Urban Education Commons^™

A Phenomenologically Informed Study Of Black Male Preservice Teachers’ Lived Experiences: Professional Socialization, Social Representation, And The Redesign Of Teacher Education For Equity, William A. Anders

Student Theses

This qualitative research explores the experiences of Black male preservice teachers in New York City’s teacher education programs. To examine the underrepresentation of Black male preservice teachers, the research employs Critical University Studies and Critical Race Theory to investigate the institutional barriers they face. Using semi-structured interviews with seven participants and reflexive thematic analysis, the findings revealed six paramount themes: Pathways in Teaching, Representation and Identity, Experiences in Teacher Education, Racial Bias and Institutional Challenges, the Role of Mentorship and Support Networks, and Teaching Philosophy.

Participants described the challenges that Black male preservice teachers face, including isolation, economic hardships, unsuitable …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Brilliance Unbothered: A Phenomenological Exploration Of The Influence Of The Impostor Syndrome On Black Graduate Women Enrolled In Master’S Level Programs At Predominantly White Institutions, Phyllis Clark

Graduate Theses, Dissertations, and Capstones

Framed within Hill-Collins' (2009) Black feminist thought, this study delves into the emergence of the impostor syndrome construct among Black graduate-level women in higher education. Despite the growing literature on impostor syndrome and its consequences across various demographics and sectors, inadequate scholarly attention has been dedicated to comprehending the specific challenges faced by Black women in education. Nine participants enrolled in Master's programs at predominantly White institutions were engaged in this exploration. Consistent with most of the existing literature, findings accentuated the pivotal role of educational attainment for Black women, who consistently outpace other groups. Interviews further unveiled a relentless …

Iranian Students’ Experience Of K-12 And Higher Education: Use Of Drawings To Convey The Difference Between Ideals And Reality, Iman Tohidian, Abbas Abbaspour, Ali Khorsandi Taskoh

The Qualitative Report

The focus of education during K-12 and Higher Education (HE) in Iran is on theoretical empowerment of students; therefore, our students get an illusion of knowing. In fact, what happens is not learning and understanding; rather, it is verbatim transfer of available information in the textbooks into the students’ minds. It might be because the students and teachers (as the main stakeholders of the education) are the least powerful parties within the pyramid of power amongst educational practitioners and policymakers. It means their voice, feedback, needs, and ideologies have no place in the educational decisions and policies. In alignment with …

Exploring The Community Cultural Wealth Of Low-Income Collegians Of Color In Their Transition From High School To College, Lindsey B. Jakiel Diulus

LSU New Orleans Theses and Dissertations

This narrative study explores the transition from high school to college for low-income students of color who participated in a college access mentoring program, the College Admissions Project (CAP) while in twelfth-grade. A community cultural wealth (CCW) lens guides this research and is used to examine student experiences. CAP alumni who enrolled in an institution of higher education in the fall semester immediately following their high school graduation are the participants in this study. A narrative approach to inquiry is used because the author is interested in the particular experiences of a few individuals. Specifically, the experiences of low-income students …

Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

Working Students’ Perceptions Of Paying For College: Understanding The Connections Between Financial Aid And Work, Mary Ziskin, Mary Ann Fischer, Vasti Torres, Beth Pellicciotti, Jacquelyn Player-Sanders

Educational Leadership Faculty Publications

For many students at urban commuter colleges, the process of financial aid is unknown or mysterious; and so they work—often many hours a week—to pay expenses that financial aid might have covered. Missteps, unforeseen events, and limited resources can have severe consequences for the academic progress of these students. The broader study, of which this paper is a part, represents an effort to explore and describe students’ college-going, working, family responsibilities, and academic success at three commuter institutions in a metropolitan region in the Midwest. The encompassing project aims to introduce new qualitative data and situated description into the study …

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.

Umass Boston Project Reach Talent Search, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school.

Project Reach Talent Search At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school. Project REACH was first funded by the U.S. Department of Education in September 1985 and at the time became the first Educational Talent Search Program in the nation to serve low-income, first generation college bound, urban youth with disabilities. Today, REACH remains a national model for successful inclusion of youth with disabilities …

Project Reach Talent Search At Umass Boston, Andrea Dawes

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school.

What Would Vincent Do? Vincentian Higher Education And Poverty Reduction, Marco Tavanti, Craig Mousin

Mission and Ministry Publications

The worldwide Vincentian major higher education institutions have best practices and pedagogical innovative strategies for linking their educational mission with poverty alleviation. This edited volume includes experiences from DePaul University, St. John;s University, Niagara University, Adamson University, Santa Isabelle University and All Hallows College.

The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School, Kinna F. Perry

Seton Hall University Dissertations and Theses (ETDs)

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