(2016). Teaching the Whole Child: The Importance of Culturally Responsiveness, Community Engagement, and Character Development in High Achieving African American Students. Urban Review: Issues and Ideas in Public Education, v48 n5 p766-798 Dec. Current research on African American education is saturated with studies on school failure (Collins 2003; Glasser 1969; Irvine 1990; Kozol 2005; MacLeod 1995; Neckerman 2007; Walker and Sprague 1999), rather than investigations that address the processes that "mediate" failure and create success (Bell 2001; Chenoweth 2007, 2009; Evans-Winters 2011; Hopkins 1997; King 2005; Perry et al. 2003; Wiggan 2008, 2014). Most of the existing research provides extensive critiques without exploring successful strategies that promote high-achievement among underserved student populations. Using a qualitative case study design, this research explores the perceptions and experiences of students and teachers at a high performing minority school. The findings reveal that the use of multicultural curriculum and anti-racism education had a positive impact on the social, cultural, and academic achievement of the students. The results of this study are particularly important given the existing… [Direct]
(2022). A Qualitative Study: Exploring the Influence of Impostor Syndrome on the Leadership Experiences and Career Trajectories of Latina Leaders in California Public Higher Education. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Latinas are underrepresented in top level leadership positions in higher education, comprising a small fraction of the 5% of women of color who serve as college and university presidents. Recent data revealed that the number of Latinas in senior-level leadership positions decreased, signaling a concerning downward trend. While much research has been done on the gender gap in leadership and the barriers that women collectively face as administrators which prevent advancement in leadership, limited research has examined the leadership experiences of Latinas. While at least one study on Latinas found a connection between institutional challenges experienced by Latinas and feelings of self-doubt, further research has yet to explore the impact of self-doubt, or impostor feelings, on the leadership experiences of Latinas. This qualitative study aimed to explore the influence of impostor syndrome on the leadership experiences and career trajectories of Latina leaders in California public… [Direct]
(2015). Performing the Grade: Urban Latino Youth, Gender Performance, and Academic Success. Race, Ethnicity and Education, v18 n6 p764-784. This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the cultural and professional climate on campus. Gender expression was the primary mode of differentiation, given the relatively homogenous population, and used to stratify students learning potential. Racism, stigma, materiality, and teacher indifference work in conjunction with one another to disenfranchise Latino youth on this campus, and arguably US public education…. [Direct]
(2012). Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms. Review of Higher Education, v36 n1 suppl p9-29 Fall. This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for \racism\ and \racist,\ and (c) critical race theory is rarely used for conceptual sense-making. (Contains 2 tables and 1 footnote.)… [Direct]
(1990). Places Where Teachers Are Taught. First Edition. This book utilizes 29 case histories of geographically and institutionally diverse teacher education programs to provide a comprehensive historical perspective on teacher education in the United States. The volume, organized into four parts, is further divided into nine chapters. "Part One: "Teacher Education: A Contemporary Perspective on the Past" includes the following chapters: (1) "Connecting the Present to the Past" (John I. Goodlad); and (2) "Recurring Themes and Variations" (Robert A. Levin). "Part Two: Evolution of Teacher Education: Institutional Perspectives" consists of: (3) "Abiding by the 'Rule of Birds': Teaching Teachers in Small Liberal Arts Colleges" (Charles Burgess); (4) "The Evolution of Normal Schools" (Richard J. Altenbaugh, Kathleen Underwood); (5)"Teaching Teachers in Private Universities" (Barbara Beatty); and (6) "Teacher Education and Leadership in Major Universities"…
(2022). Being Black and International in the United States: Navigating the Contours of Race and Citizenship Status in America. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. For many Black African international students, the statement, "I never knew I was Black until I came to the U.S." echoes the dilemma and complexity of race, Blackness and ethnic diversification and multiple Black identities in America. This is because, for the most part in Central, Eastern, Southern (except South Africa), and Western Africa, social identities are defined along the lines of ethnicity, religion, gender, or socioeconomic status. So, many Black African international students experience a sudden Blackness, one which imposes a Black racial identity on them, upon their arrival in America–and consequently makes them (potentially) targeted for anti-Black prejudice, racism, and discrimination within and outside their campus environment. This dissertation project is a qualitative study that employed a phenomenological inquiry approach to explore, understand, and describe the phenomenon of Blackness among five Black African international students at Africana… [Direct]
(2017). Broadening Rehabilitation Education and Research through Cultural Humility: A Conceptual Framework for Rehabilitation Counseling. Rehabilitation Research, Policy, and Education, v31 n2 p70-88. Purpose: The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services. Method: Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and differences between cultural humility and cultural competence, and significance of the cultural humility concept to rehabilitation counseling. Results: The literature consistently describes the need for professionals to be culturally competent to effectively serve an increasingly diverse population. However, when using only a multicultural competency framework, counselors may have false beliefs about their competence in working with culturally diverse individuals, understate the power imbalance between service providers and clients, and ignore institutional (e.g., system, homophobia, racism) accountability. Cultural humility can directly address these… [Direct]
(2022). Students' Conceptions of Their Campus LGBTQ+ Center. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Lesbian, gay, bisexual, transgender, queer, and similar identities (LGBTQ+) resource centers on college campuses provide services, resources, programming, and advocacy focused on gender and sexuality, especially minoritized genders and sexualities. As center staff enact this work at the individual and organizational levels, LGBTQ+ centers seek to promote students' thriving, especially among students with minoritized genders and sexualities. Although students are the animating reason for LGBTQ+ centers' existence, relatively little is known about how students experience and conceptualize campus LGBTQ+ resource centers. The purpose of this study was to understand LGBTQ+ resource centers from students' perspectives. Guided by a critical adaptation of an ecological model of development (Bronfenbrenner, 1993; Renn & Arnold, 2003), I undertook a qualitative study drawing on interviews with 15 students who felt in some way connected to their campus LGBTQ+ center. I also included data… [Direct]
(2020). Ensuring Ethics and Equity: Policy, Planning, and Digital Citizen. Education, v140 n2 p87-99 Mar. The volatile political landscape of our country, the wide-spread use of social media by both students and educators, and the availability of mobile technology are both seen and unseen land mines on the intellectual freedom and development of our children. Mobile technology has inundated our life on both a personal and professional level. The struggle to embrace or band its use has school leaders' face with a daunting environment that can and does manifest itself within the culture and climate of the school. In addition to the struggle with mobile technology, school officials face issues with social media use. There are numerous research studies on the benefits and pitfalls of the use of social networking tools. "Social networking sites have been rapidly adopted by children and, especially, teenagers and young people worldwide, enabling new opportunities for the presentation of the self, learning, construction of a wide circle of relationships, and the management of privacy and… [Direct]
(2019). Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence. International Review of Education, v65 n1 p87-116 Feb. Indigenous youth today are in a precarious position. The elders who guided their grandparents and parents often suffered from direct racism and dislocation from cultural practices, land, medicine, language, knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual and physical support have been brutally and systematically dismantled. When "perpetuation" is discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous… [Direct]
(2018). Come Together for Equity: Rework Beliefs, Actions, and Systems through Professional Learning. Learning Professional, v39 n5 p24-27 Oct. The word "equity" is found throughout U.S. schools today — in district mission statements, school vision documents, and classroom posters. It is used to signify a value that feels fundamental to our democracy and public education system: Students' educational outcomes should not be determined by their demographics, including race, ZIP code, primary language, gender, and/or disability. Yet, according to the authors, equity can feel elusive in practice. Education stakeholders who aim to advance equity in practice might approach this work from different fronts. Policymakers and district administrators might focus on providing all students with access to quality educational resources, including high-quality school facilities, teachers, curriculum and instructional materials. Doing this well requires ongoing inquiry of one's own beliefs, an ever expanding repertoire of professional practices, and constant collaboration to develop student-centered systems. It requires a… [Direct]
(2018). Does Mentoring Serve as a Retention Tool for Black Students Who Attend Predominately White Institutions in Appalachia?. ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University. The Black student can have a truly adverse experience on the predominately-white college campus. The micro-aggressions and the countries' institutional racism plays into the student's overall experience immensely. It is important for Black students to have community in predominately-white institutions and mentoring is an excellent way to create a community for the student. This study follows the effects of mentoring on Black students who attend a college in rural West Virginia. The research explores the Black student experience, the role of mentoring and the current state of higher education in America. The students involved with the study participated in a college environment survey, the CSEQ, College Student Experience Questionnaire. This survey explores each aspect of the college experience. The students who participated in the study are able to articulate their feelings about the college with mentoring as an added resource. The students in this study met the institutional goal… [Direct]
(2016). Discrimination against Black Students. Online Submission Discrimination is a structured way of abusing people based on racial differences, hence barring them from accessing wealth, political participation and engagement in many spheres of human life. Racism and discrimination are inherently rooted in institutions in the society, the problem has spread across many social segments of the society including the education sector. This research paper aims to highlight the current status of discrimination of black students in the United States. In addition, it brings out relevant laws and educational policies that affect discrimination of black students in the United States. Finally, this research paper evaluates how the law and education policy will solve the problem in future. Unfortunately, this issue cannot be eliminated easily and will take the effort of all Americans to make their country better. Therefore, it requires that proper laws are passed to complement the existing ones and to ensure students are not discriminated based on their… [PDF]
(2016). McNair Scholars' Science, Technology, Engineering, and Mathematics (STEM) Graduate Experience: A Pilot Study. Mid-Western Educational Researcher, v28 n1 p3-27. Nationally, racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) disciplines. These disparities are most notable at the doctoral level and are also found in the doctoral outcomes of Ronald E. McNair Postbaccalaureate Achievement Program participants (Scholars) despite opportunities designed to promote their doctoral success. Scholars from three McNair Programs were surveyed. The survey included items related to Scholars' perceptions of their McNair Program experiences, graduate advisor relationship, and experiences with stereotype threat. Scholars overwhelmingly reported their McNair Program experiences as beneficial to their STEM graduate studies and their graduate research advisors as supportive. However, Black female Scholars also overwhelmingly reported experiences related to stereotype threat. Improvements for survey items and the need for STEM education research to explicitly link educational experiences with institutional… [PDF]
(2016). Peer Relations in Higher Education: Raced, Classed and Gendered Constructions and Othering. Whiteness and Education, v1 n1 p39-53. In spite of the relative success of the Widening Participation policy and strategies to increase the numbers of students from Black and Minority and White working-class backgrounds going to university, universities in Britain continue to be White and middle-class-dominated institutions. We found, in our two-year qualitative Higher Education Funding Council England/Higher Education Academy-funded study (2010-2012), the existence of fear and raced, gendered and classed antagonisms, underpinned by White middle-class student attitudes and perspectives towards those they constructed as the Other. In the article, we discuss the development of 'us and them' from the perspective of White middle-class, mainly male, students, and demonstrate dysconscious racism and racialised social segregation, which in some disciplines is replicated in the learning context. The context of the research is that of a highly competitive, neoliberal, British higher education system where competitiveness for… [Direct]