Poster Session 3: Undergraduate Students Education

Presenter: Christin Haynes

Summary
This workshop will collectively identify best practice methods and resources for family science educators teaching about Black American families. Using Post Traumatic Slave Syndrome (2005) and Black Feminist Thought (2000) as theoretical frameworks, this workshop contributes to the discipline's limited scholarship on decolonization practices and methodologies (Bermudez, Muruthi, & Jordan, 2016; Letiecq, 2019). Participants will identify various pedagogy and methodologies supporting the centering of historical time and choices (James, Coard, Fine, & Rudy, 2018) influencing Black American family functioning. Additionally, this workshop offers an opportunity for reflexive practices (Allen and Lavender-Stott, 2020) necessary for unpacking family privilege and supremacy within family science (Letiecq, 2019), while garnering tools to assist to students in identifying and processing privilege (Liebow and Glzer, 2019).

Objectives
-- To analyze Black American families' functioning from a decolonized perspective
-- To identify pedagogy and methodologies supporting the centering of Black American families' experiences
-- To demonstrate the importance of reflexive practices in the identification of personal and family privileges shaping family beliefs

Subject Codes: education, family functioning, marginalization
Population Codes: Family Scientists, educators, African Americans
Method and Approach Codes: social justice, intersectionality, content analysis