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Articles 1 - 5 of 5
Full-Text Articles in Higher Education and Teaching
Still Just White-Framed: Continued Coloniality, Hispanic Serving Institutions, And Latin@/X Students, Ilda Guzman
Still Just White-Framed: Continued Coloniality, Hispanic Serving Institutions, And Latin@/X Students, Ilda Guzman
Ed.D. Dissertations in Practice
Abstract
Throughout the Pacific Northwest there are a total of 12 Hispanic Serving Institutions (HSIs) with an average Latin@/x undergraduate full-time enrollment rate of 33.7 percent. In order to be designated as HSIs, institutions of higher education must have an enrollment rate of 25 percent or more students who identify as Latin@/x. HSIs became recognized in the late 1980s when a small number of higher education institutions enrolled a large number of Latin@/x students, yet did not have the resources to successfully educate the students (Excelencia, 2019). Since then, HSIs have consistently and continuously risen in Latin@/x enrollments. To date, …
Mechanisms Of Biases And Cultural Literacy In International Language Education: One Such Story To Carry, Yukari Birkett
Mechanisms Of Biases And Cultural Literacy In International Language Education: One Such Story To Carry, Yukari Birkett
Ed.D. Dissertations in Practice
Despite equity and inclusion initiatives, the English based colonial model has permeated the kindergarten to college systems, teaching/learning, theories and methods, the perception of second language acquisition, multiculturalism, and language education (Knowles et al., 2015; Macedo, 2019; Phillips & Abbot, 2011; Battiste, 2013). Additionally, cognitive neuroscientific discoveries of the complexity of language learning, emotional intelligence, and cultural literacy systematically failed to reach educators. Few studies have focused on what factors impact on cultural biases of foreign language learners, or what factors in learning facilitate the dismantling of durable biases. What are the hidden agendas for teaching and learning foreign languages? …
Asian American Community College Presidents: An Asiancrit Analysis Of Their Approaches To Leadership, Johnny Hu
Asian American Community College Presidents: An Asiancrit Analysis Of Their Approaches To Leadership, Johnny Hu
Ed.D. Dissertations in Practice
This study explores the experiences of five current and former Asian American community college presidents including their career transitions into executive leadership using an AsianCrit analysis for framing their narrative experiences. The literature review situates the experiences of Asian American community college presidents in various contexts by providing a brief summary of several historical moments and political movements that have shaped the realities they currently confront as higher education leaders. This study employed a Critical Race Theory (CRT) approach to counter storytelling to analyze the participants’ narratives both individually and thematically based on their social identities as Asian Americans and …
Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck
Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck
Ed.D. Dissertations in Practice
This study applies Critical Race Theory as a critical lens to gain a clearer understanding of highly racialized policies and teaching practices around international student engagement in US higher education. The findings help to inform higher education leaders of how to support faculty to foster more inclusive and affirming learning environments for international students of color and other diverse student populations.
This mixed methods study employed a modified version of the Colorblind and Multicultural Ideology of STEM Faculty Measure as well as focus group interviews to gain a more complex understanding of how university faculty members’ beliefs align with colorblind …
Social Constructivism: An Andragogical Praxis For Critical Thinking Instruction And Evaluation With Graduate Social Work Students, Luella Loudenback
Social Constructivism: An Andragogical Praxis For Critical Thinking Instruction And Evaluation With Graduate Social Work Students, Luella Loudenback
Ed.D. Dissertations in Practice
Critical thinking skills are requisite for graduate social work students to transition competently into professional practice. This mixed methods study was conducted to explore current instruction and evaluation methods for critical thinking skill development. The extent to which faculty perceived changes in student outcomes since the 2015 Educational Policy and Accreditation Standards change related to critical thinking skills, was also studied. This study was designed to link critical thinking and social work education in the context of social constructivism as an andragogical praxis for the development of critical thinking skills. The quantitative findings were interpreted to identify multiple approaches for …