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Shifting The Onus From Racial/Ethnic Minority Students To Faculty: Accountability For Culturally Inclusive Pedagogy And Curricula, Stephen John Quaye, Ph.D., Shaun R. Harper, Ph.D.
Shifting The Onus From Racial/Ethnic Minority Students To Faculty: Accountability For Culturally Inclusive Pedagogy And Curricula, Stephen John Quaye, Ph.D., Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
In this article, our goal is to personalize the concerns of diverse student populations and encourage faculty to intentionally incorporate cultural inclusion into their pedagogy and their courses. In light of a student's story (Julian) story and the responses of some of his peers, we emphasize that the onus needs to shift from students, who are expected to adjust to insensitive and monocultural classroom environments, to faculty, who need to change their teaching approaches to benefit an increasingly diverse array of students.
Student Organizations As Venues For Black Identity Expression And Development Among African American Male Student Leaders, Shaun R. Harper, Ph.D., Stephen John Quaye, Ph.D.
Student Organizations As Venues For Black Identity Expression And Development Among African American Male Student Leaders, Shaun R. Harper, Ph.D., Stephen John Quaye, Ph.D.
Shaun R. Harper, Ph.D.
Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations as platforms for racial uplift and the advocacy of racial/ethnic minority student interests. Moreover, the acquisition of cross-cultural communication skills, the development of care for other disenfranchised groups, and the pursuit of social justice via leadership and student …
Using Qualitative Methods To Assess Student Trajectories And College Impact, Shaun R. Harper, Ph.D.
Using Qualitative Methods To Assess Student Trajectories And College Impact, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Understanding how students navigate their ways to and through higher education could be instructive for those seeking to wisely invest institutional and public resources, foster supportive environments for student development, and cultivate worthwhile partnerships to improve access and enhance student success.
Myths And Misconceptions About Using Qualitative Methods In Assessment, Shaun R. Harper, Ph.D., George D. Kuh, Ph.D.
Myths And Misconceptions About Using Qualitative Methods In Assessment, Shaun R. Harper, Ph.D., George D. Kuh, Ph.D.
Shaun R. Harper, Ph.D.
Faulty assumptions explain, at least in part, why qualitative approaches are underused in institutional research. Some of the most complex assessment questions could be answered with greater clarity if these fallacies were explicated and dispelled.
Nine Themes In Campus Racial Climates And Implications For Institutional Transformation, Shaun R. Harper, Ph.D., Sylvia Hurtado, Ph.D.
Nine Themes In Campus Racial Climates And Implications For Institutional Transformation, Shaun R. Harper, Ph.D., Sylvia Hurtado, Ph.D.
Shaun R. Harper, Ph.D.
This chapter synthesizes fifteen years of published research on campus racial climates. It also presents nine themes that emerged from a qualitative study of campus racial climates at five predominantly White universities.