Digital Design

Think Piece

THINK PIECE

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The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

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The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

THINK PIECE

·

The renovated website will include three core components: a scholarly essay (conceptual frameworks, research methods, and results & analysis), timeline (origin story), and network visualization (growing Token community). I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support. The primary sources I will be studying include the archival data preserved in Project: Token’s archive and scholarly databases: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. The conceptual frameworks I rely on include 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities.

Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers.

I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups.

For the next phase of Project: Token I will synthesize collected data into a digital design. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.

Think Piece: Mental Illness and Intergenerational Programming

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Based on the initial project proposal, Mental Illness as a Public Health Crisis in the U.S. and What Help is Missing written by Marina, our group has refined our reach to two different generational groups, one of teens and early-college students, and the elderly, which we predict would be from around 60+ years old.  Our focus on an older generation is based on a second project proposal, Intergenerational Programming: A Community Case Study, that we wished to integrate within our broader research. In specifying amongst two generations of people, we narrow down our scope to research how people highly involved with technology as a tool and source of mental illness, while also investigating in what ways technology has affected mental illness in individuals that are distant to it as a platform for our world today. Through this project, I hope to create a case study integrating Davidson students and high school students as well as individuals in the local nursing home who have voiced concerns about their own mental health. We will then have both groups interact with one another, identifying how those experiences and interactions affected their emotional states. This will then be shown in an interactive case study depicted on our website, that illustrates our findings through both an Immersive eLearning Simulation, that outlines the lab, and through compelling storytelling, where individuals reflect on their experience and their emotional state after it is all over. Often in case studies, the emotional or personal side of a research group is neglected, and combining storytelling to this simulation will bring individuals stories to light.

In terms of other research, I hope to find information on the different social media platforms and their effect on mental health. I think this could be effectively represented as various infographics, graphs, and charts. This would be valuable to our readers because it’s important to see what exact platforms perpetuate mental illness and how it affects specific generations.

Questions:

  • Are people going to be willing to get involved in a case study like this?
  • How will this work logistics wise?
  • Will we get approval from the nursing home and/or high school students?
  • What kind of problems will we face creating a case study like this?
  • How hard will it be to create an Immersive Learning experience?
  • Will people be open to telling their stories?
  • Is the most worthwhile process to show mental illness?
  • How can we make sure we include all kinds of communities and cultures if most of the work will be done at Davidson?  
  • How much work will it be to create an accurate and comprehensive case study?
  • How will we get in contact with people?
  • How will we combine the case study with the rest of this project in a cohesive way?

Think Piece: Social Media’s Impact on the Mental Health of Senior Citizens

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Increased social media use has been linked to a higher risk of depression and “fear of missing out.” However, internet use has suggested “a reduced risk of depression as much as 33%” in senior citizens (“How Dangerous Is Social Media to Seniors’ Well-Being?”). We are researching social media’s impact on the mental health of senior citizens because we want to know more about the positive effects that social media access has had on the lives of senior citizens so that our audience will better understand how to help and connect with the seniors in their lives. My interest in health, as well as wanting to focus on a small, manageable group of people attracted me to this project idea.

Last week’s class session about networks sparked project ideas for me. Everyone is a part of various social circles pertaining to the different activities in which they are involved. In the digital age, networking abilities have expanded with the creation of social media platforms. Playing the Wisdom and/or Madness of Crowds game made me interested in creating an interactive component in the project. I want to create an easy-to-navigate website that uses Twine to take users through different scenarios of senior citizen’s social media use. This will show benefits as well as risks of social media use for older generations. For example, the user will get to choose between characters each with their own social media “adventures.” One may be a grandfather who is learning how to Skype his grandkids who live in another state. He may run into a few technical difficulties in the process, but the end result is that he gets to stay updated on his grandkids’ lives despite only being able to see them a few times a year in-person. Another may be a widow who uses Facebook to rekindle a relationship with a friend from high school. She and the friend, who also grew up with the late husband, message frequently. This newfound connection helps the woman deal with her grief. These Twine stories will also include blurbs from actual research studies about social media use and mental health. The stories will illustrate safety issues that senior citizens run into on social media, such as scammers. Aside from social media, good mental health requires a balance of self-care and in-person interactions, so the website will include links to resources: tutorials on how to create social media accounts, safe internet practices and local senior citizen groups that meet in person. Overall, this project’s goal is to create a comprehensive site for caretakers, family members and senior citizens themselves to learn about social media’s contribution to mental health and networking. Hopefully, this resource will motivate our audience to try some of the ideas we recommend.

Questions

  • Where will we find factual information to include in our project?
    • In what way(s) can we expand upon our typical online database research?
    • Are there digital humanities projects on a similar topic already? What approaches did the creators take?
  • Is there a significant amount of scholarship on this topic?
    • What other directions will this project take based on the research we end up finding?
  • What will the design specs of this website look like?
  • Who in the Davidson College community can give us advice on our project topic? Who are the mental health/aging “experts” at Davidson?
    • Current ideas: Kristi Multhaup, Ph.D., Georgia Ringle, Gloria Fortuna, health advisors, Center for Civic Engagement
  • How will we divide the work equally within the group? What will be the group members’ responsibilities?
  • What is the next step?

Works Cited

“How Dangerous Is Social Media to Seniors’ Well-Being?” SeniorNews, 12 July 2019, http://seniornews.com/dangerous-social-media-seniors-well/.

PLEDGED: CME

Think Piece: Gendered Marketing for Children

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I will be working on a project called Gendered Marketing for Children a Critical Analysis. This was not my original proposal but when listening to everything this proposal had I was immediately drawn to it. This is because this was an interesting facet of marketing that I wanted to further explore. I would like to see this project go in a way that we are learning a lot about these things in marketing and then being able to use that to show future possible employers how we are savvy with this information.

  I think there is a lot of ways this website could possibly go. I think there needs to be a lot of visual aspects to it, because that is important to the topic we are looking at. There are a lot of different ways we can go with this. It may be interesting to take a look at the animation tools and infographics would be interesting and easy to do. The tools that create maps and timelines may definitely be really useful if we explore this topic geographically or historically. I also think that the data visualization tools will be a necessity. I love the network analysis tools and think these could also be really useful in our website. When looking at our audience in class the other day we decided that we wanted to cater the website so that our audience is made up mostly of people in marketing, those at marketing or ad agencies or companies with marketing departments. So we will definitely craft our website and the tools we use with this in mind.

Questions about this topic:

What is gendered marketing for children?

Why does it matter?

In the changing political landscape, with gender stereotypes being more tired and out of date, how can we change marketing towards children to be something more effective?

How do we embrace gender neutrality in marketing and make it even more effective?

What do consumers say about this?

What do marketers and advertisers say about this?

We are researching gendered marketing for children because we want to know how to market in a more effective way that works with the more gender neutral current landscape so that our readers/users understand that there are more effective and helpful ways to market to children.

Think Piece: Refugee Narratives

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This project has been a bit of a dream of mine for many years. I have always been interested in collecting and compiling narratives, especially refugee narratives, and I think this endeavor will put an interesting twist on the stories we see in the media. My goals for this project are to somehow encourage and empower refugees as we reach out to them, listen to them, and share their stories, to learn how to narrate people’s stories (particularly on a digital platform), to build bridges between community members, support agencies, and refugees.

I have many different visions for how to put this project together: an online art gallery, an interactive map with pictures and stories linked to different locations, a wall of quotes and photographs associated with longer narratives… we could even provide video or audio clips or an interview transcript in the original language for our different readers. I could also see a page listing brief bios of different support agencies (perhaps in different language options, for which we might have to enlist outside help) and a page with ESL learning resources. These are all very broad ideas and need to be narrowed down, but each idea has the same underlying theme, that of providing a platform for refugees to share their epilogues.

Questions:

  • What is life like for refugees after coming to the US, specifically to DC and Charlotte?
    • Do we focus on both DC and Charlotte? Or only one city? Or do we specify region at all?
  • How can we reach a diverse audience of both refugees and community members on the same platform?
    • What is the best way to organize and present content?
  • How much time will we reasonably have to make connections and conduct interviews/how many interviews are feasible?
  • Are there specific communities of refugees we want to focus on (like Syrian or Iraqi refugees for example)? Or do we want to reach out to a broad range of people?
  • How do we cater to people from many different linguistic backgrounds?
  • What should the project’s focus be within the bigger question of “what is life like” – are there more specific questions we need to focus on, like how do people find housing or jobs or access to ESL classes?
  • How do you quantify quality of life, if we were to incorporate such data?  
  • What scholars are connected to this topic? How do we find them?
  • How do we tell people’s stories in a way that honors them without appropriation or biases?
  • How do you build connections over a digital platform?
  • What is the purpose of the platform? A storytelling platform? A community-building platform? A connection-building platform between refugees and agencies?

We are researching refugees’ “epilogues,”

Because we want to know what life is like for refugees in DC and Charlotte and how we can build connections and better serve them,

So that our refugee readers will understand that they are not alone in this period of transition,

So that our readers in the community will better understand and empathize with their new neighbors,

So that everyone can understand how they can connect with each other.

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