To see the other types of publications on this topic, follow the link: African American school administrators.
Journal articles on the topic 'African American school administrators'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'African American school administrators.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Lynn, Marvin, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, and Michael Jennings. "Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (2010): 289–330. http://dx.doi.org/10.1177/016146811011200106.
Full textAbstract:
Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
2
Fraga, Luis Ricardo, and Roy Elis. "Interests and Representation: Ethnic Advocacy on California School Boards." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 659–82. http://dx.doi.org/10.1177/016146810911100304.
Full textAbstract:
Background/Context Researchers have found that school districts with greater representation of Latinos and African Americans on their school boards tend to also have higher percentages of Latino and African American administrators and teachers. This increased presence of coethnics in the educational bureaucracy was then found to predict more favorable educational outcomes for these students. Purpose We determine if these relationships hold for Latinos in California, which has the largest Latino population in the United States and where Latino students make up just under half of all students enrolled in public schools. Research Design Using an original data set of all California school districts in the 2004–2005 school year, we tested these relationships for Latinos in California using multiple regression. Conclusion Contrary to previous research, we found that Latino representation on California school boards was not greater in systems of single-member district election. We did, however, find that the greater presence of Latinos on school boards did increase the likelihood that Latinos would be hired as administrators, but only in Latino-majority districts. After appropriate controls, districts with more Latino administrators also tended to have more Latino teachers. Last, and again contrary to previous research, we found no systematic impact of having more Latino teachers and administrators on enhancing student outcomes for either all Latino students or for English language learners.
3
Hotchkins, Bryan K. "African American Males Navigate Racial Microaggressions." Teachers College Record: The Voice of Scholarship in Education 118, no. 6 (2016): 1–36. http://dx.doi.org/10.1177/016146811611800603.
Full textAbstract:
Background/Context High school educational environments find Black males experience systemic racial microaggressions in the form of discipline policies, academic tracking and hegemonic curriculum. Black males in high school are more likely than their White male peers to have high school truancies and be viewed as intentionally sinister. African American males are labeled by White teachers and administrators as deviant for issues like talking in class, dress code violations and being tardy. Deficit perceptions about African American students as held by White teachers and administrators serve as racial microaggressions within K–12 context. Purpose/Objective/Research Question/Focus of Study Racial microaggressions based on prejudicial White beliefs of teachers impedes the learning process of participants. Racial microaggressive acts are problematic due to being a symptom of the overarching campus racial climate, which is often indicative of the negative historic treatment of Black males by Whites. The cumulative impact of racial microaggressions on Black males negatively impacts self-image, academic performance, and social navigation skills. Examining how Black males responded to racial microaggressions by White teachers and administrators at culturally diverse high school settings was the impetus for this study. Research Design To understand how African American male students responded to racial microaggressions qualitative research was used. Conducting a study that focuses on multiple individualistic lived experiences, I am mindful that “human actions cannot be understood unless the meaning that humans assign to them is understood.” This comparative case study allowed for narrative expression, which informed the experiential meanings participants assigned to enduring racial microaggressions by gathering in-depth information through multiple sources to understand participants’ real life meanings to situations. Conclusions/Recommendations Participants’ engaged in pro-active navigation strategies to minimize and counter racial microaggressions. Navigation strategies were influenced by in- and out-of-class interactions with White teachers and student peers. Analysis of the data gathered during interviews, focus groups, and observations confirmed the racial microaggressive lived experiences of participants. Three themes emerged: (1) monolithic targeting; (2) integrative fluidity; and (3) behavioral vacillation. Participants avoided monolithic targeted racial microaggression(s) by creating meaningful alliances within other racialized student populations by utilizing social and extracurricular relationships as protective barriers to lessen the adverse effects of racial microaggressive experiences.
4
Quayson, Felix. "Sociocultural Perspective: The Factors Affecting African American Graduation Rate In Higher Education." Interdisciplinary Journal of Advances in Research in Education 3, no. 2 (2021): 1–16. http://dx.doi.org/10.55138/ab104284hep.
Full textAbstract:
The graduation rate for African-Americans in the United States is alarming at a time when jobs require college degrees and advanced career knowledge. The disparities in African-American graduation rate are partly due to the lack of allocated resources and insufficient preparation. Educators and leaders are concerned about the challenges facing African American students and their graduation rate. Hines et al. (2020) and Kunjufu (2007) argued that the impact of class differences and socio-economics on teaching and learning puts forward other factors as better predictors for educators to gauge student performance such as embracing success stories in schools that serve low-income students and teacher training program, teacher expectations, professional development, and educational leadership are some of the main factors that determined the educational outcomes of a school. Perhaps, the most important hallmark of success for African Americans is their capacity to learn, cooperate, collaborate, and adapt. African American enrollments show improvement at the nation’s highest-ranked colleges and universities over the past quarter-century (The Journal of Blacks in Higher Education, 2006). The primary purpose of this article is to raise awareness on African-American graduation rate in higher education. The secondary purpose of this article is to educate administrators, faculty, institutional leaders, and those involved in the affairs of African-American education programs to become competent on the issues and challenges facing African-Americans in higher education. The author examined the factors that become barriers for African Americans in higher education setting including the role of gender and the challenges of finances in the education space through meta-analysis review of empirical knowledge on African American education. Keywords: Social Cultural Education; Urban Education; African-American, Graduation Rate, https://orcid.org/0000-0001-8444-8619
5
Riccio, Cynthia, Salvador Ochoa, Sylvia Garza, and Collette Nero. "Referral of African American Children for Evaluation of Emotional or Behavioral Concerns." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (2003): 1–12. http://dx.doi.org/10.56829/muvo.6.1.57047673m5005n24.
Full textAbstract:
Research indicates that high numbers of African American children receive special education services. To address the overrepresentation of African Americans in special education, this study examined the source of referral and the behaviors that precipitate the referral of African Americans for evaluation due to behavioral or emotional concerns. School psychologists responded to survey questions related to source of referral and reasons for referral when behavioral or emotional assessment was indicated. Results suggest that teachers are the primary source of referral; parents, administrators, and others initiate the process as well. Reasons for referral range from academic concerns to more specific behavioral concerns, particularly those related to aggression. Implications for proactive intervention to address problems leading to referral are discussed.
6
Howard, Tyrone C. "Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective." Teachers College Record: The Voice of Scholarship in Education 110, no. 5 (2008): 954–85. http://dx.doi.org/10.1177/016146810811000507.
Full textAbstract:
Background/Context Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in poor quality of life options. Purpose/Objective/Focus of Study The objective of this study was to use critical race theory as a paradigmatic lens to examine the schooling experiences of African American males in PreK-12 schools. The focus of the study was to shed light on how African American males believe race and racism play as factors in their schooling experiences. Research Design The article includes qualitative data from a case study of African American males who offer counterstorytelling accounts of their schooling experiences. This article also explores the utility and appropriateness of critical race theory as a methodological tool to examine and disrupt the disenfranchisement of African American males in U.S. public schools. Findings/Results The results from this study revealed that the participants were keenly aware of how race shaped the manner in which they were viewed by their teachers and school administrators. The data also revealed how the participants explicitly fought to eradicate negative racial stereotypes held about African American males. Finally, the use of counter-storytelling within a critical race theory framework seemed to provide the participants a platform to discuss race-related issues in a manner that many of the participants felt was lacking in their school environments. Conclusion/Recommendations The findings from this study reveal some of the difficult obstacles that many African American males seek to overcome in order to become academically successful. Moreover, the findings suggest that educators must become more conscious of the role that race and racism plays in their schooling environments. Furthermore, educational researchers who are concerned with disrupting school failures of students of color and from low-income backgrounds should consider conceptual and methodological frames that place race, class, and gender at the center of their analysis.
7
Onwuegbuzie, Anthony J. "The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators." Journal of Negro Education 67, no. 1 (1998): 67. http://dx.doi.org/10.2307/2668241.
Full text
8
Farkas, George. "Racial Disparities and Discrimination in Education: What Do We know, how Do We Know It, and What Do We Need to Know?" Teachers College Record: The Voice of Scholarship in Education 105, no. 6 (2003): 1119–46. http://dx.doi.org/10.1177/016146810310500606.
Full textAbstract:
This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latino, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by White and Asian American children. African American, Latino, and American Indian children are also reported to display behaviors less well suited to the school's learning environment. It has been estimated that at least half, and probably more, of the Black-White gap in twelfth-grade academic achievement would be eliminated if we could eliminate the Black-White performance gap at school entry. The remainder of the performance gap occurs during grades one through twelve. It is here that researchers have looked for discrimination by teachers and school administrators. In particular, they have looked for curricular track placements that, adjusting for prior performance, are disadvantageous for ethnic minority students. They have also looked for the possibility that teachers hold lower expectations for, and are less encouraging to, minority students. The evidence on these matters is mixed. It is suggested that, with the cooperation of school administrators and teachers, district-specific studies of these issues might be undertaken, using both local administrative data and participant-observational methods.
9
Wiley, Kanisha, Rebecca Bustamante, Julia Ballenger, and Barbara Polnick. "African American Women Superintendents in Texas." Journal of School Administration Research and Development 2, no. 1 (2017): 18–24. http://dx.doi.org/10.32674/jsard.v2i1.1922.
Full textAbstract:

 
 
 School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpret- ed using Moustakas’ (1994) phenomenological reduction approach. Three major themes emerged in the results: (a) desire to impact others at various levels, (b) sources of personal strength, and (c) external support systems. Subthemes were identified and described for each larger theme. Findings suggest a need to expose aspiring African American women administrators to the challenges and rewards of superintendent positions and increase mentorship opportunities and quality preparation programs.
 
 
10
Eddy, Colleen M., and Donald Easton-Brooks. "Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade." Urban Education 46, no. 6 (2011): 1280–99. http://dx.doi.org/10.1177/0042085911413149.
Full textAbstract:
Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student–teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of 1,200 African American students from the Early Childhood Longitudinal Kindergarten—fifth data set. Employing a two-level growth model, this study of impact from student–teacher ethnic matching revealed that a student having at least one teacher who ethnically matched themselves between kindergarten and fifth grade had a significant impact on mathematics achievement.
11
Goldstone, Dwonna. "“TO EXCLUDE AS MANY NEGRO UNDERGRADUATES AS POSSIBLE”:Brown v. Board of Educationand the University of Texas at Austin." Du Bois Review: Social Science Research on Race 2, no. 2 (2005): 209–26. http://dx.doi.org/10.1017/s1742058x05050150.
Full textAbstract:
Following the U.S. Supreme Court's 1954 decision inBrown v. Board of Education, administrators at the University of Texas at Austin reluctantly decided to admit undergraduate African American students for the 1956 academic year, thus making the University of Texas the first southern school to integrate. While nominally accepting the decision, University of Texas administrators would do as little as they could to help Black students, and they did whatever they could both easily and legally to integrate less than fully. For example, after a faculty committee chose African American Barbara Smith to play the romantic lead in a school opera opposite a White male, the University of Texas president removed her from the production just days before she was to appear, after several White legislators objected and threatened to withhold the University's appropriations. This incident reflected not only the difficulty southern states faced when deciding how—and whether—to fully comply with the Court's mandate inBrown, but also how difficult it was for public universities to achieve full and equal integration in the face of “passive” resistance. Those in power at the University of Texas did, in fact, desegregate their school, but their policies ensured that the University would remain segregated in other meaningful ways. What happened at the University of Texas is instructive in showing how racial equality was never embraced as wholeheartedly as most Americans seem to think. Administrators were able to construct a fantasy of integration, all the while enacting racial policies made through “silent covenants” that ensured that policies conformed to priorities set by the Texas legislators and their White constituents.
12
Liou, Daniel D., Patricia Randolph Leigh, Erin Rotheram-Fuller, and Kelly Deits Cutler. "The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform." International Journal of Educational Reform 28, no. 1 (2019): 122–48. http://dx.doi.org/10.1177/1056787918824207.
Full textAbstract:
This ethnographic case study examined the experiences of African American students within an urban school detracking reform initiative, which was intended to replace tracking practices through the institution of small schools. Over the course of a year, the researchers interviewed administrators, teachers, and students while gathering observational data from classrooms to explore the political nature of the reform and its impact on how students were viewed and treated by their teachers. Although this school reorganization aimed to expand opportunities for African American students, ultimately the data illustrated that restructuring efforts failed to change teachers’ attitudes and academic expectations, thereby denying students equitable educations. We found colorblindness to be a key factor that informed teachers’ persistent low expectations for students of color that reproduced tracking practices and inequitable opportunity structures in the smaller schools, thereby reinforcing the former stereotypes of low achievement for those students. This study calls for educators to challenge the racial ideologies of academic achievement, vis-a-vis teachers’ colorblind expectations, through political, normative, and technical dimensions of change to actualize educational equity in urban schools.
13
Nocera, Amato, Kyle P. Steele, and John Hensley. "Standardization, White Supremacy, and Racial Self-Definition: African American Secondary Schools in Rural North Carolina, 1920-1954." Harvard Educational Review 94, no. 2 (2024): 259–85. http://dx.doi.org/10.17763/1943-5045-94.2.259.
Full textAbstract:
In this historical examination, Amato Nocera, Kyle P. Steele, and John Hensley argue that the development of Black rural high schools in the decades leading up to the Brown v. Board of Education decision represented the dynamic between standardization, white supremacy, and Black self-definition that has shaped US education reform. Focusing on the interplay of state-level education administrators, local white officials, and Black community members, the authors’ analysis of Black rural high schools draws on archival data from DuBois High School in rural Wake Forest, North Carolina, to broaden the literature on the history of the American high school and contribute to an understanding of the Black Freedom Movement by recognizing secondary schools as vital to institution building in the Jim Crow South.
14
Gilblom, Elizabeth A., Sarah L. Crary, and Hilla I. Sang. "“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City." International Journal of Multicultural Education 24, no. 3 (2022): 30–50. http://dx.doi.org/10.18251/ijme.v24i3.3201.
Full textAbstract:
This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.
15
Venugopal, P. Dilip, Aura Lee Morse, Cindy Tworek, and Hoshing Wan Chang. "Socioeconomic Disparities in Vape Shop Density and Proximity to Public Schools in the Conterminous United States, 2018." Health Promotion Practice 21, no. 1_suppl (2020): 9S—17S. http://dx.doi.org/10.1177/1524839919887738.
Full textAbstract:
We conducted an environmental justice assessment examining the distribution of specialty vape shops in relation to where minority and low-income youth live and attend school. We collated and examined the density of vape shops in public school districts in 2018 throughout the conterminous United States using geographic information systems. We calculated the proximity of vape shops to public middle and high schools through nearest neighbor analysis in QGIS software. We examined the statistical relationships between the density of vape shops in school districts, and proximity to schools, with the proportion of racial/ethnic minorities and those living in poverty. We found that vape shops are more densely distributed, and are in closer proximity to schools, in school districts with higher proportions of Asian and Black or African American populations. However, vape shops were further away from schools in school districts with higher proportions of the population in poverty. The proximity and higher density of vape shops in relationship to schools in Asian and Black or African American communities may result in disproportionate health impacts due to greater access and exposure to vape products and advertisements. Our results may help school district administrators prioritize and target efforts to curb youth vaping (e.g., health education curricula) in these school districts with high density and closer proximity of vape shops to schools. Policy efforts, such as local ordinances restricting the promotion and sale of vaping products close to schools, could help prevent disproportionate human and environmental health impacts to minorities.
16
Dei, George Sefa. "African Indigenous Proverbs and the Question of Youth Violence: Making the Case for the Use of the Teachings of Igbo of Nigeria and Kiembu of Kenya Proverbs for Youth Character and Moral Education." Alberta Journal of Educational Research 59, no. 3 (2014): 344–62. http://dx.doi.org/10.55016/ojs/ajer.v59i3.55641.
Full textAbstract:
The historic and contemporary global concern over youth violence and indiscipline/subordination in schools has educators, school administrators and policy makers working hard to ensure that schools are welcoming and safe spaces for learners. Social harmony can only be achieved by understanding and addressing the causes of youth violence and indiscipline as part of a curriculum of values and character education to ensure effective learning outcomes for all. While the engagement of local cultural resource knowledge has not been prominent in discussions on youth violence and learning, it can be an important tool in educational delivery. This paper identifies the teachings of Indigenous African philosophies, such as proverbs relating to the concept of self and the community, responsibility, respect for self, peers and authority, and mutual interdependence and community building, and their place in school curricular, pedagogical and instructional initiatives to enhance youth learning in Euro-American and African schooling contexts.
17
Mcardle, Erin E., and Jennifer D. Turner. "“I'm Trying to Beat a Stereotype”: Suburban African American Male Students’ Social Supports and Personal Resources for Success in AP English Coursework." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (2021): 1–44. http://dx.doi.org/10.1177/016146812112300403.
Full textAbstract:
Background African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature, and pedagogies; and educators’ deficit mindsets toward Black masculinity, mitigate African American male students’ access to and success in suburban AP classrooms. Despite these sobering realities, African American male students have achieved success in AP English Language Arts coursework. Yet few researchers have investigated the multiple and complex forms of support to which African American male students attribute their successful performance in AP English coursework in suburban high schools. Purpose/Research Question In an effort to close opportunity gaps in AP English programs, the present study illuminates the social supports and personal resources that African American male students mobilized to earn exemplary grades (i.e., maintaining a grade of B- or higher, or 79.6% or higher out of 100%) in an AP English Language and Composition and/or an English Literature and Composition course, and earn a passing score on the formal AP exam (i.e., 3 or higher). Countering deficit-oriented research paradigms, we employed an anti-deficit achievement framework to (re)position young African American men as capable, motivated, and agentive learners who marshal complex supportive networks, as well as their own personal resources, to successfully learn academic literacies in AP English classrooms. Our inquiry was guided by the following research question: To what social supports and personal resources do young African American men who graduated from a suburban high school attribute their success in AP English coursework? Participants Eight young African American men who were enrolled in AP English coursework in a suburban Mid-Atlantic secondary school were the participants in this study. Participants were successful learners who received exemplary grades in an AP English class, were taught by the first author, and earned a passing score on an AP English exam. Participants’ ages ranged from 21 to 33 years, and all were attending or had graduated from a four-year college or university. Research Design The young men participated in one-on-one, in-depth interviews. Interviews probed the participants’ personal experiences in AP English, their perspectives in achieving success in the class and on the formal exam, and their recollections of the AP English curriculum, and were cross-analyzed for common sources of supports through multiple coding cycles. Findings The young men highlighted six sources of support that were integral to their AP English success. They described three sources of social supports—the wisdom, guidance, and caring that they received from family members, English teachers, and peers—that promoted their success in AP English. In addition, participants identified three types of personal resources—their own college aspirations, persistence in learning academic literacies, and racial consciousness—that inspired and motivated their high scholastic achievement in AP English. Conclusion By mobilizing the rich social supports and personal resources in their lives, African American male students have the resilience, courage, and the intelligence to enroll and succeed in AP English coursework. We suggest that suburban school administrators, school counselors, and teachers use open AP enrollment policies; work closely with and provide pertinent information to African American families; address students’ social emotional concerns; and ensure that AP English pedagogical practices are humanizing to improve the recruitment and retention of African American male students in AP English programs. Finally, we contend that educational scholars and practitioners must continue to engage in research and practice that nurture young African American male students’ social supports and personal resources for AP English success.
18
Howard, Lionel C. "The schooling of African-American male students: the role of male teachers and school administrators." International Journal of Inclusive Education 16, no. 4 (2012): 373–89. http://dx.doi.org/10.1080/13603116.2011.555093.
Full text
19
Mabokela, Reitumetse Obakeng, and Jean A. Madsen. "African American Teachers in Suburban Desegregated Schools: Intergroup Differences and the Impact of Performance Pressures." Teachers College Record: The Voice of Scholarship in Education 109, no. 5 (2007): 1171–206. http://dx.doi.org/10.1177/016146810710900503.
Full textAbstract:
Background/Context There is much research that examines how desegregation literature has implications for majority teachers and its impact on students of color. However, little has been written about the experiences of teachers of color working in suburban desegregated majority schools. Focus of Study This article examines how intergroup differences created performance pressures for African American teachers and how this affected their ability to contribute optimally in these environments. Setting The study took place in four predominantly European American districts that surround a large midwestern metropolitan area. When the desegregation program was implemented in these districts, it was court mandated; however, now the program operates on a volunteer basis whereby students can elect to participate and withdraw as necessary. The district accepted less than 25% of their minority students from a court-mandated desegregation program. Participants A total of 7 male and 7 female African American teachers were interviewed. These male and female participants differed in grade-level positions. There were 4 female African American teachers at the elementary level, and 1 female and 3 male African American teachers at the middle school level. At the secondary level, there were 2 female and 4 male teachers who taught English, math, and history. There were some similarities between the male and female African American teachers. Research Design For this study, a case study is defined as a single entity, a unit of similar groups of people within the bounded context of suburban desegregated schools surrounding a midsized midwestern city. Case studies are differentiated from other types of qualitative research in that they are intense descriptions and analysis of a single unit or bounded system. Data Collection and Analysis In our sample of 14 participants, we had an equal representation of males and females (7 each). We were specifically interested in the perceptions and experiences of the African American teachers in their interactions with school administrators, parents, and students. A qualitative thematic strategy of data analysis was employed to categorize and make judgments about the interpretation of the data. This analytical procedure allowed important themes and categories to emerge inductively from the data across schools and districts. The researchers used the prior-research-driven approach to identify themes and to develop a coding process. In establishing the reliability for this study, the data were analyzed using what Glaser and Strauss called a constant comparative method. Conclusions and Recommendations Our findings, based on the experiences of 14 self-reported accounts of African American teachers in these school environments, illuminated patterns of experiences for teachers of color. Regarding the first subtheme, automatic notice, teachers developed strategies that assisted them in their transitions to inhospitable environments in the suburban schools. The female teachers reported the need for a strong reference-group orientation that would enable them to retain their cultural identity within the school. Whereas the female teachers viewed automatic notice negatively, the male participants recognized their high visibility as way to compete with their peers. Dealing with symbolic consequences, the second emergent subtheme, underrepresented individuals often bear the burden of dispelling myths and representing their race in their exchanges with coworkers. The African American teachers also became resistant to representing their race. In many ways, these teachers expressed the notion that their European American colleagues expected them to take ownership for issues that affected only the African American children. These teachers were compromised by this narrow definition of their expertise and disliked their limited role as the “minority representative.” In fighting discrepant stereotypes, the third subtheme, the underrepresented African American teachers had to defend their status to have their accomplishments recognized. The teachers reported that their individuality was often overshadowed by their colleagues’ stereotypical beliefs about African Americans. The male teachers constantly had to refute negative male African American stereotypes, and the women had to deal with proving their worth as “qualified” teachers. The final pressure, what we call cultural switching, became apparent as the African American female teachers expressed the heaviness of being in an environment where they were often one of few people of color, or the only person of color, in the school. The female teachers struggled with the cultural incongruity that occurred between them and their European American peers. In many ways, these performance pressures resulted in the feeling constrained and unable to use social cues to navigate their school's culture. Recommendations from this study may provide insights on how suburban desegregated schools may improve workplace relationships to recruit and retain teachers of color in these contexts.
20
Straus, Emily E. "Unequal Pieces of a Shrinking Pie: The Struggle between African Americans and Latinos over Education, Employment, and Empowerment in Compton, California." History of Education Quarterly 49, no. 4 (2009): 507–29. http://dx.doi.org/10.1111/j.1748-5959.2009.00227.x.
Full textAbstract:
Just days after the start of the 1994-1995 school year, almost a quarter of the student body at McKinley Elementary School in Compton, California did not show up for class. Latino organizers had asked parents to keep their children out of school to protest what they perceived as school administrators' inadequate response to Latino educational needs. Parents of approximately one hundred of the school's 431 students heeded the call. Although one out of four was only slighdy above the daily absentee rate for a normal school day, the nature of these absences forced district administrators to take notice. The rhetoric that Latino activists used when describing the management of Compton's public schools served as the most disquieting aspect of the walkout. “The Compton Unified School District is like Mississippi,” asserted John Ortega, the lead counsel for the Union of Parents and Students of Compton United, the association that organized the attendance strikes. “In Mississippi, they didn't want to educate blacks in the ‘50s, and in the ‘90s, Compton doesn't want to educate Latinos.”
21
Khalifa, Muhammad A., and Felecia Briscoe. "A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism: Willful Blindness to Racial Inequities." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (2015): 1–34. http://dx.doi.org/10.1177/016146811511700801.
Full textAbstract:
Background Racialized suspension gaps are logically and empirically associated with racial achievement gaps and both gaps indicate the endurance of racism in American education. In recent U.S. Department of Education and the U.S. Office of Civil Rights data, it was revealed that nationally, Black boys are four times more likely to be suspended than White boys. In some geographic areas and for certain offenses, some intersections of race, class, and gender are dozens of times more likely to be suspended for than others. Although most educational leaders and district-level official express disapproval of racism in schools, racialized gaps in achievement and discipline stubbornly persist. Purpose/Objective The purpose of this study was to examine how school district-level administrators react to investigations and indications of racism in their school districts. It is relevant because in many school districts that have disciplinary and achievement gaps, the administrators ostensibly and publically express a hope to reduce or eliminate the racist trends. Yet, one administration after another, they seem unable to disrupt the racially oppressive discipline and achievement gaps. In this study, we examined administrators’ responses to our requests about their districts’ racialized disaggregated disciplinary data, and their responses to our sharing of our findings with them. We use counternarrative autoethnography to describe that school district administrators play a significant role in maintaining practices that reproduce racial oppression in schools. Setting This study was conducted in large urban school districts in Texas. The profiled districts were predominantly Latino; however one district was over 90% Latino and the other just slightly more than half with sizable White and Black student populations in some schools and areas. Participants As this is an autoethnography, we are the primary participants of this study; we interrogate our experiences with school district administrators in our investigations of racial disciplinary gaps. Research Design Our autoethnography is counternarrative, as it counters bureaucratic narratives of impartiality, colorblindness, and objectivity espoused by school districts. In addition to our own self-interviews, we base our counternarrative on the examination of 11 phone calls and 35 email exchanges with district administration, and on field-notes taken during seven site visits. These collective experiences and data sources informed our counternarratives, and led to our findings. Our research encompasses three phases. The initial phase was our attempt to obtain disciplinary data from various school districts in Texas. Only two school districts made the data accessible to us, despite being legally obligated to do so. For the second phase of our study we calculated risk ratios from those two school districts to determine how many more times African Americans and Latinos are suspended than Whites in all of the schools of TXD1 and TXD2. The third phase was the district administrators’ reactions to our presentation of our findings in regards to their district schools with the most egregious disciplinary gaps. Based on the administrative responses to them, we thought that it was important to highlight our experiences through a counternarrative autoethnography. Conclusions From our qualitative data analysis we theorize three bureaucratic administrative responses contributed to the maintenance of racism in school—(1) the administrators discursive avoidance of issues of racial marginalization; (2) the tendency of bureaucratic systems to protect their own interests and ways of operating, even those ways of operating that are racist; and (3), the (perhaps inadvertent) protection of leadership practices that have resulted in such racial marginalization. These responses were enacted through four technical–rational/bureaucratic administrative practices: subversive, defensive, ambiguous, and negligent.
22
Carroll, Kristen. "Ambition Is Priceless." American Review of Public Administration 47, no. 2 (2016): 209–29. http://dx.doi.org/10.1177/0275074016671602.
Full textAbstract:
Within the representative bureaucracy literature, there are a variety of individual or professional incentives that may discourage movement from passive to active representation. This study presents two of these incentives by explaining the potential effects of professional socialization and individual career ambition. Using 3 years of survey and performance data from public schools, this research explores how professional socialization and ambitions of career advancement may promote specific behaviors that potentially support or discourage effective representation. The results indicate that professional socialization actually promotes representation by African American and Latino bureaucrats. The impact of Latino representation across values of professional socialization is also significantly different from that of White managers. The results also demonstrate varying effects for bureaucratic career ambition, as the effect of Latino administrators on student performance is minimized for administrators with higher levels of ambition. For African American administrators, the opposite is true as Black administrators with high levels of ambition are related to increasingly positive student performance. These results add to our understanding of representative bureaucracy by exploring how different values will interact with a minority bureaucrat’s decision to represent the interests of minority clients.
23
Levy, Rachel A., Stefanie Salamon Hudson, Carolyn Null Waters, and Katherine Cumings Mansfield. "What’s in a Name? The Confluence of Confederate Symbolism and the Disparate Experiences of African American Students in a Central Virginia High School." Journal of Cases in Educational Leadership 20, no. 2 (2017): 105–30. http://dx.doi.org/10.1177/1555458917692832.
Full textAbstract:
In 2015-2016, news stories from Charleston, South Carolina, and the University of Missouri, among others, motivated and inspired many people to organize against assaults on the Black community generally and Black students in particular. Similarly, Black students at Robert E. Lee High School in Virginia have come together around what they perceive as racist symbolism and inequitable educational policies and practices. The Black student leaders at Robert E. Lee High School have presented their school principal with a list of demands. Meanwhile, the school’s football and basketball teams, The Rebels, are threatening to go on strike until students’ demands are addressed. This case study could be used in educational leadership graduate programs as well as curriculum and instruction coursework, especially in courses that emphasize social justice and ethical decision making. Particularly relevant courses might include School-Community Relations, Organizational Culture, Politics of Education, Contemporary Issues in Education, Visionary Planning and Strategies, and Schools as Learning Communities. In addition, this case study aligns with Standards 1, 2, 4, 5, and 6 of the Interstate School Leaders Licensure Consortium (ISLLC) Standards and can be integrated in leadership preparation programs accordingly. This case might also be used in school district–sponsored professional development workshops for current and/or aspiring administrators.
24
Ko, Michelle, Mark C. Henderson, Tonya L. Fancher, Maya R. London, Mark Simon, and Rachel R. Hardeman. "US Medical School Admissions Leaders’ Experiences With Barriers to and Advancements in Diversity, Equity, and Inclusion." JAMA Network Open 6, no. 2 (2023): e2254928. http://dx.doi.org/10.1001/jamanetworkopen.2022.54928.
Full textAbstract:
ImportanceDespite decades-long calls for increasing racial and ethnic diversity, the medical profession continues to exclude members of Black or African American, Hispanic or Latinx, and Indigenous groups.ObjectiveTo describe US medical school admissions leaders’ experiences with barriers to and advances in diversity, equity, and inclusion.Design, Setting, and ParticipantsThis qualitative study involved key-informant interviews of 39 deans and directors of admission from 37 US allopathic medical schools across the range of student body racial and ethnic composition. Interviews were conducted in person and online from October 16, 2019, to March 27, 2020, and analyzed from October 2019 to March 2021.Main Outcomes and MeasuresParticipant experiences with barriers to and advances in diversity, equity, and inclusion.ResultsAmong 39 participants from 37 medical schools, admissions experience ranged from 1 to 40 years. Overall, 56.4% of participants identified as women, 10.3% as Asian American, 25.6% as Black or African American, 5.1% as Hispanic or Latinx, and 61.5% as White (participants could report >1 race and/or ethnicity). Participants characterized diversity broadly, with limited attention to racial injustice. Barriers to advancing racial and ethnic diversity included lack of leadership commitment; pressure from faculty and administrators to overemphasize academic scores and school rankings; and political and social influences, such as donors and alumni. Accreditation requirements, holistic review initiatives, and local policy motivated reforms but may also have inadvertently lowered expectations and accountability. Strategies to overcome challenges included narrative change and revision of school leadership structure, admissions goals, practices, and committee membership.Conclusions and RelevanceIn this qualitative study, admissions leaders characterized the ways in which entrenched beliefs, practices, and power structures in medical schools may perpetuate institutional racism, with far-reaching implications for health equity. Participants offered insights on how to remove inequitable structures and implement process changes. Without such action, calls for racial justice will likely remain performative, and racism across health care institutions will continue.
25
Dixson, Adrienne D. "Democracy Now? Race, Education, and Black Self-Determination." Teachers College Record: The Voice of Scholarship in Education 113, no. 4 (2011): 811–30. http://dx.doi.org/10.1177/016146811111300403.
Full textAbstract:
Background/Context The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially “undoing” the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study Given the rhetoric that education in the United States is the “great equalizer,” this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
26
De Royston, Maxine Mckinney, Sepehr Vakil, Na'Ilah Suad Nasir, Kihana Miraya Ross, Jarvis Givens, and Alea Holman. "“He's More like a ‘Brother’ than a Teacher”: Politicized Caring in a Program for African American Males." Teachers College Record: The Voice of Scholarship in Education 119, no. 4 (2017): 1–40. http://dx.doi.org/10.1177/016146811711900401.
Full textAbstract:
Background/Context The link between care and teaching is well accepted, and positive teacher-student relationships are known to benefit students’ in-school experiences and academic success. Yet, positive teacher-student relationships are not the norm for African American males and African American male students’ experiences and performance in schools remains an issue. Purpose/Objective/Research Question/Focus of Study What characterizes the teacher–student relationships within the all-Black, all-male classes of this district-sponsored program? Moreover, how do the instructors for the program enact these characteristics in their classrooms? Setting This study examines a project of the Office of African American Male Achievement in Oakland, CA. The Manhood Development Program was an elective class in the high schools and an after school program at the middle schools that sought to improve Black male students’ academic success and school experiences, and teach students about their cultural and community histories. MDP classes were offered to Black male students and taught by Black male educators. Population/Participants/Subjects Based on support from and communication with the MDP facilitators and school administrators, the participants in this study include MDP instructors and their students at three high schools and one middle school within an urban school district where there are persistent, racialized disparities in rates of discipline and in levels of academic success. Research Design This article reports on a qualitative case study of the teacher–student relationships within four classrooms that were part of a program for African American male adolescents within an urban school district. Data Collection and Analysis During one academic year, four of the MDP classes were observed at least four times and videotaped at least twice. Interviews were completed with three of the class instructors and with 41% of students across the four classes. The observations and videos were analyzed for instances when teacher–student relationships were leveraged towards specific pedagogical ends. Micro-ethnographic analyses were conducted of the video instances to highlight the dimensions of caring exhibited in the teacher–student interactions. From these analyses, one interactional segment was chosen to illustrate the existence and nuances of a politically intentional form of caring. Findings/Results The MDP instructors’ sociopolitical consciousness impacts and shapes their relationships with their MDP students. MDP instructors articulate and enact specific goals around how to construct caring teacher–student relationships that stem from their intention to positively influence the lives of Black children, push back against the racialized and hegemonic institutional structure of schools. MDP instructors teach in a way that is fundamentally connected to the local community in Oakland and make a concerted effort to know, rather than stereotype, each student and to develop each students’ full potential. These relationships are intentional, political, and visible acts of care by MDP instructors that are interactionally coconstructed within their classrooms. Conclusions/Recommendations This case of politicized caring questions the premise that education and schools are, and should be, narrowly focused on developing test preparation, career-readiness, or content-specific practices. Instead, this case illustrates the alternative educational ideologies and practices of four Black educators that allow them to reclaim their social and political responsibilities and create effective, nurturing, antiracist schooling environments for Black students. This microanalysis of one of these classes offers an example of a type of caring and pedagogy that currently exists and that could be more widely available to Black students.
27
Moore, Allison B., Cynthia MacGregor, and Jeffrey Cornelius-White. "School personnel-student racial congruence and the achievement gap." Journal for Multicultural Education 11, no. 4 (2017): 264–74. http://dx.doi.org/10.1108/jme-06-2016-0039.
Full textAbstract:
Purpose This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston Independent School District. The authors analyzed the level of congruence of school personnel and students in relation to reading, math and science scores with the fifth-grade students. Findings Controlling for the percentage of economically disadvantaged students, separate univariate ANCOVAs on the outcome variables revealed significant effects of racial congruence levels on reading scores, F(2, 153) = 3.73, p = 0.026 and math scores, F(2, 153) = 3.977, p = 0.02. Research limitations/implications The operationalization of racial congruence had not been previously used. African-Americans and Hispanics were labeled as non-white, Asian-Americans (who do not show the achievement gap) were grouped with white students, and other minority groups were excluded. The study was a natural experiment without randomization or intervention. Practical implications Findings can be used to narrow the achievement gap by encouraging recruitment of Hispanics and African-Americans educators and influencing administrators as they decide where to place hired personnel. Originality/Value Using a much larger sample size than previous studies, this study found a factor to narrow the achievement gap.
28
Ishimaru, Ann M., Joe L. Lott, Kathryn E. Torres, and Karen O'Reilly-Diaz. "Families in the Driver's Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–39. http://dx.doi.org/10.1177/016146811912101108.
Full textAbstract:
Context An emerging body of research has begun to re-envision how nondominant families and communities might become powerful actors in equity-based educational change when issues of power, race, culture, language, and class are integrated into family engagement efforts. Beyond the commitment to more equitable engagement, the field offers little empirically-grounded evidence with regard to how to shift power and build collective agency, particularly in the moment-to-moment interactions that constitute the ongoing daily practice of family-school relations. Purpose of Study We sought to understand how nondominant parents and educators could enact equitable collaboration in the school-based co-design of a parent education curriculum. We sought to better “map” the journey to transformative agency of nondominant parents by asking: What were the turning points in the emergence and evolution of transformative agency amongst nondominant parents from different racial/cultural/linguistic communities? Within and across these turning points, how did parents narrate and negotiate their roles and evolve their transformative agency? Setting The research took place in a suburban school district in the Western United States outside a major urban city, in a region of increasing suburban poverty and marked racial, cultural, and linguistic diversity. Participants The design team included nine parents from two schools who identified as African/African American, Latina, Vietnamese, and white; three white teachers, two white principals, two district administrators (African American and multiracial), and five researchers (Asian American, African American, and Latino/a). Research Design This study merged a framework of equitable collaborations with expansive learning theory and employed participatory design research (PDR) methodologies to examine 10 design meetings with historically marginalized parents that sought to build authentic relationships, reciprocity, and accountability to one another and the targeted outcome. Findings/Results Our findings suggest a series of turning points marked by discursive expansions in which nondominant parents re-envisioned their own and educators’ roles in educational change. Through the design process, parents surfaced and engaged historical contradictions, developed collective understandings, modeled possibilities for collective voice and influence, and enacted their collective influence through the collection of data from other parents, the development and piloting of a lesson on bullying, and the completion of the curriculum. Conclusions/Recommendations We argue that these methods and theories offer ways forward from documenting deficit-based processes and historically-rooted power asymmetries in family engagement towards enacting equitable and democratic processes that leverage the expertise of nondominant families in tandem with that of formal educators and researchers.
29
Kumi-Yeboah, Alex. "The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic Success." Teachers College Record: The Voice of Scholarship in Education 120, no. 9 (2018): 1–48. http://dx.doi.org/10.1177/016146811812000908.
Full textAbstract:
Background/Context The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However, there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement. Purpose/Objectives/ Research/Focus of Study This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers). Population/Participants/Subjects Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial. Research Design The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study. Findings/Results The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents. Conclusions and Recommendations The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students’ multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.
30
CHÁÁVEZ-GARCÍÍA, MIROSLAVA. "Intelligence Testing at Whittier School, 1890-1920." Pacific Historical Review 76, no. 2 (2007): 193–228. http://dx.doi.org/10.1525/phr.2007.76.2.193.
Full textAbstract:
This article examines the intersections of youth, race, and science in early twentieth-century California. It explores how scientific researchers, reform school administrators, and social reformers at Whittier State School advocated the use of intelligence tests to determine the causes of delinquency. Through the process of testing, they identified a disproportionate number of delinquent boys of color-Mexicans, Mexican Americans, and African Americans-as mentally deficient or "feebleminded." As the evidence reveals, intelligence, race, heredity, and criminality became inextricably linked as the basis for segregating and removing youth of color from the reformatory. The records indicate that, despite officials' recommendations to send feebleminded boys to state hospitals that routinely sterilized their wards, as allowed by a 1909 state law, they sent the majority of youth to the Preston School of Industry, a reform school for older boys. In this instance, expediency in creating a premier institution at Whittier State School took precedence over larger eugenicists designs.
31
Bailey-Fakhoury, Chasity, and Donald Mitchell. "LIVING WITHIN THE VEIL:." Du Bois Review: Social Science Research on Race 15, no. 02 (2018): 489–515. http://dx.doi.org/10.1017/s1742058x1800022x.
Full textAbstract:
AbstractUsing data from a mixed methods study with suburban Detroit, middle-class mothers as participants, we explore the relationship between racial microaggressions and the racial battle fatigue experienced by Black mothers with young daughters attending predominantly White schools. We find that Black mothers are regularly subjected to racial microaggressions by the White teachers, administrators, and parents with whom they interact. When experiencing slights, insults, and indignities, mothers report taking direct action—borne from African American motherwork—to combat the racial microaggressions. In the context of predominantly White schools, Black mothers enact aesthetic presence, maintain a visible presence, and are strategic in their interactions with school personnel. Racial battle fatigue is evident as they experience and combat racial microaggressions. To extend understanding of racial microaggressions, we apply the sociological concept of the Du Boisian Veil to our analysis. We discuss how the Veil—a barrier which protects the Black psyche by grounding the racialized self while simultaneously precluding racial equality by sustaining racial oppression—can induce the racial battle fatigue that is manifested when one is deluged by racial microaggressions.
32
Kopkin, Nolan, Mirinda L. Martin, and Danielle Hollar. "Improvements in standardised test scores from a multi-component nutrition and healthy living intervention in a US elementary-school setting." Health Education Journal 77, no. 5 (2017): 527–41. http://dx.doi.org/10.1177/0017896917741510.
Full textAbstract:
Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students’ academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4–16 years enlisted in kindergarten to grade 8 in the 2005–2006 school year and followed through until the 2008–2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007–2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention’s effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students ( p < .05), with particularly strong impacts on girls ( p < .01), African American and Hispanic students ( p < .01) and economically advantaged students ( p < .01). HOPS had an adverse impact on attendance and disciplinary referrals ( p < .01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements.
33
Gimbert, Belinda G., and Ryan R. Kapa. "Mid-Career Teacher Retention: Who Intends to Stay, Where, and Why?" Journal of Education Human Resources 40, no. 2 (2022): 228–65. http://dx.doi.org/10.3138/jehr-2020-0037.
Full textAbstract:
Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.
34
Amirfar, Catherine. "Introductory Remarks by Catherine Amirfar." Proceedings of the ASIL Annual Meeting 116 (2022): 169. http://dx.doi.org/10.1017/amp.2023.66.
Full textAbstract:
Welcome, everyone; it is a pleasure to see you as always. This is a very special inaugural event and one that I am very excited about because as we all know, the history of Goler T. Butcher is very special. This award has been awarded since 1997 to a distinguished person of American or other nationality for outstanding contributions to the development or effective realization of international human rights, and as we also know, it was named for Goler Teal Butcher, a remarkable person, prominent African American scholar, and professor of international law at Howard University School of Law, who served as the assistant administrator for Africa at the U.S. Agency for International Development in the Carter administration, and was a leading advocate for ending global hunger. We are here very much to honor the legacy.
35
Geller, Joanna D., Bernadette Doykos, Krista Craven, Kimberly D. Bess, and Maury Nation. "Engaging Residents in Community Change: The Critical Role of Trust in the Development of a Promise Neighborhood." Teachers College Record: The Voice of Scholarship in Education 116, no. 4 (2014): 1–42. http://dx.doi.org/10.1177/016146811411600410.
Full textAbstract:
Background Currently, there is great enthusiasm surrounding place-based initiatives for school reform, such as the Harlem Children's Zone, Promise Neighborhoods, and other initiatives that attend to the multiple contexts that influence child development. However, past efforts to bridge schools, families, and communities have been undermined by mistrust between and among stakeholders. Although trust is a building block for effective collaboration, there is little deliberate attention to cultivating it. Purpose The purpose of this paper is to use a case example of a low-income neighborhood currently developing a Promise Neighborhoods initiative to explore how variations in trust between and among community residents, local institutions, and school staff in the problem definition and assessment phase may threaten or facilitate the success of the initiative. Setting We conducted this study in a low-income, predominantly African-American neighborhood in a midsize southeastern city. Participants There were 44 participants, including parents, school administrators and staff, service providers, and high school students. Research Design We used qualitative research methods, including eight focus groups and observations. Data Collection and Analysis Focus groups were audio-recorded and transcribed verbatim. Multiple researchers coded the transcripts. Trust emerged as a key theme through open coding, and we used focused coding to explore this theme in detail. Findings The findings corroborate previous studies that have found relatively low levels of relational trust between residents, between residents and local institutions, and between residents and school staff. Additionally, we identified “seeds of trust” that indicate opportunities to cultivate trusting relationships between stakeholders that can be developed and replicated in this neighborhood and others undertaking similar initiatives. Conclusions Promise Neighborhoods and similar initiatives should intentionally address low levels of trust through activities such as community asset mapping, programs with a deliberate relational focus, and partnerships with agencies that address the systematic roots of trust.
36
Bass, Lisa R. "Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership." Educational Administration Quarterly 56, no. 3 (2019): 353–95. http://dx.doi.org/10.1177/0013161x19840402.
Full textAbstract:
Background: This study addresses the leadership of African American male leaders and their operationalization of the ethic of care in their practice by analyzing the educational leadership of African American men through an ethic of care lens. Purpose: The purpose of this article is to simultaneously remind readers of the importance of caring in schools, while discussing the caring styles of Black males in leadership. Research Design: This study examined the lived experiences of 10 African American male administrators to understand their perceptions of caring leadership. The phenomenon of interest was investigated using qualitative, exploratory study methodology to facilitate the collection of rich data that tells the stories of the participants. The themes discovered during the focus group were used during the one-on-one interviews to probe deeper into the issues and evaluate the consistency of the themes. Striking similarities that fit logically into themes emerged in the data from the focus group and the individual interviews. Findings: The themes that emerged from this study did not support the stereotype so often set forth regarding Black male leadership. The major emergent themes were: Black male leaders cared and liked being associated with caring, they felt they had to mask their caring nature because of societal expectations, they view themselves as father figures, they strongly identify and connect with a sense of spirituality, they believe that action must follow caring, and they practice “rough love” as care. Conclusion: The core foundational principles of Black Masculine Caring include a framework that acknowledges Black men have the capacity to care, and often care deeply. Black men’s capacity to care depends on their prior experience as Black men. The caring exhibited by Black men is influenced by their culture, and caring demonstrated by Black men is often misunderstood or misinterpreted.
37
Ellison, Halle B., Christina J. Grabowski, Michelle Schmude, et al. "Evaluating a Situational Judgment Test for Use in Medical School Admissions: Two Years of AAMC PREview Exam Administration Data." Academic Medicine 99, no. 2 (2023): 183–91. http://dx.doi.org/10.1097/acm.0000000000005548.
Full textAbstract:
Abstract Purpose To examine the relationship between the Association of American Medical Colleges (AAMC) Professional Readiness Exam (PREview) scores and other admissions data, group differences in mean PREview scores, and whether adding a new assessment tool affected the volume and composition of applicant pools. Method Data from the 2020 and 2021 PREview exam administrations were analyzed. Two U.S. schools participated in the PREview pilot in 2020 and 6 U.S. schools participated in 2021. PREview scores were paired with data from the American Medical College Application Service (undergraduate grade point averages [GPAs], Medical College Admission Test [MCAT] scores, race, and ethnicity) and participating schools (interview ratings). Results Data included 19,525 PREview scores from 18,549 unique PREview examinees. Correlations between PREview scores and undergraduate GPAs (r = .16) and MCAT scores (r = .29) were small and positive. Correlations between PREview scores and interview ratings were also small and positive, ranging between .09 and .14 after correcting for range restriction. Small group differences in mean PREview scores were observed between White and Black or African American and White and Hispanic, Latino, or of Spanish origin examinees. The addition of the PREview exam did not substantially change the volume or composition of participating schools’ applicant pools. Conclusions Results suggest the PREview exam measures knowledge of competencies that are distinct from those measured by other measures used in medical school admissions. Observed group differences were smaller than group differences observed with traditional academic assessments and evaluations. The addition of the PREview exam did not substantially change the overall volume of applications or the proportions of out-of-state, underrepresented in medicine, or lower socioeconomic status applicants. While more research is needed, these results suggest the PREview exam may provide unique information to the admissions process without adversely affecting applicant pools.
38
E. Attah, Alvin, Jeason N. A. Parker, and Adeyinka O. Adepoju. "CONTRIBUTIONS OF AME UNIVERSITY TO THE ECONOMY OF ITS ENVIRONMENT." Journal Of Third World Economics 1, no. 2 (2023): 62–73. http://dx.doi.org/10.26480/jhcdc.02.2023.62.73.
Full textAbstract:
The African Methodist Episcopal University (AMEU) lies on Camp Johnson Road in Monrovia, Liberia. Liberia’s second-largest institution has 5,000 students. The African Methodist Episcopal Church founded the school in 1995 and the Liberian Legislature sanctioned it in 1996. Since then, the university has thrived in the Liberian economy, expanding admissions every other semester and attracting acquisitions and improving its surroundings. Governments and university administrators fail to make informed higher education investment decisions and effectively communicate the value of institutions to their people because schools’ economic influence is rarely recorded. The economic impact of AME university was studied because policymakers, university administrators, and other stakeholders need a detailed and structured study of how colleges contribute to economic growth and development. This study could consider other ways AME University supports its local economy, such as direct spending on goods and services and human development. A Google Forms survey questionnaire was prepared to obtain data from people or groups about AME University’s economic impact on Camp Johnson Road and its surroundings. The questionnaire questions about the respondent’s gender, status, income, education, spending habits, and camp Johnson community’s businesses and university. The poll also asks on the university’s economic benefits, such as increased activity. The responses were used to identify trends and relationships between AME University and economic outcomes on Camp Johnson Road and neighboring areas. The analysis indicated that 85.6% of AMEU residents are familiar with the study region, 18.8% between 10 and 5 years ago, 17.7% over 10 years ago, and 10.4% before the institution. The report indicated that 85.6% of AMEU residents believe the institution has increased commercial activity and 13.5% believe it has had little influence. According to 93.1%, AME University recruited environmental businesses and boosted economic activity. The study found that African Methodist Episcopal University (AMEU) impacts its surroundings. Most Non-AMEU residents—62 business owners and 37 residents—have lived there 10–5 years. Most claim AME University boosted Camp Johnson Road’s business. 78.20% of non-AMEU residents think the institution boosted local economic activity by attracting new customers. 39.80% said the area’s major business is used and new American goods. Most business owners chose Camp Johnson Road for traffic and AME University. The figure reveals AMEU members spend $10, $10–20, and $50–100. If the institution exits Camp Johnson Road, 45.5% agree somewhat and 37.6% strongly that commercial activities will suffer. 26.7% of firms are disadvantaged by the institution’s pause, 52.5% are unaffected, and 21.8% are moderately affected. AMEU has impacted its local economy and Montserrado. Based on this knowledge, educational institutions should partner with local businesses and groups. Educational institutions must show community benefit to succeed. Policymakers, university administrators, and other stakeholders must assess institutions’ economic significance to guide higher education spending and identify areas where universities may have a bigger impact. A unified conceptual framework that accounts for universities’ varied economic contributions is needed to monitor and identify their impacts. Higher education spending, employment, and other economic metrics must be accurate. Understanding the economic impact of institutions such as AME University can aid in communicating their worth to the community and informing sustainable development policies. Similar studies for other colleges or institutions might be conducted to assess their economic consequences and gain a more comprehensive knowledge of higher education’s function in local economies or Liberia as a whole. This could influence future educational policy and investment decisions.
39
E. Attah, Alvin, Jeason N. A. Parker, and Adeyinka O. Adepoju. "CONTRIBUTIONS OF AME UNIVERSITY TO THE ECONOMY OF ITS ENVIRONMENT." Journal Of Third World Economics 1, no. 1 (2023): 62–73. http://dx.doi.org/10.26480/jtwe.02.2023.62.73.
Full textAbstract:
The African Methodist Episcopal University (AMEU) lies on Camp Johnson Road in Monrovia, Liberia. Liberia’s second-largest institution has 5,000 students. The African Methodist Episcopal Church founded the school in 1995 and the Liberian Legislature sanctioned it in 1996. Since then, the university has thrived in the Liberian economy, expanding admissions every other semester and attracting acquisitions and improving its surroundings. Governments and university administrators fail to make informed higher education investment decisions and effectively communicate the value of institutions to their people because schools’ economic influence is rarely recorded. The economic impact of AME university was studied because policymakers, university administrators, and other stakeholders need a detailed and structured study of how colleges contribute to economic growth and development. This study could consider other ways AME University supports its local economy, such as direct spending on goods and services and human development. A Google Forms survey questionnaire was prepared to obtain data from people or groups about AME University’s economic impact on Camp Johnson Road and its surroundings. The questionnaire questions about the respondent’s gender, status, income, education, spending habits, and camp Johnson community’s businesses and university. The poll also asks on the university’s economic benefits, such as increased activity. The responses were used to identify trends and relationships between AME University and economic outcomes on Camp Johnson Road and neighboring areas. The analysis indicated that 85.6% of AMEU residents are familiar with the study region, 18.8% between 10 and 5 years ago, 17.7% over 10 years ago, and 10.4% before the institution. The report indicated that 85.6% of AMEU residents believe the institution has increased commercial activity and 13.5% believe it has had little influence. According to 93.1%, AME University recruited environmental businesses and boosted economic activity. The study found that African Methodist Episcopal University (AMEU) impacts its surroundings. Most Non-AMEU residents—62 business owners and 37 residents—have lived there 10–5 years. Most claim AME University boosted Camp Johnson Road’s business. 78.20% of non-AMEU residents think the institution boosted local economic activity by attracting new customers. 39.80% said the area’s major business is used and new American goods. Most business owners chose Camp Johnson Road for traffic and AME University. The figure reveals AMEU members spend $10, $10–20, and $50–100. If the institution exits Camp Johnson Road, 45.5% agree somewhat and 37.6% strongly that commercial activities will suffer. 26.7% of firms are disadvantaged by the institution’s pause, 52.5% are unaffected, and 21.8% are moderately affected. AMEU has impacted its local economy and Montserrado. Based on this knowledge, educational institutions should partner with local businesses and groups. Educational institutions must show community benefit to succeed. Policymakers, university administrators, and other stakeholders must assess institutions’ economic significance to guide higher education spending and identify areas where universities may have a bigger impact. A unified conceptual framework that accounts for universities’ varied economic contributions is needed to monitor and identify their impacts. Higher education spending, employment, and other economic metrics must be accurate. Understanding the economic impact of institutions such as AME University can aid in communicating their worth to the community and informing sustainable development policies. Similar studies for other colleges or institutions might be conducted to assess their economic consequences and gain a more comprehensive knowledge of higher education’s function in local economies or Liberia as a whole. This could influence future educational policy and investment decisions.
40
Byrd, Arynn S., and Jennifer A. Brown. "An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 139–48. http://dx.doi.org/10.1044/2020_lshss-20-00060.
Full textAbstract:
Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317
41
Smith, Ken. "The History and Development of the Inviting School Survey: 1995-2012." Journal of Invitational Theory and Practice 18 (April 4, 2022): 57–64. http://dx.doi.org/10.26522/jitp.v18i.3918.
Full textAbstract:
In recent years, research has shown that school climate is one of the most important contributors to student achievement, success, and psychological well-being. In order to make informed decisions regarding school development, it is paramount for a school administrator to aware of perceived school experience (school climate) of the major stakeholders in the school, namely students, administrators, teachers, parents, and the wider community The Inviting School Survey-Revised (ISS-R) purports to meet this need. Since 1995 the use of the ISS-R has grown from a few to over 10,000 participants (over 100 schools) in Asia, North America, Africa, and Australia. The following article outlines the history and development of the ISS-R from 1995 to 2012.
42
Roegman, Rachel, David Allen, and Thomas Hatch. "Dismantling Roadblocks to Equity? The Impact of Advanced Placement Initiatives on Black and Latinx Students’ Access and Performance." Teachers College Record: The Voice of Scholarship in Education 121, no. 5 (2019): 1–32. http://dx.doi.org/10.1177/016146811912100505.
Full textAbstract:
Background Increasing access to Advanced Placement (AP) coursework has been a long-term goal of the College Board and many districts across the country, yet achieving this goal has remained elusive, particularly for African American and Latinx youth and youth in poverty. Purpose In this study, we analyze the work of five districts that have identified inequities in AP participation and developed initiatives to address these inequities. We examine these districts’ strategies, as well as their impact on both access to AP coursework and success on AP exams. We consider how efforts to increase access to AP have affected different racial/ethnic student groups. Participants The five districts are led by superintendents who were members of the Instructional Leaders Network (ILN), a statewide network that focuses on supporting superintendents’ system-wide, equity-focused improvement. The districts vary in demographics, size, and socioeconomic status. Data Collection and Analysis This mixed methods study includes five years of AP enrollment and performance data for four districts, and two years of data for one district. We also identified two of these districts as case studies of AP initiative development and implementation and conducted a series of interviews with administrators from the districts over the five years of the study. We analyzed quantitative data descriptively and used Bonilla-Silva's (2018) concept of color-blind racism to analyze these data in relation to the interview data. Findings All districts adopted strategies focused on students as a whole, which for the most part led to an increase in access for all racial/ethnic groups, but no consistent pattern of reducing over- or under-representation. In terms of outcomes, in some districts, more students received scores of 3 or higher from all racial/ethnic groups, but disparities in average test scores remained. Additionally, across all districts, Black students continued to receive the lowest scores. Conclusions As school districts, individual high schools, and the College Board continue their focus on increasing equity in both access and performance, their approaches need to involve ongoing data collection and evaluation on how different programs and initiatives are positively or negatively affecting student populations that have been traditionally under-served as well as students in general. This research demonstrates that color-neutral policies need to be constantly interrogated by K–12 administrators and other stakeholders to ensure that the policies do not reinforce and sustain existing inequities. If districts seek to target groups of students who are underserved, they need to consider strategies and policies that explicitly and directly address those groups.
43
Elias, Martille, Rebecca Rogers, Karen E. Wohlwend, E. Wendy Saul, Lawrence R.Sipe, and Jennifer L.Wilson. "Professional Book Reviews - Children’s Reading Today and in the Future: Igniting their Passions and Engaging their Interests." Language Arts 87, no. 3 (2010): 220–24. http://dx.doi.org/10.58680/la201029430.
Full textAbstract:
Often, the reading practices that children encounter in school represent only a small range of the countless ways in which students engage meaningfully with texts. Recent reports indicate that children are reading less literature than they have in the past. Are children reading less overall, or is it simply that the texts they are reading are changing? The reviews in this column reflect the complexity of these questions. The review of Play, Creativity, and Digital Cultures edited by Rebekah Willett, Muriel Robinson, and Jackie Marsh examines how children’s interactions with digital media influences their multi modal literacy development. It addresses ways for teachers to connect children’s love of new media to classroom practice. In keeping with the theme of new literacies, the second entry in this column does not review a book, but rather a website, INK: “Interesting Non-fiction for Kids,”that seeks to encourage children’s reading of non-fiction. This site includes commentary by non-fiction authors and provides opportunities for sparking young readers’ interest in non-fiction texts. This is a particularly salient issue as the concern that children are reading less is perhaps exceeded only by the concern that readers have abandoned non-fiction altogether. The next title, Embracing, Evaluating, and Examining African American Children’s & Young Adult Literature edited by Wanda Brooks and Jonda McNair highlights the importance of including rich, culturally diverse literature in the classroom. If we are to engage all readers, then children of all cultures, ethnicities and races should be able to see themselves in the literature of our classrooms. The final title reviewed in this column is Readicide: How Schools are Killing Reading and What You Can Do About It by Kelly Gallagher. This book challenges educators and administrators to consider how policy and curriculum is extinguishing children’s passion for books. Gallagher asserts that the only way to create readers is to give them books that matter, and teach them to read deeply.
44
Wilder, Lynn, David Sanon, Cecil Carter, and Michael Lancellot. "Narrative Ethnographies of Diverse Faculty in Higher Education: “Moral” Multiculturalism among Competing Worldviews." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 1. http://dx.doi.org/10.29333/ejecs/76.
Full textAbstract:
Since the Civil Right Movement in the United States, African Americans and other diverse students have forged through “integrated” educational systems to terminal graduate degrees. Some studies suggest racial integration in U. S. schools made White participants less prejudiced toward others, although the data showed that after schooling, many Whites again lived (and still do) in segregated neighborhoods with separation in places of employment, churches, and social groups (Wells, Holme, Revilla, & Atanda, 2004). One diverse participant in this study asked whether, after decades of integration, there has been any real progress, citing excellent educational experiences with all Black teachers within the all Black schools where he grew up. Is it truly progress for diverse students when they are bussed across town to be treated as minorities in mostly White schools? More diverse students do graduate from college; however, the diversity rate of professors is still abysmal. This study reports the contextual experiences of three African American (one an administrator) and one Latina faculty member with decades of experience in the public educational system and as they engaged in the culture of higher education struggling with a moral multiculturalism—whether worldviews (therefore free speech) could be morally determined and whether they as diverse faculty truly belong and are truly respected.
45
Glover, Saundra H., Leiyu Shi, and Michael E. Samuels. "African American Administrators in Community/Migrant Health Centers." Journal of Health Care for the Poor and Underserved 8, no. 2 (1997): 153–69. http://dx.doi.org/10.1353/hpu.2010.0172.
Full text
46
Colbert, A. M., D. Bauer, P. Arroyave, et al. "Performance of Young Children in Rural Guatemala on the Mullen Scales of Early Learning." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1246. http://dx.doi.org/10.1093/arclin/acz029.13.
Full textAbstract:
Abstract Objective The literature supports using tests developed in high-income countries to assess children in low and lower-middle income countries (LMICs) when carefully translated, adapted, and applied (Holding et al., 2018; Mitchell et al., 2017). Research has shown the Mullen Scales of Early Learning (MSEL) to have adequate validity and sensitivity when used in LMICs (Bangirana et al., 2014; Koura et al., 2013), as well as equivalency to the American normative sample in lower risk populations (Bornman et al., 2010). Here, we describe the pattern of MSEL results in rural Guatemala. Participants and Method Children (n = 842; M enrollment age = 15.9 months; range 0-5 years) enrolled in an observational study of postnatal Zika exposure in rural Guatemala were administered an adapted and translated version of the MSEL (Connery et al., in press). To date, 352 children completed one, 393 children completed two, and 97 children completed three MSELs, for a total of 1,429 administrations. Results MSEL composite scores were similar to the American normative sample in children &lt;12 months (M = 93.3, SD = 11.1), but lower for children ages 1-5 years (mean = 71.1, SD = 15.1, p &lt; 0.0001). Moreover, lower scores were observed in children ages 1-5 years for all MSEL subscales, with the largest differences observed in receptive language (&lt;12 years: mean = 47.8, SD = 7.1; 1-5 years: mean = 35.1, SD = 10.0, p &lt; 0.0001). Conclusions Results are consistent with research that demonstrates a widening gap in test performance over time between children from higher and lower risk communities (Fernald et al., 2011; Paxson et al., 2005; Schady et al., 2015). Although findings are not meant to diagnose individual children, they highlight population changes in neurodevelopmental skills and the need for a better understanding of developmental patterns in LMICs. Future analyses will evaluate the impact of developmental risk factors over time and the performance of the MSEL in this population. References Bangirana, P., Opoka, R. O., Boivin, M. J., Idro, R., Hodges, J. S., Romero, R. A., … John, C. C. (2014). Severe Malarial Anemia is Associated With Long-term Neurocognitive Impairment. Clinical Infectious Diseases, 59(3), 336–344. https://doi.org/10.1093/cid/ciu293. Bornman, J., Sevcik, R. A., Romski, M., & Pae, H. K. (2010). Successfully Translating Language and Culture when Adapting Assessment Measures, ppi_254 111.118. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1741-1130.2010.00254.x. Fernald, L. C. H., Weber, A., Galasso, E., & Ratsifandrihamanana, L. (2011). Socioeconomic gradients and child development in a very low income population: Evidence from Madagascar. Developmental Science, 14(4), 832–847. https://doi.org/10.1111/j.1467-7687.2010.01032.x. Holding, P., Anum, A., van de Vijver, F. J. R., Vokhiwa, M., Bugase, N., Hossen, T., … Gomes, M. (2018). Can we measure cognitive constructs consistently within and across cultures? Evidence from a test battery in Bangladesh, Ghana, and Tanzania. Applied Neuropsychology: Child, 7(1), 1-13 https://doi.org/10.1080/21622965.2016.1206823. Koura, K. G., Boivin, M. J., Davidson, L. L., Ouédraogo, S., Zoumenou, R., Alao, M. J., … Bodeau-Livinec, F. (2013). Usefulness of child development assessments for low-resource settings in francophone Africa. Journal of Developmental and Behavioral Pediatrics : JDBP, 34(7), 486–93. https://doi.org/10.1097/DBP.0b013e31829d211c. Mitchell, J. M., Tomlinson, M., Bland, R. M., Houle, B., Stein, A., & Rochat, T. J. (2017). Confirmatory factor analysis of the Kaufman assessment battery in a sample of primary school-aged children in rural South Africa. South African Journal of Psychology, 1–19. https://doi.org/10.1177/0081246317741822. Paxson, C., Schady, N., Izquierdo, S., León, M., Lucio, R., Ponce, J., … Hall, W. (2005). Cognitive Development among Young Children in Ecuador The Roles of Wealth, Health, and Parenting. Retrieved from http://econ.worldbank.org. Schady, N., Behrman, J., Araujo, M. C., Azuero, R., Bernal, R., Bravo, D., … Vakis, R. (2015). Wealth gradients in early childhood cognitive development in five Latin American countries. The Journal of Human Resources, 50(2), 446–463. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/25983344.
47
Ayedun, Adeola, Victoria Agbelese, Leslie Curry, et al. "Perspectives on National Institutes of Health Funding Requirements for Racial and Ethnic Diversity Among Medical Scientist Training Program Leadership." JAMA Network Open 6, no. 5 (2023): e2310795. http://dx.doi.org/10.1001/jamanetworkopen.2023.10795.
Full textAbstract:
ImportanceSince 1964, the National Institutes of Health (NIH) has funded the Medical Scientist Training Program (MSTP) MD-PhD program at medical schools across the US to support training physician-scientists. Recent studies have suggested that MSTPs have consistently matriculated more students from racial and ethnic backgrounds historically underrepresented in science than MD-PhD programs without NIH funding; however, the underlying basis for the increased diversity seen in NIH-funded MSTPs is poorly understood.ObjectiveTo investigate how administrators and faculty perceive the impact of MSTP status on MD-PhD program matriculant racial and ethnic diversity.Design, Setting, and ParticipantsThis qualitative study used a positive deviance approach to identify 9 high-performing and 3 low-performing MSTPs based on the percentage of students underrepresented in science who matriculated into the program between 2014 and 2018. This study, a subanalysis of a larger study to understand recruitment of students underrepresented in science at MSTPs, focused on in-depth qualitative interviews, conducted from October 26, 2020, to August 31, 2022, of 69 members of MSTP leadership, including program directors, associate and assistant program directors, and program administrators.Main Outcomes and MeasuresThe association of NIH funding with institutional priorities, programs, and practices related to MD-PhD program matriculant racial and ethnic diversity.ResultsThe study included 69 participants (mean [SD] age, 53 [10] years; 38 women [55%]; 13 African American or Black participants [19%], 6 Asian participants [9%], 12 Hispanic participants [17%], and 36 non-Hispanic White participants [52%]). A total of 51 participants (74%) were in administrative roles, and 18 (26%) were faculty involved in recruitment. Five themes emerged from the data: (1) by tying MSTP funding to diversity efforts, the NIH created a sense of urgency among MSTP leadership to bolster matriculant diversity; (2) MD-PhD program leadership leveraged the changes to MSTP grant review to secure new institutional investments to promote recruitment of students underrepresented in science; (3) MSTPs increasingly adopted holistic review to evaluate applicants to meet NIH funding requirements; (4) MSTP leadership began to systematically assess the effectiveness of their diversity initiatives and proactively identify opportunities to enhance matriculant diversity; and (5) although all MSTPs were required to respond to NIH criteria, changes made by low-performing programs generally lacked the robustness demonstrated by high-performing programs.Conclusions and RelevanceThis study suggests that NIH funding requirements may be a powerful incentive to promote diversity and positively affect representation of students underrepresented in science in the biomedical scientific workforce.
48
Moore, Shirley, Michael Ward, and Barry Katz. "Machiavellianism and Tolerance of Ambiguity." Psychological Reports 82, no. 2 (1998): 415–18. http://dx.doi.org/10.2466/pr0.1998.82.2.415.
Full textAbstract:
The relationship of Machiavellianism and Tolerance of Ambiguity was studied in 47 African-American college and university administrators. The mean score on Machiavellianism in the youngest group (30–40 yr.) of administrators was significantly higher on Machiavellianism than the mean of the oldest group (50 yr. and older) of administrators.
49
Ball, Patricia. "African American Male Library Administrators in Public and Academic Libraries." College & Research Libraries 56, no. 6 (1995): 531–45. http://dx.doi.org/10.5860/crl_56_06_531.
Full text
50
Kevin A. Rolle, Timothy Gray Davies. "AFRICAN AMERICAN ADMINISTRATORS' EXPERIENCES IN PREDOMINANTLY WHITE COLLEGES AND UNIVERSITIES." Community College Journal of Research and Practice 24, no. 2 (2000): 79–94. http://dx.doi.org/10.1080/106689200264222.
Full text