Pygmalion in the ’hood

Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job intervi...

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Autor principal:	John Socas
Formato:	article
Lenguaje:	EN
Publicado:	Indiana University Office of Scholarly Publishing 2021
Materias:	critical pedagogy, critical race theory, self-presentation, job interviews, urban, identity, race, reflection Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f61023e1f2104537bc40065a598ca342
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spelling	oai:doaj.org-article:f61023e1f2104537bc40065a598ca3422021-11-10T21:55:47ZPygmalion in the ’hood1527-9316https://doaj.org/article/f61023e1f2104537bc40065a598ca3422021-10-01T00:00:00Zhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/30940https://doaj.org/toc/1527-9316 Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved in two vignettes, “Acting White” and “Acting Phony,” expressing the plight of these students. Providing insights for teachers, the article reviews identity work to facilitate successful self-presentation conducted by a wide range of educators dealing with similar challenges involving racial and ethnic minorities. Concluding observations are presented and future debate and research is encouraged. John SocasIndiana University Office of Scholarly Publishingarticlecritical pedagogy, critical race theory, self-presentation, job interviews, urban, identity, race, reflectionTheory and practice of educationLB5-3640ENJournal of the Scholarship of Teaching and Learning, Vol 21, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical pedagogy, critical race theory, self-presentation, job interviews, urban, identity, race, reflection Theory and practice of education LB5-3640
spellingShingle	critical pedagogy, critical race theory, self-presentation, job interviews, urban, identity, race, reflection Theory and practice of education LB5-3640 John Socas Pygmalion in the ’hood
description	Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved in two vignettes, “Acting White” and “Acting Phony,” expressing the plight of these students. Providing insights for teachers, the article reviews identity work to facilitate successful self-presentation conducted by a wide range of educators dealing with similar challenges involving racial and ethnic minorities. Concluding observations are presented and future debate and research is encouraged.
format	article
author	John Socas
author_facet	John Socas
author_sort	John Socas
title	Pygmalion in the ’hood
title_short	Pygmalion in the ’hood
title_full	Pygmalion in the ’hood
title_fullStr	Pygmalion in the ’hood
title_full_unstemmed	Pygmalion in the ’hood
title_sort	pygmalion in the ’hood
publisher	Indiana University Office of Scholarly Publishing
publishDate	2021
url	https://doaj.org/article/f61023e1f2104537bc40065a598ca342
work_keys_str_mv	AT johnsocas pygmalioninthehood
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Pygmalion in the ’hood

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