Download or read book Perceptions of the Mindful Practices that Support Males of Color at Historically Predominantly White Independent Schools written by Rabi C. Young and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: From previous research, boys have been deemed relational learners, yet boys of color, especially Black boys, receive greater attention as disenfranchised, at a higher risk of incarceration, disproportionately labeled as having special needs or behavioral problems, or predisposed to academic failure (Arrington, Hall, & Stevenson, 2013; Jenson, 2018; Nelson, 2016; Reichert & Hawley, 2014). In 2020, discussions developed surrounding intentional efforts to build capacity to serve the many needs of this particular population, especially within schools, with increasing dialogue about the mindful creation of safe spaces for students of color. Through the lense of professional development, this study aimed to explore the mindful practices that inform decisions around professional development in support of male students of color at historically predominantly White independent schools and why it is necessary to ascertain the challenges that this population experiences in the midst of the adolescent phase of identity development. Participants in this study included 35 upper school teachers who teach a diverse student population and 10 independent school leaders who plan, support, and evaluate professional development experiences for faculty. The researcher aimed to evaluate the mindful practices that are reflected through professional development at these independent schools. As this study focuses on four independent schools in the northeast United States, the perception of teachers and school leaders may not be generalized to all independent school faculty and school leaders who work with more diverse student populations. However, the mindful practices that support male students of color at historically predominantly White independent schools were supported by research and proved beneficial to current and future educators and school leaders.
Download or read book Educating Black Males written by Damien Justin Holst and published by . This book was released on 2016 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building on Resilience written by Fred A. Bonner II and published by Taylor & Francis. This book was released on 2023-07-03 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we fix the leaky educational pipeline into a conduit of success for Black males?That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development. The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.
Download or read book Readying the Pond written by Rodney Maurice Glasgow (Jr) and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Men of Color in Higher Education written by Ronald A. Williams and published by Taylor & Francis. This book was released on 2023-07-03 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the continued plight of men of color in college after a decade of ineffective interventions focused more on “fixing the student” than on addressing the social, structural and institutional forces that undermine his academic achievement, this book is intended as a catalyst to change the direction of the dialogue, by providing a new theoretical framework and strength-based models for developing strategies for success.This book brings together five of today’s leading scholars concerned with the condition of males of color in higher education – LeManuel Bitsóí, Edmund T. Gordon, Shaun Harper, Victor Sáenz and Robert Teranishi, who collaborated closely through of a series of conversations convened by the College Board to diagnose the common factors impeding the success of under-represented males and to identify the particular barriers and cultural issues pertaining to the racial and ethnic groups they examine.This cohesive volume starts with the recognition that understanding males' disengagement from the classroom requires determining what it means to be a male in a non-dominant group in today’s society. The authors use the methods of feminist theory to uncover the impact of dominant paradigms of White, middle-class, heteronormative masculinity on men of color in general, to define what comprises masculinity for various groups, subgroups and individuals, and to lay bare the social and institutional forces that perpetuate constructions of masculinity that negatively impact men of color. They demonstrate that researchers and practitioners alike must pay more careful attention to within-group diversity as they study college men of color and create initiatives that respond to their varied needs. They establish the need for men of color campus initiatives to be mindful of the masculinities with which students enter college, as well as how they develop, negotiate and perform their gender identities on campus; the vital importance, in developing programs and interventions, of addressing the sociological undercurrents of men’s bad behaviors and poor help-seeking tendencies; and for providing opportunities for men to engage in critical individual and collective reflection on how they have been socialized to think of themselves as men.This book advances the critical priorities of increasing enrollments and completion rates among college men of color, and of graduating well-developed men with strong, conflict-free gender identities. For practitioners who work with these populations, it offers insights and signposts to create successful programs; for researchers it offers a set of new directions for analysis; and for policymakers, new ways of thinking about how policy and funding mechanisms ought to be reconsidered to be more effective in responding this issue.
Download or read book African American Male Students at a Predominantly White Institution written by Bobby D. Berry and published by . This book was released on 2021 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of Black males at a predominantly White institution (PWI) and how they make sense of their experiences, in addition to how those experiences impact their identity. The use of Surprise and Sensemaking (Louis, 1980) and Black Identity theory (Cross Jr, 1971) allowed the researcher to examine both the student’s previous experiences and their current experiences on campus to better understand how Black men adapt to their current environment. During this study it was determined that many Black men have found themselves conditioned to be hyper aware of their “Blackness” and were taught at an early age how to navigate “White America”. The research gathered and analyzed through this study shows that the Surprise and Sensemaking framework helps to identify why Black males may or may not encounter surprise while at a PWI, additionally Black Identity Theory helped to uncover whether or whether not the identity of Black Males is impacted while at the PWI. This research can be used to understand better how Black men at PWI’s adapt and find a sense of belonging while circumnavigating the many challenges and barriers they will encounter at a PWI.
Download or read book IS THIS WHERE WE BELONG EXPLORING THE CAMPUS CLIMATE PERCEPTIONS OF BLACK MEN AT A PREDOMINANTLY WHITE INSTITUTION written by Paris McPherson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature indicates that while attending a predominantly White institution (PWI), Black men often experience stigmatization and feelings of alienation. Despite concerns of racial tension experienced by Black men at PWIs there is limited research exploring the campus climate perceptions of Black men in college. While Black students may have some similarities in navigating predominantly White campuses, there are relevant differences influenced by the intersection of race and gender. The post-secondary success of Black men has been identified as an area of concern in higher education due to the considerable disparities seen in college persistence and completion rates. However, discourse often focuses on perceived deficits of Black men in college instead of understanding how institutions can better support their success. There is a need to shift the conversation to explore how institutional climate plays a role in the experiences and outcomes of Black men. Research suggests that developing a sense of belonging is influenced by context and environment and can be challenging, but impactful for Black men. The current study seeks to understand the role that perceived campus climate plays in the development of sense of belonging for Black undergraduate men attending a PWI. The guiding research questions were: (1) What are the perceptions of campus climate for undergraduate Black men who attend a predominantly White institution? (2) How does the intersection of racial and gender identity influence the campus climate perceptions of undergraduate Black men? (3) How do the perceptions of campus climate influence the sense of belonging for undergraduate Black men? This qualitative study used various data collection methods including interviews, photovoice, and focus groups to gain an in-depth understanding of participants perceptions and experiences. Using an interpretative phenomenological approach, this analysis offers insights and makes meaning of 12 Black men's lived experiences and perceptions of their campus belonging while attending a PWI. Eight themes emerged in response to the study research questions. The findings suggest that the campus climate perceptions of Black men are related to the intersection of their race and gender. Additionally, there were salient factors of campus climate that influenced the sense of belonging for participants in the study such as the absence/presence of Black peers and faculty/staff and supportive spaces of cultural familiarity. The findings of this study could have great implications for the future success of Black men as higher education institutions are confronted with declining enrollment and continued disparities in college persistence and graduation rates for their Black male students.
Download or read book The Schooling Experiences of African American Males Attending Predominately White Independent Schools written by Dana Adams Coleman and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Men of Color in the Community College A Guidebook written by J. Luke Edd Wood and published by Montezuma Publishing. This book was released on 2020-09-17 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guidebook is divided into four main parts. In Part 1: Foundations of Success for Men of Color, the theoretical perspectives undergirding a revised teaching and learning enterprise that prioritizes the success of men of color are discussed. Also explored are common barriers and challenges facing men of color that necessitate enhanced teaching practices. A key focus of these barriers are on environmental factors (external pressures that occur outside of college that influence student success in college) and on the socialization of men of color in education. Parts II and III articulate the promising practices derived from the comprehensive study of faculty. Specifically, Part II: Building Relationships with Men of Color discusses the establishment of personal relationships with men of color as a foundational precursor to efficacious teaching practices. In Part III: Promising Teaching Practices, the authors address the role of relevancy and interactivity (among other factors) in effectively communicating academic content to men of color. The guidebook concludes with Part IV: A Note to Instructional Leaders with strategies that academic leaders can employ to inculcate the values and approaches discussed in this volume in their departments and colleges.
Download or read book The Perception of Mattering from Black Male Alumni of Historically White Institutions written by Gretchen Cotton Rodney and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative narrative study explored the lived experience of high achieving Black men who recently graduated from very highly selective historically White institutions (HWI). The research was guided by Nancy Schlossberg's (1989) theory of marginality and mattering and Shaun Harper's anti-deficit achievement framework. Building on the work of Rosenberg and McCullough (1981), Schlossberg's research shows that non-tradition students attending community college are more willing to persist to graduation when they feel they matter to the institution (Schlossberg, 1989). The dimensions of mattering are attention, importance, ego-extension, dependence, and appreciation. Harper's anti-deficit framework counters the popular discourse in the literature around Black male students' deficits, by focusing on three success pipelines, which are pre-college socialization and readiness, college achievement, and post-college persistence. The current study situated the theory of marginality and mattering within the anti-deficit college achievement pipeline. Publicly accessible information posted to social media was used to identify successful alumni of the highest rated public and private universities in the United States to determine how, if at all, the academic and social supports available at these institutions influenced these high achievers' sense of mattering and willingness to persist. All participants self-identified as Black males who graduated from one of the target universities within the last three years and demonstrated ongoing achievement through academic awards, leadership roles in co-curricular activities, admission to graduate programs, and entrance into their career of choice after graduation. The current study utilized a modified three-dimensional narrative inquiry approach to analyze the digital story of the participants' experience as undergraduates through the artifacts they shared about every day and major life events through text, static images, and video by way of their social media accounts that allow public access. This research provides insight into what is possible for Black male scholars when they are provided with access to relationships and structures they perceived as instrumental to their success in higher education.
Download or read book Percieved Influence of Societal Dissonance Self efficacy African American Male Mentorship and Institutional Support on the Success of African American Males in a Predominantly Whie Insitution of Higher Education written by Ronald William Brown and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past decade the attainment gap in college admission and graduation rates between Black males and their White counterparts has continued to grow. A growing body of research has held that there is a negative correlation between educational attainment and the decline of the Black family structure. As the structure of the Black family has deteriorated due to the lack of a male presence, so have participation rates in higher education for African American males. It is established that environmental and cultural factors have a profound influence on human behaviors, including academic performance. What is less understood is how environmental and cultural factors influence the way in which Black males come to perceive education and how those perceptions influence not only their behavior but their performance in school. It is unknown why being African American and male causes this segment of the population to stand out in the most negative and disheartening ways, both in school and in society. This study measures the perceived influence of four factors (societal dissonance, self-efficacy, African American male mentorship, and institutional support) on the academic success of African American male students at a predominantly White institution of higher education.
Download or read book Perceptions of Restorative Practices by Male Students of Color in Middle School written by Deborah Millican and published by . This book was released on 2020 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame-attacking others, (d) human reactions to shame-avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.
Download or read book You Can t Teach Whom You Don t Know written by Joseph Maiorano and published by . This book was released on 2017 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a story about the relationships between nine Black men and some of the White educators in the K-12 schools and correctional education settings these men attended. I developed this story from face-to-face individual and group interviews with these men while they were inmates at Springdale Correction Center (a pseudonym), a community based correctional facility located in the Appalachian region of Ohio. I also interviewed the three teachers (each of whom was White) in the education department at SCC for their perceptions of educating Black males. My goal was to examine the school experiences of Black males to better understand education. However, I did not anticipate the degree to which participants’ stories would highlight that issues of race and racism in education are pervasive, persistent, and harmful to Black male students. In many respects, the Black male inmates interviewed for this study are new voices in the field of education. No scholars previously analyzed these men’s narratives to better understand the cultural relevance of their educators, or their relationships with their educators. On the other hand, this study’s participants’ voices illustrate what scholars have long been saying—namely, that schools and educators fail to nurture, support, or protect Black male students (Du Bois, 1903; Howard, 2013; Ladson-Billings, 1994; Palmer, Wood, Dancy, & Strayhorn, 2014; Woodson, 1933). This study highlights the importance of relationships between educators and students of color. White educators who have a developing awareness about the social and cultural realities of people who are Black from having relationships with these people are more likely to engage in developing pedagogical relationships with Black male students. A pedagogical relationship is a relationship between an educator and individual or groups of students in which the educator gets to know students, imagine what may help them achieve some educational success, and actually do what they imagined would help these students (McDermott, 1974; van Manen, 2008).
Download or read book Navigating Identity and Persistence Through Mentoring written by Travis J. Jack and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study was designed to explore the lived experiences of 11 Black male teachers in predominantly White K-12 public schools. Specifically, the goal was to capture the thoughts and experiences the 11 Black male participants held on racial identity development and persistence as a teacher, and the influence mentoring had on their development. The design of this study included data collection through multiple sources, including demographic surveys, informed consent, artifacts, and semi-structured interviews. The data collected for this study were analyzed via a hermeneutic phenomenological approach, which involves six activities for examining transcripts and responses (van Manen, 1990). The primary research question guiding this study was: What are the lived experiences of Black male teachers who have engaged in teacher mentoring programs at White K-12 schools? The primary research question and the secondary research questions of this study were undergirded by a theoretical framework consisting of both nigrescence theory (W. E. Cross, 1971) and mentoring theory (Kram, 1985). Four themes emerged from the data and represented the lived experiences of the 11 participants. The findings emphasize how Black male teachers navigate predominantly White K-12 spaces, their peers, and the students they teach. Additionally, each participant highlighted their awareness of their racial identity and the influence it had on the mentoring they received. The findings of this study add to the existing body of knowledge on teacher mentoring programs and the success of Black male teachers by providing a view from a different setting (predominantly White schools). Implications for practice include implementing teacher mentoring networks/webs for Black male teachers and creating Black male teacher affinity groups. Future research should explore the experiences of Black male teachers in predominantly White K-12 schools in other regions of the United States.
Download or read book Advancing Black Male Student Success from Preschool Through Ph D written by Shaun R. Harper and published by Stylus Publishing (VA). This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advancing Black Male Student Success From Preschool Through Ph. D. pushes against hopeless notions of Black male student achievement. This book presents a comprehensive portrait of Black male students at every stage in the U.S. education system, from preschool through doctoral degree attainment. Each chapter is a synthesis of existing research on experiences, educational outcomes, and persistent inequities at a particular pipeline point and concludes with forward-thinking recommendations for education policy and practice. In addition to Harper and Wood, the authorship cast includes several scholars who are among the most respected experts on Black boys and men in education.
Download or read book Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education written by Meletiadou, Eleni and published by IGI Global. This book was released on 2022-06-24 with total page 451 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equality, diversity, and inclusion are at the forefront of current discussion, as these issues have become an international concern for politicians, government agencies, social activists, and the general public. Higher education institutions internationally face considerable challenges in terms of diversity management of both their students and staff, which limits the success of individuals, institutions, and the sector as a whole. The Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education reports on current challenges that higher education institutions face in terms of diversity management and provides crucial research on the application of strategies designed to increase organizational change and support and integrate diverse individuals, including physically disabled individuals, women, and people of color, into higher education institutions. Covering a range of topics such as cultural intelligence and racial diversity, this reference work is ideal for researchers, academicians, practitioners, scholars, policymakers, educators, and students.
Download or read book National Standards for Parent family Involvement Programs written by National PTA (U.S.) and published by . This book was released on 1997 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
