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The Influence Of "Accessibility Cues" On Students' Engagement And Interactions With African American Faculty, Kathleen Neville, Tara L. Parker
The Influence Of "Accessibility Cues" On Students' Engagement And Interactions With African American Faculty, Kathleen Neville, Tara L. Parker
Kathleen Neville
This phenomenological study examined the perceptions and experiences of 22 traditional aged
students when their African American faculty used “accessibility cues” in the classroom. Examples
of “cues” include; encouraging students to actively participate in class, evaluate an assignment, or
share personal experiences related to the class topic. Students perceive this form of active pedagogy
as an indicator that the faculty member is willing to engage outside the formal classroom
environment (Wilson, Woods, & Gaff, 1974). Results of in depth interviews with the students in this
study, reveals that when faculty use these “cues” in the classroom, students felt respected, valued, …
The Influence And Importance Of Faculty Of Color, Kathleen Neville
The Influence And Importance Of Faculty Of Color, Kathleen Neville
Kathleen Neville
Faculty of Color significantly and uniquely contribute to the transformation and enrichment of the three central missions of higher education: research, service, and teaching (Milem, 2003). Representing just 15% of the full-time faculty in the U.S (U.S. Department of Education, 2006), these faculty members enhance the mission of research as they are more likely than their White colleagues to conduct research on issues of race and ethnicity (Milem, 1999), thus, “expand[ing] the boundaries of current knowledge” (Milem, 2003, p. 144). The mission of service is also greatly influenced by Faculty of Color, as they are more likely than White faculty …
Delineating The Ways That Key Institutional Agents Provide Racial Minority Students With Access To Social Capital In College, Samuel D. Museus, Kathleen M. Neville
Delineating The Ways That Key Institutional Agents Provide Racial Minority Students With Access To Social Capital In College, Samuel D. Museus, Kathleen M. Neville
Kathleen Neville
This study focuses on the characteristics of institutional agents who can and do facilitate racial minority student success by providing them with access to social capital in college. Individual semi-structured interviews with 60 Asian American, Black, and Latino undergraduates reveal that key institutional agents who positively influence those participants’ success and provide them with access to social capital share four common characteristics: They (a) Share common ground with those students, (b) provide holistic support for those students, (c) humanize the educational experience, and (d) provide proactive support for those students. Implications for research and practice are discussed.