Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
- Publication
-
- WKU Archives Records (14)
- Antioch University Full-Text Dissertations & Theses (2)
- Journal of Research Initiatives (2)
- Catalyst: A Social Justice Forum (1)
- Cristina Gillanders (1)
-
- Education Dissertations and Projects (1)
- Faculty/Staff Personal Papers (1)
- Kentucky Journal of Higher Education Policy and Practice (1)
- Lori Patton Davis (1)
- Open Access Theses & Dissertations (1)
- Sheila Witherspoon Ph.D. (1)
- University of the Pacific Theses and Dissertations (1)
- Walden Dissertations and Doctoral Studies (1)
- Wayne State University Dissertations (1)
- Publication Type
Articles 1 - 29 of 29
Full-Text Articles in Education
The African American And The California Basic Skills Requirement For Teaching, Willie C. Thomas Ii
The African American And The California Basic Skills Requirement For Teaching, Willie C. Thomas Ii
University of the Pacific Theses and Dissertations
This study examines why the passing rates of African Americans on the CBEST are the lowest in California at 60%. Madkins (2011) identified licensure testing as a significant reason why African Americans cannot enter the teaching progression. According to Darling-Hammond et al. (2016), California has an ongoing credentialed teacher shortage. An even more significant need is for teachers of color. According to the California Department of Education (2021), 60% of the state’s educator workforce is White, while the state student body, multicultural and multilingual, is only slightly more than 22% White. While licensure testing for teachers is required in all …
Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?, Michael Couch Ii, Marquisha Frost, J. Santiago, Adriel Hilton
Rethinking Standardized Testing From An Access, Equity And Achievement Perspective: Has Anything Changed For African American Students?, Michael Couch Ii, Marquisha Frost, J. Santiago, Adriel Hilton
Journal of Research Initiatives
This study examined standardized testing and its effects on African American students. The authors focused on three perspectives: access, equity, and achievement about students' academic success in their K-12 educational experiences and how the quality of their education and test scores impacted their college acceptance rate, respectively. The three perspectives are specific to the works of Dr. Asa G. Hilliard and Dr. Barbara A. Sizemore, both of whom were passionate about the academic success and progression of students of African descent. Their many works embody a fight against standardized testing for students, especially those of color, and work toward a …
A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College, Michael Lewis
Open Access Theses & Dissertations
Exploring the In-Home Experiences of African American Students Pursuing STEM Degrees is a Phenomenological Case study that examines the experiences of five African American students at a Historically Black College. This study explores the internal (within oneself) and external (interactions with parents and siblings) attributes of the in-home experiences; Focusing on how the internal and external experiences impacted African American studentsâ?? decisions to pursue STEM degrees. Data was collected over a period of nine months, notes were transcribed, and analyzed for themes. The themes that emerged were (1) Conflict Experienced Early on Improves Character Development. (2) Your Focus Influences Who …
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
Catalyst: A Social Justice Forum
The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – …
Book Review - Teaching African American Learners To Read, Tiffany A. Flowers
Book Review - Teaching African American Learners To Read, Tiffany A. Flowers
Journal of Research Initiatives
No abstract provided.
The Perceptions Of Stem From Eighth-Grade African-American Girls In A High Minority Middle School, Lachanda Nichole Hare
The Perceptions Of Stem From Eighth-Grade African-American Girls In A High Minority Middle School, Lachanda Nichole Hare
Education Dissertations and Projects
Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females’ perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and …
Back To Africa In The 21st Century: The Cultural Reconnection Experiences Of African American Women, Marcia Tate Arunga
Back To Africa In The 21st Century: The Cultural Reconnection Experiences Of African American Women, Marcia Tate Arunga
Antioch University Full-Text Dissertations & Theses
The purpose of this study is to examine the lived experiences of 18 African American women who went to Kenya, East Africa as part of a Cultural Reconnection delegation. A qualitative narrative inquiry method was used for data collection. This was an optimal approach to honoring the authentic voices of African American women. Eighteen African American women shared their stories, revelations, feelings and thoughts on reconnecting in their ancestral homeland of Africa. The literature discussed includes diasporic returns as a subject of study, barriers to the return including the causes of historic trauma, and how Black women as culture bearers …
What Kind Of School Would You Like For Your Children? Exploring Minority Mothers' Beliefs To Promote Home-School Partnerships, Cristina Gillanders, Marvin Mckinney, Sharon Ritchie
What Kind Of School Would You Like For Your Children? Exploring Minority Mothers' Beliefs To Promote Home-School Partnerships, Cristina Gillanders, Marvin Mckinney, Sharon Ritchie
Cristina Gillanders
The purpose of this article is to describe an approach that can be used by schools to understand low income minority parents' goals for the education of their children and to design responsive strategies to support these goals. Focus groups of minority mothers with low income levels are conducted and the information collected is used by schools for promoting dialogue and self-reflection to potentially improve the quality of the school's home-school partnerships. The article includes examples of information collected through focus groups with two groups of mothers: Latina and African-American. Findings from the focus groups are used to design home-school …
African American High School Graduates' Perceived Academic Success Factors, Paula Williams Harris
African American High School Graduates' Perceived Academic Success Factors, Paula Williams Harris
Walden Dissertations and Doctoral Studies
A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling …
Developing University Students’ Argumentative Discourse: An Ill-Structured Issue Pertaining To Black African Immigrants And African Americans, Olubusayo Olojo-Adeoye
Developing University Students’ Argumentative Discourse: An Ill-Structured Issue Pertaining To Black African Immigrants And African Americans, Olubusayo Olojo-Adeoye
Wayne State University Dissertations
The overarching goal of this three-article five-chapter dissertation was to develop university students’ argument-counterargument integration abilities in persuasive essay writing on an ill-structured issue pertaining to black African immigrants and African Americans. Article One consisted of using phenomenography as a research approach to identify the qualitatively different ways university students perceive black African immigrants and African Americans. The university participants had 24 perceptions in which 10 pertained to black African immigrants and 14 to African Americans. The perceptions were grouped into six descriptive categories. The variations in perceptions were then used as statements for argumentation. The study implies that university …
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
Kentucky Journal of Higher Education Policy and Practice
Following a year of data gathering and planning during the 2010-2011 academic year, the University of Louisville launched the African American Male Initiative (AAMI) in the fall 2011 semester. The AAMI was designed using national best practices and current research findings as it relates to supporting African American male undergraduates. Now at the end of its first year, this practitioner’s brief provides an overview of the AAMI structure, design, and implementation.
African American Students In Counselor Education Programs: Perceptions Of Their Experiences, Malik S. Henfield Ph.D., Delila Owens Ph.D., Sheila Witherspoon Ph.D.
African American Students In Counselor Education Programs: Perceptions Of Their Experiences, Malik S. Henfield Ph.D., Delila Owens Ph.D., Sheila Witherspoon Ph.D.
Sheila Witherspoon Ph.D.
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness. more experienced African American students, race-based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed.
What's Race Got To Do With It?: A Historical Inquiry Into The Impact Of Color-Blind Reform On Racial Inequality In America's Public Schools, Lillian Dowdell Drakeford
What's Race Got To Do With It?: A Historical Inquiry Into The Impact Of Color-Blind Reform On Racial Inequality In America's Public Schools, Lillian Dowdell Drakeford
Antioch University Full-Text Dissertations & Theses
This dissertation examines the history and impact of color-blind educational reform in the post-Brown era on racial inequality of educational opportunities and outcomes in America's public schools. Through the lens of critical race theory and race critical theory, the dissertation employs a dual analysis. A macro analysis of the evolution and impact of colorblind educational reform on the national level is juxtaposed with a micro, case-study analysis of the history of color-blind educational reform at a historically Black high school. The historical analysis of the relationship between race and education encompasses intellectual and social aspects of education in the U.S. …
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
Lori Patton Davis
African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This manuscript highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study.
Ua37/30/2 Wku Research Notecards - H Topics, Lowell Harrison
Ua37/30/2 Wku Research Notecards - H Topics, Lowell Harrison
Faculty/Staff Personal Papers
Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed are for 108 topics beginning with H ranging from Hail Storm to Hundred Club.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from September 1 through November 30, 1969.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from June 1 through August 31, 1969.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from April 1 through May 31, 1969.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from January 1 through March 31, 1969.
Ua64/4 Yearly Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Yearly Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process in 1968.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process between October 1 to December 31, 1968.
Ua64/4 Technical Progress Report Of The Western Kentucky University Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky University Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from July 1 through September 30, 1968.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from April 1 to June 30, 1968.
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 Technical Progress Report Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Quarterly report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process from January 1 through March 31, 1968.
Ua64/4 A Progress Report On The Activities Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 A Progress Report On The Activities Of The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Report created by the WKU Human Relations Center regarding activities to provide support and technical assistance to local school districts during the integration process in 1967.
Ua64/4 Scrapbook, Wku Human Relations Center
Ua64/4 Scrapbook, Wku Human Relations Center
WKU Archives Records
Scrapbook created by the WKU Human Relations Center regarding the Summer Leadership Institute and other work done during 1966 and 1967.
Ua64/4 The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
Ua64/4 The Western Kentucky Human Relations Center For Education, Wku Human Relations Center
WKU Archives Records
Working report created by the WKU Human Relations Center regarding the creation of the center and the work proposed to be done in creating a smooth transition from segregation to desegregation in Kentucky schools.
Ua64/14 Student Teacher Placement Cards - Moulder To Murray, Wku College Of Education
Ua64/14 Student Teacher Placement Cards - Moulder To Murray, Wku College Of Education
WKU Archives Records
This document contains the WKU Placement Bureau cards used to place student teachers in schools around Kentucky. The cards give the students’ name, college, position wanted, number of credits and work history. Some cards have a photograph attached. When the photos are detached they immediately follow the student’s card. This particular file contains cards for students Moulder to Murray.
Ua3/3/1 Correspondence, Thomas Stone, Kelly Thompson, Margaret Munday
Ua3/3/1 Correspondence, Thomas Stone, Kelly Thompson, Margaret Munday
WKU Archives Records
Cover letter from Thomas Stone to Kelly Thompson regarding a letter of the first African American WKU student Margaret Munday. Munday's letter relates her experience as the first African American student teacher at the WKU Training School.