Download or read book Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School to a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did"--Page vii.
Download or read book Understanding the Experiences of Black Or African American Students with Learning Disabilities Transitioning from High School Or a Predominantly White Postsecondary Academic Institution written by Aaliyah El-Amin-Turner and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has shown that Black or African American college students with learning disabilities are at greater risk of failure at the postsecondary academic level. Previous studies conducted with students having disabilities have shown that for Black or African American students with learning disabilities there are academic and nonacademic barriers that impede their being able to successfully transition to postsecondary education and complete college. However, few studies have explored the experiences of Black or African American students with learning disabilities who have transitioned from a public high school to a predominantly White institution (PWI). The present study examined the experience of five female Black/African American college students with learning disabilities attending a PWI and how these students made meaning of their transition process from secondary to postsecondary academic institutions. The study uses a qualitative approach and in-depth interviews with narrative results. Findings from this study suggest that the absence of transition planning and inconsistent practices at the secondary education level did not appear to have a substantial impact on how Black or African American students with learning disabilities perceived their transition from high school into a PWI college; however, race did." -- leaf vii.
Download or read book Untold Narratives written by Shawn Anthony Robinson and published by IAP. This book was released on 2018-02-01 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado
Download or read book Beyond Acting White written by Erin McNamara Horvat and published by Rowman & Littlefield. This book was released on 2006 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond Acting White broadens the extant conversation on the Black-White achievement gap that has been dominated by the notion that Blacks underperform in school because they fear (being accused of) 'acting white.' The authors elucidate the limitations of this explanation by presenting new research that theorizes race as a social phenomenon, unmasks the heterogeneity of the Black experience, and contends with the specifics of social context in the culture and organization of schools and communities.
Download or read book We re Not OK written by Antija M. Allen and published by Cambridge University Press. This book was released on 2022-05-05 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, only 6% of the 1.5 million faculty in degree-granting postsecondary institutions is Black. Research shows that, while many institutions tout the idea of diversity recruitment, not much progress has been made to diversify faculty ranks, especially at research-intensive institutions. We're Not Ok shares the experiences of Black faculty to take the reader on a journey, from the obstacles of landing a full-time faculty position through the unique struggles of being a Black educator at a predominantly white institution, along with how these deterrents impact inclusion, retention, and mental health. The book provides practical strategies and recommendations for graduate students, faculty, staff, and administrators, along with changemakers, to make strides in diversity, equity, and inclusion. More than a presentation of statistics and anecdotes, it is the start of a dialogue with the intent of ushering actual change that can benefit Black faculty, their students, and their institutions.
Download or read book The Culture of Learning Disabilities Race and Athletics written by Ashley Lynn White and published by . This book was released on 2020 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students’ educational experiences vary. The differences in these experiences can be attributed to a variety of factors, including but not limited to geographic location, socio-economic status, age, gender, race, ability, and individual experiences before and during schooling. In this study, the researcher examined the intersectionality of race and disability in the context of postsecondary education and student-athletes through the experiences of participants who identified themselves within select categories, namely as Black/African American and student-athlete. Of equal importance, participants struggled to meet normalized standards of learning during their P-12 educational experiences and/or were identified with a categorical learning disability. As will be discussed, the matter of labeling, particularly for Black/African American male students is controversial and muddied. Therefore, a participant’s involvement in this study was not necessarily dependent upon whether they were labeled through a traditional special education process, but whether they had experienced academic difficulty throughout their P-12 experiences. In an effort to understand the participants’ construction of the phenomenon in question, the study examined the experiences of Black/African American college football student athletes who struggled to meet normalized standards of learning and/or were identified with a categorical learning disability. Keywords: special education, race, ethnicity, student-athlete, Black/African American, educational experience, learning disability, label(ing)(s).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transition to Postsecondary Education for Students With Disabilities written by Carol Kochhar-Bryant and published by Corwin Press. This book was released on 2009 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.
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 The Agony of Education written by Joe R. Feagin and published by Routledge. This book was released on 2014-04-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.
Download or read book The Lived Experiences of African American Mild Intellectually Disabled Students written by Patricia McRae Chisholm and published by . This book was released on 2009 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Navigating the Transition from High School to College for Students with Disabilities written by Meg Grigal and published by Routledge. This book was released on 2018-07-16 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.
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 The Condition of Education 2020 written by Education Department and published by . This book was released on 2021-04-30 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Download or read book A Whole New World written by Warren Edward Whitaker and published by . This book was released on 2018 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the experiences of first-year students with disabilities at four-year higher education institutions. This study utilized components from Disability Studies in Education approach, Disability Critical Race Studies (DisCrit), Acculturation, and Diverse Learning Environment frameworks in analyzing first-year students with disabilities' experiences. Using a mixed-methods approach to investigate both attitudes and perceptions, the researcher conducted a survey of 63 students representing five colleges and focus group interviews with 43 students representing three colleges. Findings indicate that first-year students with disabilities are assimilating into the mainstream non-disabled culture in higher education. First-year students with disabilities heavily rely on adult's (parents or disability service personnel) knowledge in educational decision making. Additionally, the findings also highlight the impact of fee-based, specialized disability programs on first-year student experiences and perceptions of campus climate. This study contributes to the understanding of the conditions that support and challenge the higher education experiences of first-year students with disabilities. The findings also highlight a need for more research examining a broader range of disability categories and the intersection of disability and race.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Higher Education Handbook of Theory and Research written by John C. Smart and published by Springer Science & Business Media. This book was released on 2006-05-11 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
