Donavan Ramon presents research at the Race & Ethnicity Study Group gathering

On the evening of February 11, my colleague Donavan Ramon presented his research during a meeting of the Race & Ethnicity Study Group in St. Louis. The study group, by the Center for the Study of Race, Ethnicity & Equity led by its executive director, Dwight A McBride at Washington University, brings together scholars in the region to discuss their ongoing research projects. 

Ramon’s talk, entitled “Keeping It Real: Black Men, Fight Scenes and Self-Making,” served as an overview of a project he is pursuing that focuses on canonical autobiographies and contemporary memoirs by Black men. He is examining how writers use fight scenes to present ideas about masculinity, consider rites of passage, critique systems of power, and rework the memoir as a form.

It was a strong presentation, with Ramon identifying several of the authors he is studying, including Olaudah Equiano, Frederick Douglass, Richard Wright, Ralph Ellison, Ta-Nehisi Coates, Damon Young, Kevin Powell, MK Asante, and Kiese Laymon.

After the presentation, there was a spirited Q&A session. It is rare for scholars to receive so much feedback on work in progress. During typical conference panels, there is usually time for only one or two questions. For this study group, however, about ten people participated in the post-presentation exchange, and some of us were able to ask multiple questions.

Providing a space for sustained feedback for scholars working on projects is one of the most important services that the Race & Ethnicity Study Group offers. I was also pleased that so many of my colleagues from SIUE were in attendance, including members of my crew from African American literary studies group.

The Growth of African American Literary Studies at SIUE

Our ability to achieve a record year of courses depends in part on our large group of contributors. 

Our team of specialists in African American literary studies in English at SIUE includes Tisha Brooks, Elizabeth Cali, Jeremiah Carter, Angel Dye, Donavan Ramon, Cindy Reed, and Treasure Redmond. We also have three graduate students, Rie Holmon, M. Mallon, and Jalen White, who teach courses for us, along with two academic success coaches, Danielle Hall and Daria Spencer, who teach our African American literature labs. 

Strange as it sounds to say now, there was a moment -- longer than I would have liked -- when African American literary studies at SIUE was just me. I'm grateful for how much we've grown. 

Related:

• African American Literary Studies at SIUE

Thinking structurally about Black men as readers

A lot of times, we talk and think about Black men readers, especially exceptional readers like Frederick Douglass, Richard Wright, and Malcolm X, one at a time. But there can be value in stepping back and considering how institutions help shape groups of readers.

One benefit of thinking structurally or institutionally about groups of readers, or about a reading culture in a particular place, is that it allows us to consider the overall support systems that are in place, or that need to be in place. We also become more aware of how various systems and institutions operate to support or deter reading.

In his book Malcolm Before X (2024), Patrick Parr discusses the Norfolk Prison Colony, where Malcolm X had access to an extensive library, teachers who had trained at elite universities, and the opportunity to participate as a member of an accomplished debating society. Malcolm X possessed remarkable talent and resilience, but Parr’s research reveals that the institution where he was incarcerated also granted him unique opportunities and advantages.

Looking beyond individual readers to the environments that cultivate them reminds us of the importance of thinking structurally.

Related:

• Notes on Black Readers & Digital Culture

Cataloging Black Poetry Before the Data

These days, I organize organized collections of information, also known as datasets, about Black writers and literary history. Back in the day, I simply organized lists on Word. 

At that time, I was not guided by concepts like “data” or “quantitative approaches.” Instead, I was influenced by works such as Eugene B. Redmond’s Drumvoices, the articles of Greg Tate, and poems by Amiri Baraka. Like them, I wanted to reference or catalog a wide range of Black ideas, works, and artists within a single composition.

My article " Catching Holy Ghosts: The Diverse Manifestations of Black Persona Poetry" (2008) was  perhaps one of my earliest and most ambitious attempts to produce what I would eventually call cultural cataloging. The spreadsheets, literary data work, and other technology-based processes came later.

Documenting Black Student Reading Practices

Since 2018, I have led an oral history project focusing on Black students. In fall 2025, I narrowed the focus and began asking students more directly about their reading interests and habits. Undergraduates Al Smith and Joyce Woodard are assisting by conducting interviews and producing short reflections on reading, digital culture, and what they are learning through the interview process.

I’m especially excited to have Al and Joyce writing on a regular basis. In earlier stages of the project, we did not produce enough writing that reflected on what we were observing and learning in real time. We do not intend to repeat that oversight.

Together, we will document and share what we are learning. Over time, these entries will form a growing catalog of observations and findings about Black student reading practices and intellectual life.

Related:

• Academic Journeys project

• Notes on Black Readers & Digital Culture

Reading as an Escape

By Albert Smith

Among the genres discussed as being Black men’s favorite, the most consistent one had been novels. When asked why fiction was favored, the response was typically that it allowed an escape from what they had been reading.

Black men cited comic books and graphic novels as being among their favorite books as well. Some even noted that Japanese manga were essential to their reading habits as it allowed for a new world that they weren’t accustomed to or responsible for participating in. The overarching theme of escaping from what they know was very apparent throughout interviews.

This trend was vital in understanding the reading habits of Black men as those I spoke with noted that they weren’t able to do much reading outside of their assigned class readings. In their non-academic reading time, there was a purposeful attempt to engage with reading that would encourage creativity and imagination rather than add to something that was pre-existing and limited by reality.

Recognizing that students often read for escape in their free time helps us understand why their preferences lean toward narrative forms that allow them to imagine worlds beyond their immediate circumstances. experiences.

Related: 

• Notes on Black Readers & Digital Culture

Classroom Conditions in Promoting Black Men Participation

By Albert Smith

What conditions have to be in place for Black men to feel comfortable presenting in classroom contexts? That’s a question I’ve been wondering about and my ongoing interviews with collegiate Black men assisted me in thinking about it.

Some Black men I spoke with said that they did not speak in class because they viewed themselves as quiet. Others noted that their classes did not expect or want their input (i.e. lecture-based learning). Still others said that they had opinions but they were overlooked.

Classroom conditions that were found to be more conducive to the engagement of Black men were environments that promoted books and topics that were relevant and were considered to being interesting to them. Being interested in the subject matter was also important for participation.

In addition, classrooms where students were surrounded by like-minded peers and taught by a professor who encouraged conversation and critical thinking further supported engagement. Black men who participated in classrooms like this noted having more positive and impactful experiences.

Related: 

• Notes on Black Readers & Digital Culture

Black students and online reading

By Joyce Woodard

Today, it is common for universities to use digital platforms like Blackboard and Canvas, making most aspects of school, aside from classes, completely digital. If those platforms were to go away, how would that impact the way Black students read, or would they be affected at all?

“It wouldn’t change much; I guess it would be harder to access certain readings for class,” Jazelle Swope said. While the lack of digital platforms would present some challenges, those challenges wouldn’t be related to leisurely reading, according to Swope. “...if it’s just for entertainment, it’s not going to be hard at all,” she said.

Black students do a lot of reading online because it’s essentially the only way to access assigned readings, not because it is their preferred method. Because young Black readers grew up as digital platforms became increasingly essential to day-to-day life, it is often assumed that they prefer digital platforms, but that’s clearly not the case.

While it is encouraging to see Black readers so determined to read by any means, it is worth noting that the transition would most likely be harder than they think. As mentioned earlier, young Black readers don’t really know a world without digital platforms, so why do they believe they would be fine without them? The truth is that digital tools are deeply embedded in the lives of young readers, and there is a need for balance between both digital and physical reading.

       

Related:

• Notes on Black Readers & Digital Culture