Education Commons^™

White Racial Identity Development And The Tenure Process Of African American And Black Community College Faculty, Royce M. Carpenter

Dissertations

Diversity of student racial and ethnic identities are increasing at predominantly white community colleges. The faculty is not diversifying at the same rate as the student population. The majority of faculty and administrators identify as White. The purpose of this study was to explore how White Racial Identity of White faculty and administrators impacted the tenure process of African American and Black faculty. I used narrative inquiry as the methodology. Interviews were chosen to center the voices and experiences of African American and Black tenured faculty. One Midwest institution was the focus of the study. Based on the data findings, …

What Factors Support Degree Completion For African American Women Students At A Land-Grant Historically Black College University (Hbcu)?, Samantha Friar

Dissertations

There is minimal research conducted on African American women degree completion who attend a land-grant HBCU. This study investigated key factors that assisted 9 African American women and promoted their degree attainment. My research utilized the ethnography framework to observe a specific culture group, language, behaviors beliefs, and beliefs. The findings in this research identified 5 factors: culture environment, academic advising, student engagement, financial aid, and faculty mentoring. It was determined that cultural environment is a leading factor among the African American participants of this research, as connecting with peers that shared the same cultural beliefs as the participants do, …

How Do Teachers’ Pedagogy Influence The Ways In Which African American Males Are Disciplined? A Case Study Examining Discipline In A High School Setting, Kimberly Kimbrough

Dissertations

This qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers …

Narrowing Attainment And Achievement Gaps Of African American Third Grade Students Through Culturally Responsive Teaching, Phyteria Proctor, Phyteria Lashawn Proctor

Dissertations

Literature suggest culturally responsive teaching is one of our most powerful tools for accelerating student learning and helping students find their way out of the gap. Billions of dollars have been invested in creating educational equity, but the data have shown that inequality in achievement still exists. However, school districts are beginning to focus more on being aware of and sensitive to the cultural and social needs of African American students. When school communities accept the challenge of changing the culture within their schools to ensure all students reach their full potential, then the achievement gap can be eradicated.

The …

Good To Great: A Case Study Of An African American Literacy Coordinator’S Role In Transitioning A School From Dependence On A Scripted Reading Program To Balanced Literacy, Kimberly A. Chase

Dissertations

This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings …