Education Commons^™

Let's Say A Word About The Girls, Wendi S. Williams

Occasional Paper Series

In this brief essay the author articulates the intersection of race and gender in the representation of Black girls’ educational experiences. The role of Black respectability politics to shape and disable the discourse around Black girls’ educational experiences is discussed. The work draws on varied texts and disciplines to explicate the challenges to naming some of the factors that influence their experiences in schools and society.

Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar

Occasional Paper Series

Staples and Jayakumar introduce this issue of the Occasional Paper Series that speaks to the #SayHerName social justice initiative. The movement aims to expose the experiences of Black and Brown girls and women who are subject to police violence in society and various violences in schools. In response to this movement, this issue includes stories of Black and Brown women from early childhood education through higher education.

Teachers As Facilitators Or Barriers Of Parent Involvement: Experiences Of African American Mothers Of Children In Special Education Programs, Princess Briggs

FIU Electronic Theses and Dissertations

Parents in disenfranchised groups, namely African American parents of children with special needs, are less likely to be involved in their child’s education, although involvement is associated with positive educational outcomes. The purpose of this study was to investigate African American parents’ perceptions of special education programs, of teacher actions, and of school policies that influence parent involvement of African American parents of children with special needs.

A phenomenological study was conducted with 15 African American mothers of children with special needs. These parents participated in individual face-to-face interviews, which included a discussion of the child’s Individualized Education Plan. Audio …

Black, Male And Teaching: Exploring The Experiences, Perspectives, And Teaching Practices Of Black Male Teachers, Tyrie Lavyal Fant

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

As America’s K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers.

The purpose of this study was to explore and examine the experiences and perspectives of African American male K-12 teachers. In doing so, this study would help to tell us more about their identities, teachings and relationships with other educational staff and students. Other secondary focus areas include black male teacher experiences within their educational settings and how black male teachers describe their relationships with …

African American Male College Students' Experience Of College Preparation, Linda Denice Valentine-Cobb

Walden Dissertations and Doctoral Studies

African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from …

Teachers' And Parents' Perceptions Of Special Education Referral For African American Students, Darlene Smith

Walden Dissertations and Doctoral Studies

Patterns of representation of African Americans in K-12 special education programs vary across the United States. A school district in Arizona has a 13% African American population, yet the African American special education representation is 17%. The purpose of this grounded theory study was to generate an understanding of the processes related to special education referral and assignment of African American elementary students as perceived by 7 teachers and 6 parents in the school district. Inductive analysis including open, axial, and selective coding led to the categorization of three themes: complexity in the referral process, inadequate teacher-parent communication and lack …