Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- City University of New York (CUNY) (6)
- Loyola University Chicago (5)
- Molloy University (4)
- The University of Maine (4)
- Bowling Green State University (3)
-
- Chapman University (3)
- University of Denver (3)
- Gettysburg College (2)
- University of Arkansas, Fayetteville (2)
- University of Tennessee, Knoxville (2)
- Augustana College (1)
- Bellarmine University (1)
- Boise State University (1)
- Bucknell University (1)
- California State University, Monterey Bay (1)
- Central Washington University (1)
- Claremont Colleges (1)
- Clemson University (1)
- Duquesne University (1)
- Fayetteville State University (1)
- Florida A&M University College of Law (1)
- Georgia Southern University (1)
- Grand Valley State University (1)
- Illinois Math and Science Academy (1)
- Lesley University (1)
- Liberty University (1)
- Loyola Marymount University and Loyola Law School (1)
- Marquette University (1)
- National Louis University (1)
- Northern Illinois University (1)
- Publication Year
- Publication
-
- Journal of Critical Scholarship on Higher Education and Student Affairs (5)
- Executives, Administrators, & Staff Publications (4)
- General University of Maine Publications (4)
- Dissertations, Theses, and Capstone Projects (3)
- Electronic Theses and Dissertations (3)
-
- International Journal of Aquatic Research and Education (3)
- Education Faculty Articles and Research (2)
- Graduate Theses and Dissertations (2)
- Publications and Research (2)
- SURGE (2)
- #CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College (1)
- All Faculty Scholarship (1)
- All Graduate Projects (1)
- All Theses (1)
- Applied Economics Theses (1)
- Asian American Literature: Discourses & Pedagogies (1)
- Black Studies Faculty Publications and Presentations (1)
- Boise State University Theses and Dissertations (1)
- CORE (1)
- Capstone Projects and Master's Theses (1)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (1)
- Developmental Disabilities Network Journal (1)
- Dissertations (1)
- Dissertations (1934 -) (1)
- Doctoral Dissertations (1)
- Eddie Mabry Diversity Award (1)
- Education Faculty Books and Book Chapters (1)
- Education Faculty Publications and Presentations (1)
- Educational Leadership & Workforce Development Faculty Publications (1)
- Educational Studies Dissertations (1)
Articles 31 - 60 of 73
Full-Text Articles in Education
African American English And Urban Literature: Creating Culturally Caring Classrooms, Erin E. Campbell, Joseph J. Nicol
African American English And Urban Literature: Creating Culturally Caring Classrooms, Erin E. Campbell, Joseph J. Nicol
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Language and literacy are a means of delivering care through consideration of students’ home culture; however, a cultural mismatch between the predominantly white, female educator population and the diverse urban student population is reflected in language and literacy instruction. Urban curricula often fail to incorporate culturally relevant literature, in part due to a dearth of texts that reflect student experiences. Dialectal differences between African American English (AAE) and Mainstream American English (MAE) and a history of racism have attached a reformatory stigma to AAE and its speakers. The authors assert that language and literacy instruction that validates children’s lived experience …
Undergraduate Minor In Native American Studies, University Of Maine, Native American Studies Program
Undergraduate Minor In Native American Studies, University Of Maine, Native American Studies Program
General University of Maine Publications
The Native American Studies (NAS) minor is open to all undergraduate, degree-seeking University of Maine students. To declare a minor, obtain a Change of Program/Plan/Sub-Plan form from The Native American Programs office located at Corbett Hall, room 208, or online at https://studentrecords.umaine.edu/forms/. For more information, please contact Darren Ranco, Chair of Native American Programs at darren.ranco at maine.edu or 207-581-1417.
College Of Liberal Arts And Sciences Native American Studies Program, University Of Maine, Native American Studies Program
College Of Liberal Arts And Sciences Native American Studies Program, University Of Maine, Native American Studies Program
General University of Maine Publications
Native American Studies is an interdisciplinary minor committed to the study of the cultures, values, history and contemporary life of the American Indian nations and people of North America with a focus on the Wabanaki Nations of Maine and the Maritimes. The importance and significance of the indigenous people are critical in understanding the settler nation-states in which we live. The Native American Studies minor creates an understanding of the unique legacy of American Indians and their continuing relationship to the development of the United States and Canada. Specific emphasis is placed on the Wabanaki peoples of Maine and Canada, …
Worksheet For Native American Studies Guidelines For Independent Course Work, University Of Maine, Native American Studies Program
Worksheet For Native American Studies Guidelines For Independent Course Work, University Of Maine, Native American Studies Program
General University of Maine Publications
The Native American Studies (NAS) minor is open to all undergraduate, degree-seeking University of Maine students. To declare a minor, obtain a Change of Program/Plan/Sub-Plan form from The Native American Programs office located at Corbett Hall, room 208, or online at https://studentrecords.umaine.edu/forms/. For more information, please contact Darren Ranco, Chair of Native American Programs at darren.ranco at maine.edu or 207-581-1417.
10. Education, Illinois Mathematics And Science Academy
10. Education, Illinois Mathematics And Science Academy
CORE
As constituents of academia, our students are surrounded by educational systems and models. This module seeks to broaden their horizons regarding educational systems and the process of learning, ranging from individual to societal to global levels. Two leadership theories (transformational and situational) are observed in this module as well as how education and leadership can combine in an effective manner.
Congolese Refugee Students In Higher Education: Equity And Opportunity, Refik Sadiković
Congolese Refugee Students In Higher Education: Equity And Opportunity, Refik Sadiković
Boise State University Theses and Dissertations
The purpose of this study was to explore Congolese refugee students’ experiences in higher education in the United States. In order to understand the challenges Congolese students face in higher education, this study used narrative inquiry methodology to investigate Congolese students’ lived experiences that affected their educational endeavors before and after resettlement to the United States. The study examined personal stories of 10 Congolese students in the Pacific Northwest using semi-structured in-depth interviews, one-on-one follow-up interviews, field notes and two focus group interviews. Using narrative analysis five reoccurring themes were identified and discussed in the findings. The study findings indicate …
Promoting Equity For Black Males: A Master Gardener’S Narrative For School Change, Antoinette R. Hudson
Promoting Equity For Black Males: A Master Gardener’S Narrative For School Change, Antoinette R. Hudson
Higher Education: Doctoral Research Projects
This doctoral research praxis project discusses the status of Black males in education, provides explanations on the educational disparities that exist for Black male students, and defines possible strategies to remedy the persistent and chronic problem of Black male underachievement in schools. Racism is viewed as one of the factors that contributes to the dilemma of Black male students’ underachievement in school. To better understand the educational disparities, Jones’s conceptual framework, three levels of racism: “A Gardener’s Tale,” was discussed to deconstruct the ways racism may possibly occur within the educational system. Autoethnography was used as the most appropriate mode …
Articulated Racial Projects: Towards A Framework For Analyzing The Intersection Between Race And Neoliberalism In Higher Education, Jon S. Iftikar
Articulated Racial Projects: Towards A Framework For Analyzing The Intersection Between Race And Neoliberalism In Higher Education, Jon S. Iftikar
Journal of Critical Scholarship on Higher Education and Student Affairs
Scholars have been documenting the effects of neoliberal educational policies, practices, and ideologies on staff, faculty, and students of color in higher education. Their work has raised important conceptual questions about the relationship between neoliberalism and race: Has neoliberal hegemony brought about a significant rupture with previous racial regimes, or does the current racial-neoliberal formation in higher education represent a re-articulation, a recombination of pre-existing elements in new formations? Our ability to answer this question will aid in theory development and lead to new strategies for interventions. In this article, I argue that the intersection between race and neoliberalism should …
Creating A Multiracial Lesson Plan, Clayton Davis
Creating A Multiracial Lesson Plan, Clayton Davis
Capstone Projects and Master's Theses
The purpose of this project is to teach students about multiracial identity issues. Multiracial populations in the U.S. continue to grow and it’s important for educators to address the needs of these students. A 5-E multiracial literature lesson plan was created for second grade that incorporates KWL and Text-to-World teaching strategies. A second grade class were read two children’s picture books, each featuring a biracial protagonist, and were asked to discuss and evaluate the content and commonalities of these stories. Students recorded what they learned in this lesson in their KWL’s. The results reveal that some students understood the problems …
'You Become A Rock': Conceptions Of Motherhood And Lessons Of Race As Told And Photographed By Four Mothers From Cape Town, South Africa, Kaitlin Abrams
'You Become A Rock': Conceptions Of Motherhood And Lessons Of Race As Told And Photographed By Four Mothers From Cape Town, South Africa, Kaitlin Abrams
Independent Study Project (ISP) Collection
This study will discuss conceptions of motherhood and lessons of racial identity through the lens of four women from Cape Town, South Africa. Utilizing both semi-structured interviews and photovoice, stories of motherhood are told as a journey from childhood to adulthood, in which one’s experience of being mothered influences decisions in current motherhood. In interviews, mothers pinpoint conceptions of good motherhood that encompass both financial support for one’s children and attentiveness, informed mostly by one’s race and class background. Additionally, experiences surrounding discrimination and silencing in childhood differ between races, later informing the way that mothers chose to share lessons …
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price
Theory and Practice in Teacher Education Publications and Other Works
Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.
Learning Race And Racism While Learning: Experiences Of International Students Pursuing Higher Education In The Midwestern United States, Donald Mitchell Jr. Et Al.
Learning Race And Racism While Learning: Experiences Of International Students Pursuing Higher Education In The Midwestern United States, Donald Mitchell Jr. Et Al.
Education Faculty Publications and Presentations
Researchers have documented how race and racism influence the college experiences of U.S. citizens. However, research on the ways that race and racism affect international students warrants similar attention. This qualitative study explored how international students learned about U.S. concepts of race and racism and how such concepts shaped their college experiences. The participating international college students learned about U.S. concepts of race and racism through media, relationships, formal education, and lived experiences. They defined these concepts in varying ways and had varying racial ideologies.
Learning Race And Racism While Learning: Experiences Of International Students Pursuing Higher Education In The Midwestern United States, Donald Mitchell Jr., Ph.D., Tiffany Steele, Jakia Marie, Kathryn Timm
Learning Race And Racism While Learning: Experiences Of International Students Pursuing Higher Education In The Midwestern United States, Donald Mitchell Jr., Ph.D., Tiffany Steele, Jakia Marie, Kathryn Timm
Executives, Administrators, & Staff Publications
Researchers have documented how race and racism influence the college experiences of U.S. citizens. However, research on the ways that race and racism affect international students warrants similar attention. This qualitative study explored how international students learned about U.S. concepts of race and racism and how such concepts shaped their college experiences. The participating international college students learned about U.S. concepts of race and racism through media, relationships, formal education, and lived experiences. They defined these concepts in varying ways and had varying racial ideologies.
Cocaine And College: How Black Lives Matter In U.S. Public Higher Education, Bill Lyne
Cocaine And College: How Black Lives Matter In U.S. Public Higher Education, Bill Lyne
Journal of Educational Controversy
Taking the Black Panthers' call for relevant education as its starting point, this article looks at the recent history of race and higher education to put the Back Lives Matter movement into historical perspective and ask whether Black lives can ever really matter in U.S. mainstream education.
Initial Validation Of The Race-Ethnicity Supervision Scale (Ress), Stephanie Bartell
Initial Validation Of The Race-Ethnicity Supervision Scale (Ress), Stephanie Bartell
Dissertations (1934 -)
In this dissertation study, the author reports on the initial psychometric evaluation of the Race-Ethnicity Supervision Scale (RESS) with data collected from three studies and 307 mental health counseling and psychology trainees. Exploratory factor analyses yielded a 29-item scale with a four factor model (a) Promoting Supervisee Racial/Ethnic Cultural Competence, (b) Development and Responsivity to Cultural Identity in Supervision, (c) Perceived Supervisor Cultural Competence, and (d) Harmful Supervisory Practices. RESS scores were internally consistent and remained stable over a 3-week period. Construct validity evidence suggested RESS scores were positively related to MSI scores and unrelated to social desirability. Limitations and …
Architecture Of Diversity: Using The Lens And Language Of Space To Examine Racialized Experiences Of Students Of Color On College Campuses, Michelle Samura
Architecture Of Diversity: Using The Lens And Language Of Space To Examine Racialized Experiences Of Students Of Color On College Campuses, Michelle Samura
Education Faculty Books and Book Chapters
"[A]n examination of racial diversity in higher education requires serious consideration of space... [A] spatial perspective offers a lens for locating and examining processes of racialization. And a spatial approach also provides a language participants and researchers can use to talk about the discreet ways race still operates in everyday interactions, including subtle forms of racism that are overlooked or ignored because race is often understood by students to matter less today. Essentially, a spatial approach sheds light on race relations and racial structures in tangible campus environments."
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Journal of Critical Scholarship on Higher Education and Student Affairs
Engaging today’s issues in higher education requires strong analytical tools that can address the complex nature of our institutional systems and their involved actors. This paper forwards a critical race institutional logics perspective (CRILP). CRILP examines both organizations as they are embedded in a neoliberal and racist society and actor identity, agency, decision-making, and their relation to power. It is important to centralize actor-level racial identity and intersecting identities as race and racism are still pervasive in today’s society. Additionally, the current state of higher education as a market-driven entity leads to thinking about the ways that neoliberalism have permeated …
Special Issue: Students' Critical Reflections On Racial (In)Justice
Special Issue: Students' Critical Reflections On Racial (In)Justice
Journal of Critical Scholarship on Higher Education and Student Affairs
This special issue was made possible by the generous, critical, timely, and powerful contributions submitted by undergraduate and graduate students reflecting on the state of racial justice/injustice as they see it.
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Journal of Critical Scholarship on Higher Education and Student Affairs
Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black …
'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Journal of Critical Scholarship on Higher Education and Student Affairs
Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black …
Education, Crystal C. Gray
Education, Crystal C. Gray
Eddie Mabry Diversity Award
Education is a spoken word poem that explores many aspects of the African American struggle within (self-knowledge). It starts with an African American college student who is disappointed with the lack of courses about her culture. Most curricula in the United States tend to be from a Eurocentric perspective, leaving out a multitude of information about people of color. All groups of people of color have unique experiences, however, African Americans have the most known (or perhaps I should say, unknown) history. The standard explanation of their existence is often limited to the start of the Trans-Atlantic Slave Trade, when …
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
Education Faculty Articles and Research
Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.
Respiration: Breathing Between The Stacks, Jerome D. Clarke
Respiration: Breathing Between The Stacks, Jerome D. Clarke
SURGE
How rare are we, who brandish Black and Male identity, in Academia?
In the past two weeks, I have been reminded of my Black maleness in a multitude of ways. I sat alone, subordinate in number, in a dialogue about Internalized Oppression at Diaspora House. Strong women of color discuss this issue while I work to stay respectful and non-oppressive in this space. I sat alone, subordinate in number, in each of my classes, where I am often the only one of my race and class. My race-gender circumstance is a matter of fact to me. How does this Black …
“I’M Trying To Get My A”: Black Male Achievers Talk About Race, School And Achievement, Quaylan Allen
“I’M Trying To Get My A”: Black Male Achievers Talk About Race, School And Achievement, Quaylan Allen
Education Faculty Articles and Research
This study seeks to challenge deficit views on Black male education by highlighting the perspectives of academically successful Black males in a secondary school setting. Employing interpretive qualitative methods, I present the narratives of academically successful Black males, emphasizing their reflections on race, school and academic achievement. In particular, this study highlights the educational dispositions and expectations of Black males, including the influences of their support systems on their academic trajectories. One support system comprised of parents, including the academic expectations held of their sons as well as their racial socializing practices. Another support system included their teachers, particularly those …
Intersectionality To Social Justice = Theory To Practice, Donald Mitchell Jr., Ph.D.
Intersectionality To Social Justice = Theory To Practice, Donald Mitchell Jr., Ph.D.
Executives, Administrators, & Staff Publications
NASPA’s MultiRacial Knowledge Community’s #Projectintersections highlights the intersectionality movement in higher education and student affairs contexts. First used by Kimberlé Crenshaw in 1989, the term intersectionality was used by Crenshaw to describe the experiences of Black women who, because of the intersection of race and gender, are faced with interlocking systems of oppression and marginalization.
Journals In The Field Of Higher Education: A Racial Analysis, Donald Mitchell Jr., Jamillya Hardley, Darius Jordan, Michael Couch
Journals In The Field Of Higher Education: A Racial Analysis, Donald Mitchell Jr., Jamillya Hardley, Darius Jordan, Michael Couch
Journal of Research Initiatives
Too often, scholarship regarding the concept of race in the United States is absent from top-tier journals across fields. Yet, at some institutions, faculty, including scholars who explore race, are required to publish in top-tier journals to secure tenure. This article highlights the extent to which journals—of all tiers—within the field of higher education publish articles explicitly highlighting race in the study. The authors used Bray and Major’s article, “Status of Journals in the Field of Higher Education” as the data source for the sample. Using a systematic approach, the authors surveyed journals in the field of higher education to …
Prefatory: Informing Higher Education Policy And Practice Through Intersectionality, Donald Mitchell Jr., Ph.D., Don C. Sawyer Iii
Prefatory: Informing Higher Education Policy And Practice Through Intersectionality, Donald Mitchell Jr., Ph.D., Don C. Sawyer Iii
Executives, Administrators, & Staff Publications
Intersectionality as a framework has garnered much attention in law, sociology, and education research, and conversations surrounding the framework and its utility now span the globe. Intersectionality addresses the junction of identities, and how the intersectional nature of identities, together, shape the lived experiences of individuals (Hancock, 2007) because of interlocking systems of oppression and marginalization often associated with those identities. In this special issue, “Informing Higher Education Policy and Practice Through Intersectionality,” the authors build upon Crenshaw’s (1989) articulation of intersectionality to frame their work, seeking to improve U.S. higher education.
The Interethnic Communication Apprehension Of Students Of Color At The University Of Arkansas, Angela Courage-Mellott
The Interethnic Communication Apprehension Of Students Of Color At The University Of Arkansas, Angela Courage-Mellott
Graduate Theses and Dissertations
Interethnic Communication Apprehension of students of color with white faculty members was studied at the University of Arkansas, a predominantly white university with predominantly white faculty. Interethnic Communication Apprehension is defined as a psychological response of fear or anxiety which causes avoidance of interaction with people from ethnic groups that are different from one's own (Neuliep & McCroskey, 1997). This study was conducted using the PRECA (Personal Report of Interethnic Communication Apprehension) measure created and validated by Neuliep and McCroskey (1997). Students of color who frequent the Center of Multicultural and Diversity Education were polled using the PRECA. Students of …
Journals In The Field Of Higher Education: A Racial Analysis, Donald Mitchell Jr., Ph.D., Jamillya Hardley, Darius Jordan, Michael Couch
Journals In The Field Of Higher Education: A Racial Analysis, Donald Mitchell Jr., Ph.D., Jamillya Hardley, Darius Jordan, Michael Couch
Executives, Administrators, & Staff Publications
Too often, scholarship regarding the concept of race in the United States is absent from top-tier journals across fields. Yet, at some institutions, faculty, including scholars who explore race, are required to publish in top-tier journals to secure tenure. This article highlights the extent to which journals—of all tiers—within the field of higher education publish articles explicitly highlighting race in the study. The authors used Bray and Major’s article, “Status of Journals in the Field of Higher Education” as the data source for the sample. Using a systematic approach, the authors surveyed journals in the field of higher education to …
Education And Liberation: A Look At The Early Development And Directions Of The Virginia Public School System (1879-1899), John B. Terzian
Education And Liberation: A Look At The Early Development And Directions Of The Virginia Public School System (1879-1899), John B. Terzian
Honors Theses
From its founding in 1870 and early development, Virginia’s public school system and its leadership provide a roadmap for many of the factors that have shaped America’s social landscape and racial politics. The onset of a rapidly industrializing Southern economy was instrumental in forming the direction for black education following Reconstruction and embodies the ideological debate regarding the purpose of education as it relates to racial uplift. The emergence of leaders like Booker T. Washington had an enormous impact on reshaping attitudes toward blacks and their potential as citizens. Ultimately, the ideological hegemony which victimized blacks served as a mechanism …