Download or read book A Qualitative View of the Educational Experiences of Black African Students at Brigham Young University written by Khumbulani Desmond Mdletshe and published by . This book was released on 1992 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Key to the Door written by Maurice Apprey and published by University of Virginia Press. This book was released on 2017-04-12 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Key to the Door frames and highlights the stories of some of the first black students at the University of Virginia. This inspiring account of resilience and transformation offers a diversity of experiences and perspectives through first-person narratives of black students during the University of Virginia’s era of incremental desegregation. The authors relate what life was like before enrolling, during their time at the University, and after graduation. In addition to these personal accounts, the volume includes a historical overview of African Americans at the University—from its earliest slaves and free black employees, through its first black applicant, student admission, graduate, and faculty appointments, on to its progress and challenges in the twenty-first century. Including essays from graduates of the schools of law, medicine, engineering, and education, The Key to the Door a candid and long-overdue account of African American experiences at the University’ of Virginia.
Download or read book Going to School written by Kofi Lomotey and published by State University of New York Press. This book was released on 1990-08-27 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this ground-breaking book, noted scholars/educators respond to the persistent, pervasive and disproportionate underachievement of African-American students in public schools. In the process, they illustrate various aspects of the dilemma with a wide range of views and address the complexity of the topic by including a consideration of the factors that impact upon the academic achievement of African-American students. Lomotey considers the implications for research, policy and practice related to African-American academic achievement.
Download or read book Campaign Songs for Ulysses S Grant During His 1872 Campaign for the Presidency of the United States Against Horace Greeley written by and published by . This book was released on 1872* with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Clearing the Path for First Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Download or read book African Americans in Higher Education written by James L. Conyers and published by Critical Race Issues in Educat. This book was released on 2020-06-09 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book seeks to critically examine African Americans in higher education with an emphasis on social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, which examines the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses.
Download or read book Education and the Black Experience written by Kenneth O. Hall and published by . This book was released on 1979 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From Homeschool to College written by Taj'ullah Sky Lark and published by . This book was released on 2015-11-08 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a gap in the research aimed at exploring the college transition experiences of homeschooled African Americans into Predominantly White Institutions (PWIs). The past research has been rudimentary, demographically limited, and anecdotal with predominantly White homeschoolers as research subjects. In 2013, Dr. Taj'ullah Sky Lark conducted a first of its kind qualitative study that explored the transition experiences of eight homeschooled African American students into PWIs guided by Tinto's student transition theory. The qualitative study found the transition experience of homeschooled African Americans into college and university learning environments of PWIs consisted of typical transitional experiences common to most college students learning the culture of a new environment. This study also found that while homeschooled African Americans faced similar transition challenges as identified by established empirical research on the experience of African American college students attending PWIs, these challenges were not barriers to their academic success or retention.
Download or read book Studying Folks Like Us written by Charles Jackson (III) and published by . This book was released on 2021 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite research on the educational experiences of Black male nontraditional students, limited inquiry is specific to how they understand, perceive, and make sense of those encounters. This qualitative study focused on the educational experiences of Black male nontraditional students at a predominantly White institution. An Afrocentric paradigm was the study's cultural framework for addressing how the Black men in this study made meaning of their experiences. The Afrocentric paradigm indicates the importance of location in one's cultural center and presents African agency as a means of understanding the authentic lived experiences and realities of people of African descent. This study consisted of a field observation of an adult student orientation program, focus groups, and individual interviews with eight Black male students to address the primary research question: How do Black male nontraditional students make meaning of their educational experiences within a predominantly White institution? The findings suggest that adult learning theories have not adequately addressed the educational experiences of Black male nontraditional students. Conversely, the principles of the Afrocentric paradigm are appropriate cultural lenses for understanding the experiences unaddressed by traditional mainstream adult learning theories. Through their narratives, the participants shared their educational experiences in a space of presence rather than absence, thus presenting their rich interpretations of their experiences as Black male nontraditional students. The findings showed that companionship with faculty and fellow students had value and practice in the advocacy of others. In addition, the participants' experiences included how they evaluated institutional support and made decisions in their best interests. This study was a foundation for using cultural theoretical frameworks to address the educational experiences of ethnically diverse nontraditional students with alternative ways of knowing not addressed by traditional adult learning theories. This study included recommendations providing more inclusive levels of institutional support and services for Black male nontraditional students.
Download or read book African American Students Experiences Achievement and Outcomes Examined Through the Lenses of Teacher Expectations Racial Congruence and Stereotype Threat written by Carla Postell and published by . This book was released on 2011 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The phenomenological study examined the retrospective perceptions of academic experiences and outcomes of 13 African American full or part-time college students enrolled in either a community college or university located in an urban area. For the purpose of this study, educational experiences are defined as self-reported academic achievements and perceived success levels attained by participants during high school. Academic outcomes are the self-reported academic achievement and success level attained at their colleges and universities. The researcher interviewed participants, using a one-on-one interview process to conduct the interviews. This study examined influences of race congruence between students and teachers. This topic was studied to determine if students find that being taught by a person who is of the same or different race influences their educational experiences and outcomes. African American college students' retrospective appraisal of the role that teacher expectations, teacher-student racial congruity, and stereotype threat played in their high school education, guided this study. Findings from the participant interviews produced four major themes: perceptions of teacher expectations, stereotypes, stereotype threat, and racial congruence. Examining this concept gives educators the opportunity to understand how African American students view their educational experiences and the role these theories play in students' academic outcomes. Results from the present study provide data to better understand the achievement gap and how to bring closure to the gap, helps educators and policymakers reset their perspectives and priorities as they relate to African American students, encourages and suggests the implementation of diversity training programs and curriculum as they relate to African American students, and reflects teacher expectations and perceptions of African American students. Recommendations for further research include: (a) examining how teacher expectations, racial congruence, and stereotype threat, as they relate to African American students, might be impacting the achhievement gap, (b) conducting a longitudinal research design to extend the study by following students throughout college to graduation to determine how racial congruence between instructors and students in college influenced their college outcomes, and (c) using a mixed-methods research design to study a multicultural group of students (e.g., Black, White, Hispanic, Asian) and teacher racial congruence.
Download or read book A Qualitative Study of the Experiences of Black Undergraduate Students at a Predominantly White Four Year Institution of Higher Education written by Travis J. Tatum and published by . This book was released on 1991 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master s Theses Directories written by and published by . This book was released on 1993 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Download or read book Educational Experiences of African American Students at a Predominately White Institution written by Linda Lee Thomas-Buchanan and published by . This book was released on 1997 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Pathways to Success for African American Students at Predominately White Institutions written by Jeffery L. Jackson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students’ completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; Carter- Francique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates. To address this issue, this study is designed to explore initiatives and practices that encourage the successful matriculation and graduation of African American students from PWIs (Gross & Berry, 2016). This study utilized individual interviews in a qualitative inquiry to capture the lived experiences and deeper understandings of eight African American students who persisted through to their third year in college. Additionally, Marcia's theory of academic identity (2002) and critical race theory (CRT) were used as lenses to better explore the experiences of the participants (Hiraldo, 2019). Marcia’s four identity statuses suggests how young adults will cope with adversity, make decisions about a vocational path, and how they negotiate the use of strategies as college students: Identity Achievement, Identity Moratorium, Identity Foreclosure, and Identity Diffusion. A critical race perspective highlights the assumption of how race and racism are embedded in the normal practices of higher educational institutions (Harper et al., 2018; Hiraldo, 2019; Patton et al., 2007). Patton (2016) utilizes CRT as a tool to disrupt the academic prose in higher education and offers three propositions to reveal educational inequity and racism/White supremacy. The first proposition argues how higher educational institutions in the United States were built and subsidized on the brutal oppression and enslavement of Africans and North American Indigenous populations. The second proposition states how higher education serves as an example of the complex relationship with race, property, and oppression. Lastly, the third proposition contends higher education is the primary locus where knowledge that shapes government and industry is produced. I engaged in semi-structured interviews with 8 African American students at a midwestern PWI. Initial analysis of the data yielded three emergent themes: (a) The Centrality of Family Expectations and Support (b) Gaps in the College Support System and (c) The Role of Students’ Self-analysis of their Preparation for College. The family expectations and support theme are comprised of two sub-themes: role model “assignment” and parental influence. Finally, many of the students reflected on their belief they lacked the needed preparation for the rigors of college. The findings from this research suggest how important it is for practitioners and researchers, whose primary focus are African American students, to continue to design initiatives and research highlighting their stories of success. This positive realignment, in practice and research, is essential to mitigating dismal experiences that hinder the success of African American students who seek a better life for themselves, and their families, by attending a range of postsecondary institutions.
Download or read book Sideline Voices written by Joyce Ann Dallas and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in the classroom. Students' responses were communicated through classroom observation surveys, semistructured individual interviews, and reflective journaling to capture the students' perspectives about equity as related to their educational opportunities. All educational experiences were associated with each of the equity components, placed in a quadrant chart, and further classified as inequitable or equitable with noted recommendations, thoughts, and observations. The findings indicated that students' educational experiences in the classroom may be categorized as equitable for positive experiences or inequitable for negative experiences.
Download or read book Resources in Education written by and published by . This book was released on 1986 with total page 946 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book African Centered Education written by Kmt G. Shockley and published by Myers Education Press. This book was released on 2020-07-31 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars and practitioners to address the theory and practice of African-centered education. The contributors provide (1) perspectives on the history, methods, successes and challenges of African-centered education, (2) discussions of the efforts that are being made to counter the miseducation of Black children, and (3) prescriptions for—and analyses of—the way forward for Black children and Black communities. The authors argue that Black children need an education that moves them toward leading and taking agency within their own communities. They address several areas that capture the essence of what African-centered education is, how it works, and why it is a critical imperative at this moment. Those areas include historical analyses of African-centered education; parental perspectives; strategies for working with Black children; African-centered culture, science and STEM; culturally responsive curriculum and instruction; and culturally responsive resources for teachers and school leaders.
