a year, you know, I've been, you know, I've been knowing them for many years since they were little.
15:35:47 So it's you know I'm still kind of learning that shift, you know it's new for me, you know, but but I try to keep you know the day but but yeah so so true again.
15:35:55 Amazing. Amazing, amazing person who was very reflective and kind of illustrate a lot of kind of meta more than most metal and metal linguistic awareness, I would say about their languages, than any of the other participants, so I just you know I just
15:36:09 kind of shared a snippet of it, but really fascinating overall like you know they they really are like, you know, they're really they're really skilled linguists again Vitor.
15:36:19 Thank you for that question. Thank you.
15:36:29 So maybe we can have one last question.
15:36:38 Yes.
15:36:38 Hello, thank you so much Dr Martin for this wonderful speech. I really enjoyed it. My question is just straightforward and it's about your definition of a small tiny details that came in in your model and that spend ethnic category.
15:36:54 How did you find that category, please. Thank you. Okay, thank you, thank you for that. So, um, so the concept of a pan ethnicity and I'll use an example, right, that we have, you know, for instance, the example I'm thinking of is from our participants
15:37:10 many of my participants, you know come from Caribbean cultures right so these are they have they may have a specific Jamaican American identity, right within the United States or a guy needs American identity, or a Haitian American identity that specifically,
15:37:26 you know connected to their parents and then some into their parents nation where they're from nation state, however they also have a pan, you know this pan ethnic identity of being Caribbean.
15:37:37 So, and this would take so that's one example of of a Caribbean pan ethnic identity, so that we are ethnicity I'm kind of using ethnicity here at Mississippi being analogous to to nationality, okay to keep it simply So, ethnicity, being analogous you
15:37:54 know to to a concept of nation of nationality. Right, So it could be a hyphenated, you know, ethnic identity in the United States, like, as you know, like I just gave an example of Jamaican a Jamaican American, you know even Dominican American right but
15:38:09 then you have, you may have, you know, people from the Dominican Republic, who also very much identify with being Caribbean American right so that's a pan ethnic identity to them with being from the Caribbean, although their specific nationality is Dominican
15:38:22 from being from the Dominican Republic. Does that answer your question.
15:38:31 I hope so.
15:38:35 Alright, thank you very much Dr Martin. Let's give another round of applause for a very very wonderful Park.
15:38:45 Yes, thank you everybody for coming. Once again, email us at social linguistics lunch at yahoo. com if you want access to recording, and we hope to see you all next month at believe that Jesus is Talk.
15:39:00 Thank you, everybody. Thank you all. Thank you so much for coming and supporting. Thank you for having me.
15:39:07 Thank you very much for being here.
15:39:30 I can see.
15:39:26 I sorry I was a hidden camera before because I'm in a car, but thank you for your great talk and I was like trying to do the chat I'm just a mess but the talk was wonderful.
15:39:39 I have questions for you later. But thank you and thank you.
15:39:44 Adrian for organizing. Thank you so much. Thanks for helping me talk through it initially. Yeah, we'll keep talking. Yes.
15:39:51 Bye. Bye bye. Okay.
15:39:55 Oh I got do I was so nervous My God, thank you.
15:40:00 I hope it very generous.
15:40:03 You know I just hope that it cohered you know I was putting together lots of things though. You know, I hope that that the coherence was there was was more than what I felt like it was.
15:40:14 Yeah, it was definitely a feeling less, this part.
15:40:24 You always want to do in Social Research felt like it was really like a story, not just like research but also like the sense of, you know, like in your research was really there when we came through also that the academic came up with, with true, that
15:40:43 was really, like, very convincing.