04/27/2022
Sacred Identity: A Qualitative Study of the African American Classification within the United States and Its Impact on the Education System
Travis Mishoe Sudler
Delaware State University, 2021
This qualitative study aims to analyze the definition of the African American/Black racial group and how it affects the United States education system. Document analysis and interviews are the key approaches used. Constructs of social justice, critical race theory, stereotype threat theory, and color-confrontation theory collectively serve as theoretical lenses for data analysis and interpretation. The two major concerns explored in this study are: Can the legal definitions assigned to race and ethnicity classifications for United States citizens cause a condition of disparity and injustice for people of the African American/Black racial group? Does the exclusion of the phrase “having origins in the original peoples of” as found on Standard Form 181 negatively or positively impact students? Researched materials presented for this study reviewed the origin of the African American race category and the relationship to social justice, equity, and equality within the United States and the public education system. Upon examining the background of all the race categories used within the United States system analyzed documents discussed the perpetuation of the intention to exclude the African American/Black person from being considered a human being who is" endowed by their creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness,”(Thomas Jefferson, Declaration of Independence, 1776). Findings from in-depth interviews show participants of this study were unaware of the non-existence of the words “having origins of the original peoples of,” and some participants suggested that the truth is purposely hidden from African American/Black history.