Normalcy, Avoidance, Consciousness Raising: Exploring How Student Leaders Navigate Racial Battle Fatigue

2021 ◽  
pp. 1-14
Author(s):  
Cameron C. Beatty ◽  
Anastasia Lima
Keyword(s):  
Student Leaders ◽  
Consciousness Raising ◽  
Battle Fatigue

Consciousness-Raising About Consciousness

1986 ◽  
Vol 31 (8) ◽  
pp. 579-580
Author(s):  
Kenneth Kotovsky
Keyword(s):  
Consciousness Raising

The therapeutic status of consciousness-raising groups.

1976 ◽  
Vol 7 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Lynda W. Warren
Keyword(s):  
Consciousness Raising

The new student leaders

2010 ◽  
Author(s):  
Jared C. Clark
Keyword(s):  
Student Leaders ◽  
New Student

Overcoming racial battle fatigue through dialogue: Voices of three counseling psychologist trainees.

2020 ◽  
Vol 14 (4) ◽  
pp. 285-292
Author(s):  
Sherry C. Wang ◽  
Rebecca R. Hubbard ◽  
Cristina Dorazio
Keyword(s):  
Battle Fatigue

An Examination of Personality Traits Among Student Leaders and Nonleaders

2003 ◽  
Vol 8 (4) ◽  
pp. 175-178
Author(s):  
Robert J. Cramer ◽  
Taylor R. Jantz-Sell
Keyword(s):  
Personality Traits ◽  
Student Leaders

Teaching students how to talk about, think about, and do community

NASPA Journal ◽  
2008 ◽  
Vol 45 (3) ◽  
Author(s):  
Lori Varlotta
Keyword(s):  
Student Affairs ◽  
Community Organization ◽  
Student Affairs Professionals ◽  
Student Leaders ◽  
Educational Value

This article charges student affairs professionals who work with student leaders to become more intentional in how they and their students create and contribute to community. Towards that end, this article delineates a process called community-praxis that teaches students how to talk about, think about, and do community. Organization advisors who utilize community-praxis will help student members more deliberately conceptualize and create and recreate the type of community associated with their particular club, organization, or association. The process may have educational value for the advisors as well. By facilitating the community-praxis delineated here, advisors will be prompted to review the democratic theories and procedures that have long shaped educational communities. Additionally, they likely will be introduced to viable postmodern theories and practices that have not traditionally informed the ways educators conceptualize and operationalize their own campus communities.

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