I Love My Hair!

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Connect:What do you like about your hair? Do you remember times when someone took care ofyour hair? How did you feel? What do you remember most? During Reading What kind ofself-talkcan people say to themselves to encourage themselves to love their hair? Create a drawing of yourself and add a few speech bubbles with the statements you came up with.

Final Call. (2009). Willie Lynch letter: The making of a slave. Retrieved from https://www.finalcall.com/artman/publish/Perspectives_1/Willie_Lynch_letter_The_Making_of_a_Slave.shtml. Connect: There are several examples of comparisons in the story. Her hair was like yarn or garden rows. What kinds of comparisons can you make about yourhair? After Reading Oyedemi, T. (2016). Beauty as violence: ‘Beautiful’ hair and the cultural violence of identity erasure. Social Identities, 22(5), 537–553. https://doi.org/10.1080/13504630.2016.1157465. Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659–691. Kerr, A. E. (2005). The paper bag principle: Of the myth and the motion of colorism. Journal of American Folklore, 118(469), 271–289. https://doi.org/10.1353/jaf.2005.0031.Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066x.62.4.271. Show:While getting her hair combed or styled, Natasha likes to "day dream"? What types of things did you think about when you day dream? Harwood, S. A., Huntt, M. B., Mendenhall, R., & Lewis, J. A. (2012). Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university. Journal of Diversity in Higher Education, 5(3), 159–173. https://doi.org/10.1037/a0028956.

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks: Sage. Facebook. (n.d.). Reach out to future customers and fans. Retrieved from: www.facebook.com/business/ads. Brady, J., & Abawi, Z. (2019). Disrupting princesses: a pedagogical moment in dismantling colonial norms and representations of beauty through an anti-colonial framework. In F. J. Villegas & J. Brady (Eds.), Critical schooling (pp. 125–146). London: Palgrave Macmillan.Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York: Wiley.

Solórzano, D. G. (1998). Critical race theory, racial and gender microaggressions, and the experiences of Chicana and Chicano Scholars. International Journal of Qualitative Studies in Education, 11(1), 121–136. Look through photos of different or interesting hairstyles.What types of items do you like placed in your hair? How can these items make your hair style different?Which one would you try? Why? Sue, D. W., & Constantine, M. G. (2007). Racial microaggressions as instigators of difficult dialogues on race: Implications for student affairs educators and students. College Student Affairs Journal, 26(2), 136–143. Show:Hair styles are a form of expression. Natasha learned a great deal about her culture from some of her hair styles.Are there particular hairstyles in your culture?Nadal, K. L., Rivera, D. P., Corpus, J. H., & Sue, D. W. (2010). Sexual orientation and transgender microaggressions. In D. W. Sue (Ed.), Microaggressions and marginality: Manifestation, dynamics, and impact (pp. 217–240). New York: Wiley. Ask:Why do you think her classmates teased her about her hair? How do you feel about that? What are things you can say to people who tease someone about their hair?