“The Name Game”: Adolescent Racialization in the Era of Trump

ABSTRACT

Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed “the Trump effect.” In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Although the actual derogatory word was used in these situations, we are aware of the trauma it causes and will refer to it only as “the N-word” in this report.

Additional information

Notes on contributors

Anthony R. Johnston

Anthony R. Johnston is an associate professor of education at the University of Saint Joseph. He is a coauthor of Identity-Focused ELA Teaching: A Curriculum Framework for Diverse Learners and Contexts. He earned his PhD in language, literacy, and culture at the University of California, Berkeley. His work in teacher education, adolescent identities, and literacy aims to foster and sustain equitable schools and centers historically underserved youth.

Don Siler

Don Siler is an associate professor of education at the University of Saint Joseph. He earned a PhD in urban education from Temple University. Prior to that, he taught art at a high school for children in crisis before earning his MEd at Kutztown University in instructional technology and art education. His teaching and research focus on equity through multimodal approaches that immerse learners in student-centered, culturally conscious, and aesthetically engaging experiences.

Anthony De Jesús

Anthony De Jesús is an associate professor in the Department of Social Work and Equitable Community Practice at the University of Saint Joseph. He received his MSW from the Boston University School of Social Work and an EdM and EdD from the Harvard Graduate School of Education. His work has focused on inclusion, culture, and identity in social work and education practice.