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Intersecting Spaces: A Narrative Exploration Of Intersectionality And African American Female School Psychologists, Natasha Vannoy

Electronic Theses and Dissertations

The roles of school psychologists practicing within the public school systems are often defined quantitatively. The focus is often how many students are assessed, what assessment measures provide the most useful snapshots of the students and how the psychometric information will be used for educational planning. Moving away from the numerical aspects of the role, this study examines the narrative voices of the few among many. Reflecting upon the shifting demographics within the field of school psychology, as well as the low number of minority school psychologists within the field, I am examining how African American women within the field …

The George-Anne, Georgia Southern University

The George-Anne

• Belcher: 'I See a Commitment to Excellence Here'
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The George-Anne, Georgia Southern University

The George-Anne

• Long: GSU is Poised to Move Forward to do New Things
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Support For Social Programs: Effects Of Class, Race, Political Ideology, And Poverty Beliefs, John Edwin Roller

Electronic Theses and Dissertations

This paper examines the main factors affecting support for social programs: class, race, political ideology, and beliefs about poverty. Using ordinary least squares regression (OLS) and bivariate correlation models, I examine how racial priming influences blacks' and whites' support for social programs such as welfare and unemployment. The premise of a racial primer is that people's racial attitudes or beliefs, overt or hidden, will be enhanced when reading information that confirms their attitudes or beliefs. While the racial primers did not directly influence support for social programs, they did moderate the independent variables' affect on the levels of support for …

Learning From Their Own Learning: How Metacognitive And Meta-Affective Reflections Enhance Learning In Race-Related Courses, Nancy L. Chick, Terri Karis, Cyndi Kernahan

International Journal for the Scholarship of Teaching and Learning

This interdisciplinary project examined how students think and feel about their learning in race-related diversity courses. Students in four classes (literature, psychology, geography) reflected on cognitive and affective dimensions of their own and their classmates’ learning. The Color Blind Racial Attitudes Scales (CoBRAS) confirmed qualitative analyses of learning patterns in three of the classes that resulted in moving from lack of awareness about racism to increased understanding and in the fourth class that lacked this movement. Findings include what helped students learn, cognitive and affective obstacles to learning, and the benefit of exposing students to multiple perspectives, empathy-enhancing activities, and …