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Selected Works

Teacher Education and Professional Development

2019

Kathleen Neville

Articles 1 - 2 of 2

Full-Text Articles in Education

The Influence Of Racial Identity On White Students' Perceptions Of African American Faculty, Kathleen Neville, Tara L. Parker Dec 2018

The Influence Of Racial Identity On White Students' Perceptions Of African American Faculty, Kathleen Neville, Tara L. Parker

Kathleen Neville

Due to the under representation of African American teachers and college faculty, students have limited to no interaction with Blacks as authority figures in the classroom. When White students in particular face African American faculty in class, they often exhibit negative attitudes and inappropriate behavior. Using racial identity development and critical race theory, we seek to understand how White college students perceive African American professors and from where those perceptions stem. In considering the social and educational context in which students live, our study explores the ways White students perceive Black professors and how students' racial identity development influences their ...


The Influence Of "Accessibility Cues" On Students' Engagement And Interactions With African American Faculty, Kathleen Neville, Tara L. Parker Dec 2018

The Influence Of "Accessibility Cues" On Students' Engagement And Interactions With African American Faculty, Kathleen Neville, Tara L. Parker

Kathleen Neville

This phenomenological study examined the perceptions and experiences of 22 traditional aged
students when their African American faculty used “accessibility cues” in the classroom. Examples
of “cues” include; encouraging students to actively participate in class, evaluate an assignment, or
share personal experiences related to the class topic. Students perceive this form of active pedagogy
as an indicator that the faculty member is willing to engage outside the formal classroom
environment (Wilson, Woods, & Gaff, 1974). Results of in depth interviews with the students in this
study, reveals that when faculty use these “cues” in the classroom, students felt respected, valued,
supported ...