African american psychology

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Psychology is the study of human motivation, how human beings perceive themselves and others, how human beings behave, and how human beings change. This lecture presents a general psychological history and issues in the context of the African American culture. Since African American culture is not monolithic the lecture covers diverse perspectives on how African American psychology relates to the Black Experience in America.

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226 Controversial Blackness: The Historical Development & Future Trajectory of African American Studies Martha Biondi © 2011 by Martha Biondi MARTHABIONDI is an Associate Professor of African American Studies and History at Northwest- ern University. Her publications include To Stand and Fight: The Struggle for Civil Rights in Postwar New York City (2003) and “The Rise of the Reparations Move- ment,” Radical History Review (2003). Her newest book, The Black Revolution on Campus, is forthcoming from the Univer- sity of California Press. The election of Barack Obama as president of the United States has prompted some observers to assert that the nation has overcome its history of white supremacy and moved into a “post-racial” era, making continued attention to race and rac- ism passé and unnecessary. Radio and television host Tavis Smiley posed this provocation to his guests in a 2009 radio special on the fortieth an- niversary of African American studies in Ameri- can colleges and universities. He asked, is African American studies still necessary in the age of Oba- ma? Eddie Glaude, Elizabeth Alexander, Greg Carr, and Tricia Rose–chairs of African Ameri- can studies departments at, respectively, Prince- ton University, Yale University, Howard Univer- sity, and Brown University1–each articulated important themes in the intellectual tradition of African American studies. Thus, their discus- sion is a useful lens through which to explore key themes in the historical development and future trajectory of the ½eld. Eddie Glaude and Greg Carr captured two truths about the history of African American studies. Glaude noted its origin in black student activism of the 1960s. The upsurge of campus activism in 1968 and 1969 was a critical component of the broader black freedom struggle. In contrast to the media-driven notion that Black Power was merely a slogan lacking concrete application, black college students successfully turned the concept into a genuine social movement. On some campuses, 227140 (2) Spring 2011 the students emphasized the black college graduate’s responsibility to serve black communities. They saw black studies as a means of generating leaders for, and sharing intellectual resources with, neighboring black communities. Even more, they envisioned black studies as a means of training black students to one day return to, and help enact the self-determination of, their communities. But the black student movement also aimed to affect campus politics. On most campuses, the push for curricu- lar transformation–alongside the ½ghts for open admissions, af½rmative action, black cultural centers, and black faculty, coaches, and advisers–was part of an in- tentional effort to rede½ne the terms of integration: away from assimilation into a Eurocentric institution and toward the restructuring of that institution and its mission. Students won many victories and launched major changes in campus culture, opportunity struc ...

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1. German Christian women voting in 1919. German Christian women were newly enfranchised. Eastern European Jewish women are asked for ID cards in Berlin's "Barn Quarter" in 1920. Life in Weimar Germany was often unpredictable, as a former soldier, Henry Buxbaum, discovered one evening in the early 1920s: “The train was pitch-dark. The lights were out, nothing uncommon after the war when the German railroads were in utter disrepair and very few things functioned orderly. . . . That night, we were seven or eight people in the dark, fourth-class compartment, sitting in utter silence till one of the men started the usual refrain: “Those God-damned Jews, they are at the root of all our troubles.” Quickly, some of the others joined in. I couldn’t see them and had no idea who they were, but from their voices they sounded like younger men. They sang the same litany over and over again, blaming the Jews for everything that has gone wrong with Germany and for anything else wrong in this world. It went on and on, a cacophony of obscenities, becoming more vicious and at the same time more unbearable with each new sentence echoing in my ears. Finally, I couldn’t stand it any longer. I knew very well that to start up with them would get me into trouble, and that to answer them wasn’t exactly the height of wisdom, but I couldn’t help it. . . . I began naturally with the announcement: “Well, I am a Jew and etc., etc.” That was the signal they needed. Now they really went after me, threatening me physically. I didn’t hold my tongue as the argument went back and forth. They began jostling me till one of them . . . probably more encouraged by the darkness than by his own valor, suggested: “Let’s throw the Jew out of the train.” Now, I didn’t dare ignore this signal, and from then on I kept quiet. I knew that silence for the moment was better than falling under the wheels of a moving train. One of the men in our compartment, more vicious in his attacks than the others, got off the train with me in Friedburg. When I saw him under the dim light of the platform, I recognized him as a fellow I knew well from our soccer club. . . . I would never have suspected this man of harboring such rabid, antisemitic feelings.” In the Weimar Republic, Germany’s schools remained centers of tradition. Most teachers were conservative, both in their way of teaching and in their politics, and many were anti-socialist and antisemitic. A young man known as Klaus describes his schooling in the 1920s: “We were taught history as a series of facts. We had to learn dates, names, places of battles. Periods during which Germany won wars were emphasized. Periods during which Germany lost wars were sloughed over. We heard very little about World War I, except that the Versailles peace treaty was a disgrace, which someday, in some vague way, would be rectified. In my school, one of the best in Berlin, there were three courses in Greek and Roman history, four ...

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