Why the Black Kids Sit Together at the Stairs: The Role of Identity-Affirming Counter-Spaces in a Predominantly White High School

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Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis (2020, background): “These groups may be considered safe spaces, or counterspaces (Ong et al., 2018; Carter, 2007; Solórzano et al., 2000; Solórzano & Villalpando, 1998), that help to counter the effects of social pain and affirm WOC's belonging in engineering.”
Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School (2012, background): “…Milner, 2002; Oakes, 1985; O’Connor, 1997; Rist, 1970; Wiggan, 2008); there is a growing body of research dedicated to these students’ experiences in predominantly White public schools (D. J. Carter, 2007, 2008; Carter Andrews, 2009; Ferguson, 2002; Howard, 2008; Ogbu, 2003; Wells & Crain, 1997).”
The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions (2017, background): “minority can have negative effects on one’s perception of the institution’s racial-ethnic climate (Carter, 2007).”