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Full-Text Articles in Education
The Gendered, Racialized, & Dis/Abled Experiences Of Neurodivergent Black Women Graduate Students Across Higher Education, Kat Stephens
The Gendered, Racialized, & Dis/Abled Experiences Of Neurodivergent Black Women Graduate Students Across Higher Education, Kat Stephens
Doctoral Dissertations
Black women graduate students with dis/abilities; those identifying as neurodivergent are scarce in contemporary research. Throughout widespread disability studies, research, and the research on neurodiversity, this lack is consistent regarding minoritized race and gender groupings (Matthews, 2019; Strong et al., 2020). Larger neurodivergent, ADHD, and Autism conversations tend to skew toward White boys and men (Travers, 2018). The convergence of disability (race, gender, and place/space) as another marginalized community and diverse student population, is an additional gap in the literature, despite the benefits of DisCrit (Annamma et al., 2013). Black women graduate students with disabilities, specifically those identifying as neurodivergent …
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
Doctoral Dissertations
Previous research trended towards a deficit-oriented approach to understanding and explaining Black male underachievement. The past education research has focused on discussing the underachievement of Black males in Higher education. Finding solutions often were prescriptive in “fixing” behaviors in Black males to improve academic achievement. Additionally, there has been a trend towards race-neutrality in education policies, programs, and admissions criteria. And there is a lack of research on whether race-neutrality further exacerbates Black male underachievement by ignoring key race and gender targeted supports services that could improve Black male academic outcomes in higher education. While Black men have historically struggled …
Avatars & Choice: Fostering Student Agency, Engagement, And Equity In Assessment, Sandra M. Sweeney
Avatars & Choice: Fostering Student Agency, Engagement, And Equity In Assessment, Sandra M. Sweeney
Doctoral Dissertations
Provision of item choice and use of digital avatars in reading assessment contexts may play a critical role in fostering student agency, engagement, and equity in assessment. Using a mixed methods approach, this study was conducted over four phases within an equity framework. Phase I consisted of a survey, during Phase II an iOS software application and reading test was developed, Phase III was an experimental study, and during phase IV post-experiment interviews were conducted. Research questions for this study (1) explored student interests and experiences related to assessments and technology use, (2) investigated the effect of item choice and …