Urban Education Commons^™

Qualitative Phenomenography: Sustaining Motivations Of Black Women Principals In Pk-5 Title I Schools, Kahliah C. Rachel

Dissertations

Black women principals remain underrepresented in educational leadership, yet they are disproportionately assigned to PK-5 Title I schools, where complex academic, social, and political demands converge. Limited research examines what sustains these leaders over time, particularly in roles marked by intersecting oppressions of race and gender. Grounded in Black feminist thought and intersectionality, this qualitative phenomenographic study explored the sustaining motivations of six Black women who currently served or had served as principals in a PK-5 Title I school in Georgia. The purpose of this study was to describe the different ways these principals understood and experienced the internal and …

The Justice Implications Of Public-School Discipline For African American Students In The Usa, Dr. Demeka Denay Simmons, Dr. Festus Obi

African Journal of Criminology and Justice Studies

National data illustrates that using exclusionary discipline practices has resulted in disproportionality and overrepresentation in school discipline. Additionally, research also illustrates that African Americans have been overrepresented in exclusionary discipline at higher rates than their White counterparts. This study aimed to determine if there was a statistically significant difference in the percentage of exclusionary discipline practices between African American and White students based on school district settings within Texas. The researchers analyzed archival data from 673 students in grades 3-12 enrolled in a Texas public school. The statistical tests used to analyze the research questions included Chi-Square and multinomial logistic …

African American Teachers' Experiences Of Becoming A Teacher In Ohio: A Case Study, Feon M. Battiste

Electronic Theses and Dissertations

There has been a hiring discrepancy in the recruiting and hiring process of African American teachers in Ohio (Stein, 2019). The purpose of this descriptive case study was to explore African American teachers’ experiences of becoming teachers in Ohio and their suggestions for improving the hiring process. Five research questions guided the study: (a) What were African American teachers’ lived experiences of becoming a teacher in Ohio? (b) How do African American teachers perceive the obstacles and catalysts of becoming and remaining teachers in Ohio? (c) How do African American teachers view diversity in the teaching force? (d) What policies …

Integrating Underutilized Black Volunteers In 4-H Youth Development Programs, Maurice Smith Jr., Shannon Wiley

Journal of Extension

4-H Youth Development prides itself on providing essential resources to reach underserved minority populations. 4-H provides programming and professional development for volunteers to include diverse hands-on training, and cultural competency workshops. This article provides best practices for the inclusion of African American volunteers in 4-H programming efforts that could help extension educators better understand the need to include minority volunteer roles and responsibilities. These strategies include strengthening diverse volunteer make-up, increasing participation and trust among African American youth, and engaging volunteers working in educational organizations that could provide real world experiences for youth.

Discussion Questions For Teaching While Black, Pamela Lewis

Education

These discussion questions accompany Teaching While Black: A New Voice on Race and Education in New York City.

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson

Language Arts Journal of Michigan

This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …

An Interpretive Study Of African American Female Elementary Principals Experiences In A Southeastern Public Urban School District, Tiffany Marshall

Graduate Theses, Dissertations, and Capstones

This study is an interpretive study of African American female elementary principals’ experiences in a Southeastern public urban school district. The purpose of this interpretive research is to specifically examine five African American female principals’ perceptions of supports and barriers on the career pathway to the principalship in urban public elementary schools. The questions for this research included: How do African American females experience the process of becoming elementary school principals in a Southeastern, urban district? How have African American female principals described their experiences with educational institutions, communities and professional organizations? Tillman and Lomotey’s research is used to explain …

The Me You Do Not See: The Experiences Of African American Administrators And Double Consciousness, Matasha Jordan

CUP Ed.D. Dissertations

This qualitative study focused on the experiences of 10 African American professionals, five males and five females, in educational administrative positions. The purpose of the study was to show how African American educational administrators perceived double consciousness and describe how they navigated or negotiated their race when working with Caucasian stakeholders in educational organizations. The administrators participated in two interviews, answering questions on race, socioeconomic status, differences between Black and White leadership and lifestyles, culture, and double consciousness. The theoretical framework of this study included elements of critical race theory and culturally sensitive research approaches to support a narrative inquiry. …

Effect Of Racial Socialization And Racial Identity In Adolescent African American Males On Academic Achievement, Rasheema Pitt

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This study examined possible influences of racial socialization and racial identity in minority’s academic achievement. Qualitative data sources (in-depth, personal interviews, focus groups, and a survey) were collected from 10 minority students and 8 administrators. In addition, a quantitative survey was used to supplement qualitative data. The researcher established her own set of questions for the interviews and focus groups. The pre-established measures used were the Does Your School Have High Expectations for All Students survey and the School Climate survey.

Thematic and theoretical analyses procedures were used to identify emerging themes and patterns, with particular attention to what minority …

School Counselors' Activities In Predominantly African American Urban Schools, Lacretia T. Dye

Dissertations

Urban school reform has begun to penetrate the school counseling profession in both theory and practice. The American School Counseling Association’s National Model (ASCA, 2005), as well as the Transforming School Counseling Initiatives component of the Education Trust (2007) are initiatives within the school profession promoted, in part, as responses to urban school reform. In particular, the ASCA National model is a “call to action” for school counselors to promote student success by closing the existing achievement gap whenever found between students of color, poor students, or underachieving students and their more advantaged peers (ASCA, 2005). However, little information is …