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Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper

Electronic Theses and Dissertations

ABSTRACT

EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)

By

Valerie J. Harper

October 28, 2019

Dissertation supervised by Professor Gretchen Givens Generett

African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African …

Teaching For Equity: A Case Study Of Teachers’, Vice Principals’, And Principals’ Perspectives In Three High-Poverty Elementary Schools In Ontario, Canada, Abhilasha Duggal

Electronic Thesis and Dissertation Repository

Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How …

Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad

Journal of Critical Issues in Educational Practice

This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about …

Navigating The Racialized Neoliberal Gaze: Asian American Women Diversity, Equity, And Inclusion Professionals In U.S. Higher Education, Ariana Dasgupta

Doctoral Dissertations

Substantial research has addressed the experience of Asian American students in higher education (Hune, 2002; Ng & Lee, 2007; Buenavista, Jayakumar, & Misa-Escalante, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Pak, Maramba, & Hernandez, 2014; Palmer & Maramba, 2015), and a growing body of literature explores the state of Asian American faculty in higher education (Lee, 2002; Li & Beckett, 2005; Lin, Pearce, & Wang, 2009; Yook 2013). Though research examining how Asian American administrators experience higher education is increasing (Suzuki, 2002; Neilson, 2004; Neilson & Suyemoto, 2009; Li-Bugg, 2011; Reeves, 2015), no studies to date have examined …