Search results for: African American students
Page 1/2 18 items
Mentoring 101: Advancing African-American Women Faculty and Doctoral Student Success in Predominantly White Institutions
This paper is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to promote the upward trajectories of African-American women in predominantly White institutions (PWIs). The authors struggled as African-American women to balance and decipher the various facets inherent in their respective roles – professor and doctoral student in a PWI – hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI.
Updated: Mar. 29, 2017
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
This study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content.
Updated: Aug. 31, 2016
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
The action research methodology for this study reports findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination. However, the observed phenomena and semi-structured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Updated: Jan. 25, 2016
Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
The authors argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates’ fieldwork experiences and subsequently in their future classrooms. Their argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of race, and popular education films that depict race, still influence how teacher candidates view Black male students, and race remains a predictor for how these students experience school.
Updated: Jul. 05, 2015
This paper reports on a critical constructivist study of racial identity and performance among 13 Black, traditional-age students enrolled at three different colleges, two historically Black and one predominantly White. The findings highlight (1) the role of internal community pressure, (2) the ways in which racial performance dominated the students’ discussions of their racial identities, and (3) the intersection of internalized racism and sexism.
Updated: Apr. 30, 2015
Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators
This study examines the factors women of color utilized as supports as part of their persistence in science majors. This article draws from a larger study of sixteen African-American, Hispanic, and African women who were navigating various undergraduate science majors at multiple colleges in the Northeast and Southeast United States. The findings illustrated that the participants viewed religion as a contributor to general support, stress relief, encouragement during difficult times, and intervention. The author concludes that the findings illustrate that one potential mechanism for broadening science participation may be through connections with students’ families, their cultural backgrounds, and even their religious views.
Updated: Apr. 07, 2014
Race, Ethnicity, and College Success: Examining the Continued Significance of the Minority-Serving Institution
This article evaluates student postsecondary outcomes by race and ethnicity in Texas’s large minority-serving institution (MSI) sector utilizing state administrative data from 1997 to 2008. The authors conclude that Hispanic-serving institutions are particularly critical locations for Hispanics while the non-MSI community colleges emerge as key institutions for Black students, signaling important implications for how historically Black colleges and universities might address recruitment and transfer strategies.
Updated: Sep. 17, 2013
In this article, the authors focus on the White teacher education students in their development of what they call a double image. The authors draw on narrative data gathered over eight years of inquiry in a cross-cultural internship that was part of a partnership between Mt. Olivet Baptist Church, a predominantly African American church community, and an Early and Elementary Childhood Masters in Education program at The Ohio State University. The authors use these stories to investigate some of the common beliefs that White teacher education students bring to antiracist, cross-raced work and the way in which these beliefs interfere with the development of more mature double images and more sophisticated perceptions of race, racism, and race relations.
Updated: Aug. 20, 2013
The author explores how Black faculty mentors make meaning of their engagement with Black undergraduates at an elite US university, while also discussing impediments to establishing mutually beneficial relationships between faculty and undergraduates. The findings suggest that Black faculty at an elite research-intensive institution approached the role of mentor to Black undergraduates in different ways, according to faculty rank, age and gender. The author concludes that even under the constraints of the current system of promotion and tenure, deans and senior faculty can demonstrate the importance of mentoring undergraduate students.
Updated: May. 06, 2013
This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Interviews were conducted between the spring of 2006 and spring of 2007 with nine current and former college coaches, two postsecondary specialists, and 30 high school seniors in two coach schools, which serve students who are predominantly African American or Latino and low-income.
Updated: Feb. 27, 2013