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Exploration Of Privilege And Preschool Teachers’ Demographics Associated With Teachers’ Self-Efficacy In Culturally Responsive Classroom Management, Katherine Madison

Electronic Theses and Dissertations

Every child in America is entitled to a free public education; however, racial disparities in academics and discipline continue to grow in America’s school system (Glock et al., 2019; Muñiz, 2019). These racial disparities begin in preschool, following the students throughout their school years. African American students, specifically African American males, are three times more likely than their Caucasian peers to be suspended in preschool (CRDC, 2016; Musu-Gillette et al., 2016). Suspension at an early age correlates with students entering juvenile detentions, prisons and incompletion of schooling (Love, 2014; Meek & Gilliam,2016; Muñiz, 2019). Culturally responsive teaching and classroom management …

Addressing Culturally Congruent Care Amongst African Americans In Skilled Nursing Facility: A Systematic Review, Adekemi T. Adedipe

DNP Qualifying Manuscripts

Introduction: Healthcare disparities and mistrust of the healthcare system discourage African Americans from seeking mental health services. Healthcare providers face challenges delivering culturally appropriate care. Examining current cultural practices can inform the education needed for healthcare providers to understand cultural care and awareness. This review aimed to identify evidence available to understand the impact of a cultural training on healthcare providers in skilled nursing facilities.

Methods: APA PsycINFO, CINAHL, and PubMed, were searched for English-language studies published between January 2016 and January 2022. Healthcare cultural competency training

in any aspect of cultural care was considered. Outcomes of interest included changes …

“In The Skin I’M In…I Represent A Different Version Of What Help Looks Like:” Black Women Sport Psychology Professional’S Experiences In Applied Sport Psychology, Sharon R. Couch

Doctoral Dissertations

Black Feminist Applied Sport Psychology (BFASP) is a culturally inclusive theoretical framework for centering Black women’s experiences in applied sport psychology (Carter et al., 2020; Couch et al., 2022). For the past two decades, (White) Feminist applied sport psychology professionals (FASPPs) described the experiences of Black women as unique but were overlooked in research and participant pools due to the prioritization of White women's and Black male sport experiences. (Carter & Davila, 2017; Carter & Prewitt-White, 2014; Gill, 2020; Hyman et al., 2021). The purpose of this study was to explore the life and work experiences of BASPPs (i.e., faculty, …

Examining Motivation As A Mechanism For The Effects Of Stereotype Threat On Stem Outcomes: A Longitudinal Mediation Analysis, Delaram A. Totonchi

Educational Foundations & Leadership Theses & Dissertations

Although African-American students start STEM majors with higher levels of interest compared to their racial majority peers, they drop out of these majors at higher rates. One often tested explanation for this racial disparity is stereotype threat–the anxiety related to being judged stereotypically or the fear of confirming such stereotypes. Stereotype threat negatively impacts academic outcomes through a variety of psychological mechanisms including declined motivation. Accordingly, in this study, I examined expectancy-value beliefs as motivational mechanisms for the effects of stereotype threat on STEM outcomes. Participants were 362 African-American students in introductory chemistry and biology courses who completed surveys at …

A Study Of Social And Cultural Capital In Graduation For African American Students In Four-Year Colleges, Andrew Oni

Seton Hall University Dissertations and Theses (ETDs)

The prevalence of the persistent low graduation rate among African American students in four-year colleges gave rise to the examination of the role of social and cultural capital in improving graduation for African American students. This study examines the role played by the relationship between social and cultural capital and other factors for African American students’ graduation. Guided by social and cultural capital as the theoretical framework which presents social and cultural capital as acquired by parents’ and students' social networks and cultural endowment and tenets. These two levels of social and cultural capital are available for students to utilize …

The Educated Hustlers And Divas: How Black Youth Use Black Television As A Tool To Communicate While In School., Kiersten M. Smith

Master's Theses

The purpose of this study is to determine how Black youth use television as a tool to communicate in their social interactions with their peers. The research question for this project is; In what ways do Black youth use Black television as a tool in school social settings? This study took a qualitative approach that called for the method of focus groups. Black students between the ages of 10-20 gathered into four focus groups to discuss how they use Black content to communicate with their peers. The results of the research show that Black youth use Black television as a …

Analysis Of African American And White American Cognitive Profiles For Language And Cultural Influences, Nicole Jones

Educational Specialist, 2009-2019

Abstract

One of the most concerning aspects of special education is the overrepresentation of African American minority youth receiving special education services. Samuel Ortiz and colleagues considered the issue of the representation of the Latino, English Language Learner (ELL) population in special education services based on cognitive performance in relation to the mainstream population. To target this concern they determined an estimated level of expected cognitive performance of ELL’s and impact of language and cultural differences to help eligibility teams more appropriately interpret and place students with the aid of the Culture-Language Interpretive Matrix (C-LIM) model they developed. The current …

Exploring The Effects Of Positive Behavioral Supports On Disciplinary Practices In Schools And It's Potential To Mitigate Disproportionality In Disciplinary Outcomes For African American Students, E'Lexus Emily King

Educational Specialist, 2009-2019

Disproportionality in special education and school discipline in the U.S. Education system has been a crucial and complex issue. Research has shown that evidence-based interventions that lie within the positive behavioral interventions and supports (PBIS) framework has been effective in improving educational outcomes for all students. In this study, the author investigated the impact of the School-Wide Benchmarks of Quality, a PBIS fidelity measure, on student disciplinary outcomes. 380 schools presented four years of disciplinary outcome data. Results showed that the PBIS fidelity measure had a modest effect on the overall student disciplinary outcomes but did not address the disproportionate …

Ann Arbor And The Ann Arbor Public Schools: A Cultural Geography, Lisa R. Anglin

Master's Theses and Doctoral Dissertations

The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which …

Experiences Of African American Female First Generation College Students, Ashley Green

Dissertations

The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students attending a large, predominantly White research university and to understand what motivates them. The major research question guiding this study was: How do African American, female, first generation college students (in good academic standing) describe their college experience? The researcher asked the participants to discuss their challenges, how they responded to challenges, sources of motivation, and factors that contributed to their success in college.

Through individual, face to face, interviews with 10 African American, female, FGC …

Race Matters: An Examination Of The Study Abroad Experiences Of African American Undergraduates, Karyn L. Sweeney

Electronic Theses and Dissertations

As U.S. colleges and universities face increasing pressures to prepare graduates to succeed in a global environment, African American students continue to be underrepresented in study abroad participation. In-depth interviews and a critical race theory framework were utilized to examine how six African American undergraduates experienced study abroad. Findings were organized around participant backgrounds, motivations, and goals for study abroad; lived experiences abroad, with an emphasis on the effects of race and racism; expectations; and meanings and outcomes ascribed to study abroad by the participants. The study findings offered a counternarrative to deficit-based discussions of African Americans and study abroad …

Black English And Culture Meet The Mainstream Classroom, Giselle Robitaille

MA TESOL Collection

Learning English can often be a critical factor in people’s lives, and the choice to disengage from learning out of sheer frustration can have devastating psychological and social effects for people who need to acquire English in order to be able to fulfill academic, personal and professional goals. While I was not able to find statistics on a global level, it is easy to believe that English language learners do disengage frequently. This is most obvious in the United States where the Standard English (SE) model of teaching black children has resulted in a high level of disengagement with learning …

Examining The Influence Of Parents, Teachers, And Neighborhood Safety On African American Adolescents’ Motivation And Achievement, Clarissa R. Roan-Belle

Theses and Dissertations--Educational, School, and Counseling Psychology

Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. …

A Guest In Someone's House: Exploring The Role Of African-American Student-Faculty/Staff Interactions In A Community College Setting, Yolanda Isaacs

College of Education Theses and Dissertations

African-American students are enrolling in four-year universities and community colleges in the hope of receiving a degree; however, their rate of degree attainment at the latter institutions in particular continues to be troubling. Although community colleges are making efforts to improve the graduation rates of African-American students, more institutional strategies are needed to address this concern. The purpose of the study was to explore how the role of African-American faculty and staff can affect the success of African-American students in a community college setting. The researcher investigated African-American students’ perceptions and experiences regarding how African-American faculty and staff members have …

“This Is Our Life. We Can’T Drive Home.” An Analysis Of Culturally Relevant Pedagogy As Perceived By Elementary Teachers, Students And Families In An Urban Charter School, Elaine Azalia Mcneil-Girmai

LMU/LLS Theses and Dissertations

As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural …