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Full-Text Articles in Education
Race, Sense Of Belonging, And The African American Student Experience At Predominantly White Institutions, Anthony Kane
Race, Sense Of Belonging, And The African American Student Experience At Predominantly White Institutions, Anthony Kane
Electronic Theses and Dissertations
This research study utilized a critical race theoretical framework and methodology to explore the lived experiences of African American students at a predominantly White institution. The purpose of this study was to identify how race impacts the sense of belonging of African American students at predominantly White institutions (PWIs). This study highlighted the racialized experiences of African American students at a predominantly White institution and how these experiences impacted their sense of belonging. Additionally, this study sought to understand the type of support African Americans students preferred and needed in order to develop a positive sense of belonging.
Six African …
Experiencing Financial Aid At A Historically White Institution: A Critical Race Analysis, Liane I. Hypolite, Antar A. Tichavakunda
Experiencing Financial Aid At A Historically White Institution: A Critical Race Analysis, Liane I. Hypolite, Antar A. Tichavakunda
Journal of Student Financial Aid
While scholars have looked at the intersection of financial aid and various identities, little work has examined how, if at all, race and racism are imbued into financial aid in higher education using qualitative inquiry. This paper begins that work by using a Critical Race Theory lens to analyze how, in the seemingly colorblind structure and process of financial aid, race matters. Using interview data collected from 35 Black juniors and seniors at a selective, historically White institution (HWI), the authors examine how race has informed students’ perceptions of themselves, their families, and their futures through their experiences with financial …
Moving Forward, Living Backward, Or Just Standing Still?: Newspaper Theatre, Critical Race Theory, And Commemorating The Wade-Braden Trial In Louisville, Kentucky, Amy Steiger
Pedagogy and Theatre of the Oppressed Journal
This essay, with a link to the full group-devised script of "Moving Forward, Living Backward, or Just Standing Still?" describes how graduate students entering an MFA acting program devised a performance inspired by the WPA’s Living Newspapers and Boal’s Newspaper Theatre to commemorate the 60th anniversary of the Wade-Braden housing case in Louisville, KY. Drawing on critical race theory, I argue that the process, together with the script itself, offers an example of several ways performance can be used to remember and re-imagine a community’s racial history and future. It commemorated the trial itself, creating a public reminder of Louisville’s …
A Silent Epidemic With No Voice: Alzheimer's Education In An African American Midwest Community, Sandra D. Fields
A Silent Epidemic With No Voice: Alzheimer's Education In An African American Midwest Community, Sandra D. Fields
Dissertations
Alzheimer’s disease is a growing crisis in this country, particularly in the African American community. Despite this awareness by the health care community and educational programs offered about the disease, a deficit in research assessing the impact of these programs exists. Consequently, the purpose of this study is to analyze the key criterion relative to the educational programs about Alzheimer’s offered by local organizations and the impact they have on a Midwest African American community.
According to research regarding Alzheimer’s disease, African Americans continue to go undiagnosed and untreated. The literature review in this study explores the synergy of three …
The Perceptions Of African American Female High-Needs Students Regarding The Impact Of The Disciplinary System In Low-Performing Schools In Arkansas, Renata Danielle Bryant
The Perceptions Of African American Female High-Needs Students Regarding The Impact Of The Disciplinary System In Low-Performing Schools In Arkansas, Renata Danielle Bryant
Theses and Dissertations from 2019
The purpose of this qualitative study was to investigate why African American female students are being “pushed out” of learning environments in public schools. This study attempted to answer the central question: According to the “lived experiences” of African – American female students in Arkansas, what are the perceived factors contributing to the disproportionate number of African American female students receiving serious disciplinary consequences in public schools? Eleven African American female students associated with three school districts in Eastern Arkansas fit the following criteria: student in grades 10-12; a female student; self – identified as being African-American; received education in …
The Underrepresentation Of Hispanics As Tenured Or Tenured Track Professors: A Critical Analysis Of Hispanic Faculty Experiences At Three Southwestern Universities, Frank R. Tellez
Language, Literacy, and Sociocultural Studies ETDs
THE UNDERREPRESENTATION OF HISPANICS AS TENURED OR TENURED TRACK PROFESSORS: A CRITICAL ANALYSIS OF HISPANIC FACULTY EXPERIENCES AT THREE SOUTHWESTERN UNIVERSITIES by Frank R. Tellez B.S., Political Science, and History, University of New Mexico, 2000 M.A., History, University of New Mexico, 2004 Ph.D., Language, Literature & Sociocultural Studies, University of New Mexico, 2019 ABSTRACT The numbers speak for themselves. Hispanics are underrepresented in the tenure or tenure-track professorships. This study focuses on barriers Hispanics must overcome to obtain tenure and tenure-track positions in higher education successfully, and once hired to navigate promotion from assistant to associate to full professor. The …
Are We Ready?: A Review Of Getting College Ready: Latin@ Student Experiences Of Race, Access, And Belonging At Predominantly White Universities, Jung Eun Hong
The Qualitative Report
Getting College Ready: Latin@ Student Experiences of Race, Access, and Belonging at Predominantly White Universities by Julie Minikel-Lacocque describes the pre-college and college experiences of six Latin@ college students (four female and two male) at a specifically predominantly White flagship higher education institution in the Midwest United States. By delivering those six Latin@ students’ voices through the author’s interpretation based on the lens of Critical Race Theory, she presented their challenges applying to college, maintaining enrollment, and being successful at the college as underrepresented minority students, most of whom were first-generation college students. The author also discussed effective ways to …
The Perceptions And Effects Of Schools' Names On Black Professional Educators And Their Students, Gregg Suzanne Ferguson
The Perceptions And Effects Of Schools' Names On Black Professional Educators And Their Students, Gregg Suzanne Ferguson
Theses, Dissertations and Capstones
It is obvious that there is a variety of perspectives that the educational environment needs to sensitively reflect to serve a diverse society equitably. In Southern communities, in particular, distortions of heritage are conflated with local governance that control public money, public memory, public value, public health, and public landscape, including the public school environment and marginalizes further historically marginalized groups. This qualitative study was grounded in critical race and cultural geography theories that examined dominant paradigms in the educational environment which shape identity. This dissertation explored the effect(s) of race and racism in the educational environment from the perspective …
Experiences Of African American Mothers Raising Gifted Children, Keisha Kavon Mcgill
Experiences Of African American Mothers Raising Gifted Children, Keisha Kavon Mcgill
Walden Dissertations and Doctoral Studies
Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to …