Virtual game boys: an examination of Black male cyberbonding play as navigation of a Hispanic Serving Institution

Abstract

This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use cyberbonding play to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by participants explained the multidimensional value of contextualized counter-cartography narratives to understand the benefits of engaging in play across physical and virtual geographies. Each EMJ was created by participants using: (a) constructive prompts; (b) continual access; (c) genuine reciprocity; and (d) expressed authentic gratitude (Annamma, 2018). Unfurled digital and physical spaces yielded two emergent themes that comprised cyberbonding play: 1) “Get what you came for!”; and 2) User Friendly. Study findings inform how Black male collegians purposefully use cyberbonding play while in pursuit of degree attainment despite college geographic hostilities.

Keywords:

• Racism
• black collegians
• critical race spatial analysis
• Hispanic-serving institution

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bryan K. Hotchkins

Bryan K. Hotchkins is an assistant professor of higher education at Texas Tech University in Lubbock, TX. His research focus on how organization climate, context and culture shape leadership performance while examing how leaders navigate the geographies of racism, implicit bias and identity-based trauma.