Search results for: Gasman Marybeth
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“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year Historically Black Colleges and Universities (HBCUs). The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs.
Updated: Oct. 24, 2011