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A Phenomenological Study Of African-American Students' Spiritual And Identity Development At Predominantly White Institutions, Jeffery Clayton Smith Ii
A Phenomenological Study Of African-American Students' Spiritual And Identity Development At Predominantly White Institutions, Jeffery Clayton Smith Ii
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study is to document the lived experiences of African American (AA) students attending predominantly White institutions (PWI’s). The importance of capturing these experiences is to better understand how PWIs are properly equipped to serve the needs of their AA students. This study describe how AA students are experiencing spiritual and identity development while they are enrolled at a PWI. The two guiding theories of this study are Fowler’s Faith Development Theory and Erikson’s Identity Development Theory. These guiding theories have been paired together to address students’ spiritual development during their emerging adulthood years. The …
Bowling Green, Kentucky - City Schools - Relating To (Sc 3188), Manuscripts & Folklife Archives
Bowling Green, Kentucky - City Schools - Relating To (Sc 3188), Manuscripts & Folklife Archives
MSS Finding Aids
Finding aid only for Manuscripts Small Collection 3188. Abstract of a federally funded program proposal submitted by Bowling Green (Kentucky) City Schools for the year 1971 titled “Increasing teacher effectiveness in dealing with student behavior.” The program aimed to train teachers at Bowling Green Junior and Senior High Schools in techniques for better understanding the problems of African-American and disadvantaged students and to aid students in developing more positive behavior.
“That’S Why I Say Stay In School”: Black Mothers’ Parental Involvement, Cultural Wealth, And Exclusion In Their Son’S Schooling, Quaylan Allen, Kimberly A. White-Smith
“That’S Why I Say Stay In School”: Black Mothers’ Parental Involvement, Cultural Wealth, And Exclusion In Their Son’S Schooling, Quaylan Allen, Kimberly A. White-Smith
Education Faculty Articles and Research
This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.