Women Of Color In Higher Education,
2016
University of San Francisco
Women Of Color In Higher Education, Kristin Conner
Listening to the Voices: Multi-ethnic Women in Education
This essay examines Vargas’s (2002) and Stanley’s (2006) primary and secondary theses. I examine the primary thesis of each text as the experience of women faculty of color in the classroom, namely their relationship and interactions with predominately White classrooms. I then examine the secondary thesis of each text, which focuses on the limited support faculty of color receive in contrast to White faculty, specifically through such means as mentoring.
Asian American Women Faculty: Stereotypes And Triumphs,
2016
University of San Francisco
Asian American Women Faculty: Stereotypes And Triumphs, Celeste Fowles Nguyen
Listening to the Voices: Multi-ethnic Women in Education
"Asian American women are a small but growing population of higher education faculty in the United States. In 1980–81, there were 252 female Asian full professors in the United States, which increased to 1, 267 in 1999–2000 (Hune, 2006, p. 28). Of all Asian Pacific American faculty, 19% were female in 1979–80, and 30% were female in 1999–2000. Asian American women faculty work primarily at the junior level, and are less likely than Asian Pacific American men to hold tenure (Hune, 2006, p. 28). The statistics give a general overview of Asian American women in the academy, but the individual …
Campus Climate And Coalition Building For Faculty Of Color,
2016
University of San Francisco
Campus Climate And Coalition Building For Faculty Of Color, Stephanie H. Carlos
Listening to the Voices: Multi-ethnic Women in Education
"It is common practice for colleges and universities to tout the diversity of their faculty, staff, and students in marketing materials and mission statements, but one must look beyond the shiny veneer of websites and brochures to understand the daily challenges faculty of color face in academia. In 2000, people of color comprised only 12.9% of full-time faculty (Diggs, Garrison-Wade, Estrada, & Galindo, 2009). The texts Faculty of Color: Teaching in Predominantly White Colleges and Universities, edited by Stanley, and Women of Color in the White Classroom, edited by Vargas, are collections of reflections by faculty members of color on …
Roles Of Black Women And Girls In Education: A Historical Reflection,
2016
University of San Francisco
Roles Of Black Women And Girls In Education: A Historical Reflection, Brian Arao
Listening to the Voices: Multi-ethnic Women in Education
No abstract provided.
Native American Women In Academia,
2016
University of San Francisco
Native American Women In Academia, Edward Miamee Salce
Listening to the Voices: Multi-ethnic Women in Education
"This essay is meant as a guide to help Indian women understand aspects of the race- and gender-based educational and social problems created by the American system to subdue their ascension. I present real-life examples of women who have flourished, despite the intentional obstacles laid before them. I hope to do justice for the women of my ethnicity who have contributed to my life in ways they may not have known affected me, including as matriarchs of the family, scholastic mentors, inspirational figures, and supporters of my past attempts to understand gender differences while retaining the fact that they were …
Colonialism And Resistance: The Filipino American And Pacific Islander Women Professorship Experience,
2016
University of San Francisco
Colonialism And Resistance: The Filipino American And Pacific Islander Women Professorship Experience, Ingrid Mariano Gonzales
Listening to the Voices: Multi-ethnic Women in Education
Racist stereotypes such as the Asian American modelminority myth falsely depict the Asian American community as homogenous and devoid of any educational equity problems. Consequently not many scholars consider the lack of representation of Asian American women faculty members in higher education. Pilipina American and Hawaiian female professors are the minority within the minority in institutions of higher education. Pilipina American and Hawaiian women professors are leading the struggle through academic and nonacademic fronts to advance the equity and social-justice movement in the United States and the world. Pilipina American and Hawaiian women professors use the process of decolonization as …
Intensive English Program Student Handbook,
2016
Sacred Heart University
Intensive English Program Student Handbook, Sacred Heart University
Handbooks & Factbooks
No abstract provided.
Cultivating Literacy And Relationships With Adolescent Scholars Of Color,
2016
Chapman University
Cultivating Literacy And Relationships With Adolescent Scholars Of Color, Noah Asher Golden, Erica Womack
Education Faculty Articles and Research
The authors explore strength-based learning projects that value the lived realities and literacies of adolescent scholars of color, setting the stage for the powerful relationships through which meaningful learning happens.
The Relation Between Chinese Preschoolers’ Social-Emotional Competence And Preacademic Skills,
2016
University of Nebraska–Lincoln
The Relation Between Chinese Preschoolers’ Social-Emotional Competence And Preacademic Skills, Lixin Ren, Lisa Knoche, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills.Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. …
The Correlates Of Turkish Preschool Preservice Teachers’ Social Competence, Empathy And Communication Skills,
2016
Trakya University, Edirne, Turkey
The Correlates Of Turkish Preschool Preservice Teachers’ Social Competence, Empathy And Communication Skills, Emine Ahmetoglu, Ibrahim H. Acar
Department of Child, Youth, and Family Studies: Faculty Publications
The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher’s personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field completed a Demographic Information Form on personal and educational characteristics, the Social Skills Inventory (SSI) Scale measuring their social competence, The Scales of Empathic Tendency for measuring empathy skills, and a Communication Skills Evaluation Scale measuring communication skills. Bivariate Pearson-correlations, independent t tests, and one-way ANOVAs were used to test study …
Beyond Embracing A Multicompetent Self: An Autoethnography Of A Nnest,
2016
SIT Graduate Institute
Beyond Embracing A Multicompetent Self: An Autoethnography Of A Nnest, Seullee Talia Lee
MA TESOL Collection
This article represents the identity transformation process of a non-native English- speaking teacher (hereafter NNEST) in the format of an autoethnography. Through the vignettes of the author, the evidence that English language plays a vital role as cultural capital (Bourdieu, 1991) in expanding circle countries (hereafter ECCs) (Kachru, 1985, 1986) such as South Korea (hereafter Korea) becomes apparent. Also, her narrative adds more credence to how the newly imagined identity options such as multicompetent self and English language teaching (hereafter ELT) professional have a tremendous constructive impact on the personal and professional development of NNESTs. Lastly, this study proposes the …
Of All Days: Critical Pedagogy Outside The Classroom,
2016
Rollins College
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Faculty Publications
A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.
Mentorship And Women Of Color In Higher Education: The Stronger Our Voice, The Greater Impact We Might Forge,
2016
University of San Francisco
Mentorship And Women Of Color In Higher Education: The Stronger Our Voice, The Greater Impact We Might Forge, Victoria Duran
Listening to the Voices: Multi-ethnic Women in Education
This essay examines the experience of women faculty of color in institutions of higher education, specifically focusing on the lived experiences of Latinas and the role of mentorship. Mentorship for women of color in higher education is essential to increasing tenure rates, overall success in academia, and the retention and recruitment of Latina and African American female students, particularly in predominately White institutions, to break through the glass ceiling. This essay explores historical accounts of the formation of the education system, the history of mentorship, and the different forms of mentorship for Latinas.
Supporting The Success Of Female Asian American College Students,
2016
University of San Francisco
Supporting The Success Of Female Asian American College Students, Gregory V. Wolcott
Listening to the Voices: Multi-ethnic Women in Education
This essay outlines important research on female Asian American college students as they weave through the shared experiences of college campus life, and through the multidimensional complexities of identity development. In it, I suggest that colleges should develop programs outside of so-called traditional developmental models and celebrate the history, traditions, and contributions of all student groups through relevant programs and support. In particular, a more formalized theory of development needs to be developed in regard to female Asian American students. The aforementioned point of view is supported in the research literature.
International Student Handbook, 2016-2017,
2016
Sacred Heart University
International Student Handbook, 2016-2017, Office Of Global Affairs
Handbooks & Factbooks
This handbook serves as a guide to participation in the Intensive English Program as an International Student. It is an introduction to the basic aspects of living and studying at Sacred Heart University (SHU) --academics, housing, the city, anticipated social behavior, personal safety, and more!
The Complexity Of Providing Feedback When Teachers And Students Speak Different Varieties Of English In Transnational Language Teaching Contexts,
2016
University of San Diego
The Complexity Of Providing Feedback When Teachers And Students Speak Different Varieties Of English In Transnational Language Teaching Contexts, Sarina Chugani Molina
School of Leadership and Education Sciences: Faculty Scholarship
The paradigm of English as an international language has shifted the ways in which we think about the ownership and use of English, particularly because it is estimated that more than 80% of communication in English is between non-native speakers of English. When so many varieties of Englishes are acknowledged as legitimate varieties, the question of assessing what it means to be proficient in English becomes critical. Through qualitative analysis, this study documents the ways in which American English teachers approached teaching English online to students in Nairobi, Kenya, and revealed the complexities of teaching and providing feedback in such …
English Language Teaching In China: Teacher Agency In Response To Curricular Innovations,
2016
University of San Diego
English Language Teaching In China: Teacher Agency In Response To Curricular Innovations, Sarina Chugani Molina
School of Leadership and Education Sciences: Faculty Scholarship
This chapter explores the unique history of English Language Teaching in China, and the role of teacher agency in response to curricular changes. This study employed survey methodology with 72 Chinese English language teachers to understand the ways in which they adapt their curriculum within their local contexts. Interviews with five teachers and one teacher educator selected through purposeful sampling revealed additional factors that contributed to the teachers’ sense of agency. The complexity of the translation of theory into practice is revealed in light of the current ecological systems in which teachers and students are situated.
Cultural Incongruence In Nursing Education,
2016
University of San Francisco
Cultural Incongruence In Nursing Education, Chenit Ong-Flaherty
Nursing and Health Professions Faculty Research and Publications
No abstract provided.
Bicultural Competence And The Latino 2.5
Generation: The Acculturative Advantages And Challenges Of Having One Foreign-Born And One U.S.-Born Parent,
2016
California State University, Los Angeles
Bicultural Competence And The Latino 2.5 Generation: The Acculturative Advantages And Challenges Of Having One Foreign-Born And One U.S.-Born Parent, Jessica M. Dennis, Ana Laura Fonseca, Guadalupe Gutierrez Ramirez, Jillian Shen, Sibella Salazar
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The 2.5 generation refers to individuals who have one parent born in the United States and one born in another country. The presence of both native-born and foreign-born parents has the potential to enhance bicultural adaptation. Across two studies with Latino young adults, we examine the extent to which the 2.5 generation is distinct from members of other generations with regard to cultural orientation, acculturative stress, and parent ethnic socialization. Results suggest that the 2.5-generation individuals report greater native cultural orientation, ethnic identity, and parental socialization compared with third-generation individuals, along with greater American orientation than first-generation individuals. The 2.5 …
Romantic Relationship Experiences From Late Adolescence To Young Adulthood: The Role Of Older Siblings In Mexican-Origin Families,
2016
University of Nebraska - Lincoln
Romantic Relationship Experiences From Late Adolescence To Young Adulthood: The Role Of Older Siblings In Mexican-Origin Families, Lorey A. Wheeler, Sarah E. Killoren, Shawn D. Whiteman, Kimberly A. Updegraff, Susan M. Mchale, Adriana J. Umana-Taylor
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Youth's experiences with romantic relationships during adolescence and young adulthood have far reaching implications for future relationships, health, and well-being; yet, although scholars have examined potential peer and parent influences, we know little about the role of siblings in youth's romantic relationships. Accordingly, this study examined the prospective longitudinal links between Mexican-origin older and younger siblings' romantic relationship experiences and variation by sibling structural and relationship characteristics (i.e., sibling age and gender similarity, younger siblings' modeling) and cultural values (i.e., younger siblings' familism values). Data from 246 Mexican-origin families with older (M = 20.65 years; SD = 1.57; 50% …
