California State University, Fresno

Assistant Professor

Patrick worked at California State University, Fresno as a Assistant Professor

University of South Florida

Instructor/Field Experience Coordinator

Instructor of "Introduction to Diversity for Educators" and "School and Society" courses.

Stephen F. Austin State University

Assistant Professor in Elementary Education

Social Studies Methods
Social/Environmental Foundations
Student Advising
Researcher

Houston ISD

Reading Interventionist

Patrick worked at Houston ISD as a Reading Interventionist

University of Colorado at Boulder

Graduate Student

Mentored and worked as an Academic Skills Specialist.

University of Colorado at Boulder

Academic Skills Specialist/Student Faculty

Assist students in identifying, developing and meeting their educational goals within a university setting. Weekly facilitate workshops on various areas that attend to the aforementioned objectives. Through these workshops, my pedagogical approach consists of student centered and dialogical practices to encourage student ownership/responsibility further encouraging student success.

Boy Scouts of America

As an undergrad member of Alpha Phi Alpha Fraternity, Inc. I had the opportunity and honor to work with a local troop in Prairie View.

I have a voice, so listen!

Stephen F. Austin State University Press

I have a voice, so listen!

Stephen F. Austin State University Press

In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

Journal of Black Studies

The discourse on African American/Black identity, as illustrated by the “Obama Phenomenon,” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are, in effect, challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution. The resulting narratives highlighted their perceived tensions and harmonies with Continental Africans, Generational African Americans, and, in some cases, other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged these tensions and harmonies concerning their racial/cultural/linguistic identities.

I have a voice, so listen!

Stephen F. Austin State University Press

In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

Journal of Black Studies

The discourse on African American/Black identity, as illustrated by the “Obama Phenomenon,” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are, in effect, challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution. The resulting narratives highlighted their perceived tensions and harmonies with Continental Africans, Generational African Americans, and, in some cases, other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged these tensions and harmonies concerning their racial/cultural/linguistic identities.

Multidisciplinary Graduate Student Alliance (MGSA): Crafting a Diverse Peer Mentoring Network Within and Beyond a Predominantly White Institution (PWI)

Springer International Publishing

This chapter engages the formation of an interdisciplinary peer-mentoring group that empowered graduate students of color to navigate varied and complex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work, both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor, who are from diverse backgrounds. Their journeys are followed from the formation of the group through their matriculation and subsequent steps in their respective professional careers. The auto-ethnographic techniques, derived from self-study, involved an application of those utilized by CURVE-Y-FRiENDs (C-Y-F) global network. The challenges identified based on C-Y-F were: (1) intellectual identities, (2) cultural/racial/ethnic/linguistic identities, (3) pursuit of professional careers, and (4) personal/professional relationships. In our work, we identify our journeys’ salient outcomes and provide practical recommendations for various university stakeholders.

I have a voice, so listen!

Stephen F. Austin State University Press

In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

Journal of Black Studies

The discourse on African American/Black identity, as illustrated by the “Obama Phenomenon,” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are, in effect, challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution. The resulting narratives highlighted their perceived tensions and harmonies with Continental Africans, Generational African Americans, and, in some cases, other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged these tensions and harmonies concerning their racial/cultural/linguistic identities.

Multidisciplinary Graduate Student Alliance (MGSA): Crafting a Diverse Peer Mentoring Network Within and Beyond a Predominantly White Institution (PWI)

Springer International Publishing

This chapter engages the formation of an interdisciplinary peer-mentoring group that empowered graduate students of color to navigate varied and complex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work, both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor, who are from diverse backgrounds. Their journeys are followed from the formation of the group through their matriculation and subsequent steps in their respective professional careers. The auto-ethnographic techniques, derived from self-study, involved an application of those utilized by CURVE-Y-FRiENDs (C-Y-F) global network. The challenges identified based on C-Y-F were: (1) intellectual identities, (2) cultural/racial/ethnic/linguistic identities, (3) pursuit of professional careers, and (4) personal/professional relationships. In our work, we identify our journeys’ salient outcomes and provide practical recommendations for various university stakeholders.

Discourse on African American/Black identity: Engaging the expanding nigrescence theory with a diasporic consciousness

SpringerPlus

This manuscript theoretically explores the application of a stretched expanded nigrescence theory (NT-E) by making notions of consciousness explicit, thereby building on the research involving first generation U.S.-born Africans (FGAs). In taking this approach, a theoretical framework of a diasporic consciousness emerged an alternative for exploring the identity development of Africana people. To facilitate this process, a shift from conceiving identity along the lines of race and ethnicity was begun towards a conception that is solely culturally based on eight identified factors.

I have a voice, so listen!

Stephen F. Austin State University Press

In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

Journal of Black Studies

The discourse on African American/Black identity, as illustrated by the “Obama Phenomenon,” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are, in effect, challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution. The resulting narratives highlighted their perceived tensions and harmonies with Continental Africans, Generational African Americans, and, in some cases, other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged these tensions and harmonies concerning their racial/cultural/linguistic identities.

Multidisciplinary Graduate Student Alliance (MGSA): Crafting a Diverse Peer Mentoring Network Within and Beyond a Predominantly White Institution (PWI)

Springer International Publishing

This chapter engages the formation of an interdisciplinary peer-mentoring group that empowered graduate students of color to navigate varied and complex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work, both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor, who are from diverse backgrounds. Their journeys are followed from the formation of the group through their matriculation and subsequent steps in their respective professional careers. The auto-ethnographic techniques, derived from self-study, involved an application of those utilized by CURVE-Y-FRiENDs (C-Y-F) global network. The challenges identified based on C-Y-F were: (1) intellectual identities, (2) cultural/racial/ethnic/linguistic identities, (3) pursuit of professional careers, and (4) personal/professional relationships. In our work, we identify our journeys’ salient outcomes and provide practical recommendations for various university stakeholders.

Discourse on African American/Black identity: Engaging the expanding nigrescence theory with a diasporic consciousness

SpringerPlus

This manuscript theoretically explores the application of a stretched expanded nigrescence theory (NT-E) by making notions of consciousness explicit, thereby building on the research involving first generation U.S.-born Africans (FGAs). In taking this approach, a theoretical framework of a diasporic consciousness emerged an alternative for exploring the identity development of Africana people. To facilitate this process, a shift from conceiving identity along the lines of race and ethnicity was begun towards a conception that is solely culturally based on eight identified factors.

The harvesting of intellectuals and intellectual labor: The university system as a reconstructed/continued colonial space for the acquisition of knowledge.

Springer

In A. Kempf (Ed.), Explorations of educational purpose: Vol. 8. Breaching the colonial contract: Anti-colonialism in the US and Canada (pp. 201-217).

I have a voice, so listen!

Stephen F. Austin State University Press

In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

Journal of Black Studies

The discourse on African American/Black identity, as illustrated by the “Obama Phenomenon,” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are, in effect, challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution. The resulting narratives highlighted their perceived tensions and harmonies with Continental Africans, Generational African Americans, and, in some cases, other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged these tensions and harmonies concerning their racial/cultural/linguistic identities.

Multidisciplinary Graduate Student Alliance (MGSA): Crafting a Diverse Peer Mentoring Network Within and Beyond a Predominantly White Institution (PWI)

Springer International Publishing

This chapter engages the formation of an interdisciplinary peer-mentoring group that empowered graduate students of color to navigate varied and complex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work, both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor, who are from diverse backgrounds. Their journeys are followed from the formation of the group through their matriculation and subsequent steps in their respective professional careers. The auto-ethnographic techniques, derived from self-study, involved an application of those utilized by CURVE-Y-FRiENDs (C-Y-F) global network. The challenges identified based on C-Y-F were: (1) intellectual identities, (2) cultural/racial/ethnic/linguistic identities, (3) pursuit of professional careers, and (4) personal/professional relationships. In our work, we identify our journeys’ salient outcomes and provide practical recommendations for various university stakeholders.

Discourse on African American/Black identity: Engaging the expanding nigrescence theory with a diasporic consciousness

SpringerPlus

This manuscript theoretically explores the application of a stretched expanded nigrescence theory (NT-E) by making notions of consciousness explicit, thereby building on the research involving first generation U.S.-born Africans (FGAs). In taking this approach, a theoretical framework of a diasporic consciousness emerged an alternative for exploring the identity development of Africana people. To facilitate this process, a shift from conceiving identity along the lines of race and ethnicity was begun towards a conception that is solely culturally based on eight identified factors.

The harvesting of intellectuals and intellectual labor: The university system as a reconstructed/continued colonial space for the acquisition of knowledge.

Springer

In A. Kempf (Ed.), Explorations of educational purpose: Vol. 8. Breaching the colonial contract: Anti-colonialism in the US and Canada (pp. 201-217).

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)

National Council for the Social Studies

Member

urn:li:fs_position:(ACoAAAAnBNABIRC9z8RZxP3dyESQDTmhwpMwOUk,571111637)