To see the other types of publications on this topic, follow the link: School administration|Higher education|African Americans.
Dissertations / Theses on the topic 'School administration|Higher education|African Americans'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'School administration|Higher education|African Americans.'
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 dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Roberts-Willis, Renee. "Mentoring relationships as perceived by African American women in higher-level educational administration leadership positions." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2525.
Full textAbstract:
This qualitative study examined and analyzed mentoring relationships from the personal perspectives and experiences of nine African American women in higher level educational administration leadership positions that have been mentored during their career and who currently hold or have held higher level educational administration leadership positions. The study shed light and brought forth corroboration of previous studies which highlighted that it is often difficult for African American women to attain and retain higher level educational administration leadership positions and the necessity for support systems, namely mentoring relationships. Respondents provided valuable information, evidence, and insight that may be useful in selecting, supporting, retaining, and promoting other African American women into leadership positions. African American women who seek higher level leadership positions in educational administration often face insurmountable barriers, according to the research respondents. These barriers can be attributed to stereotypes related to race, age, and gender. The responses of study participants are supported by the research literature which describes how women, in general, tend to give up their quest for leadership positions when they feel overwhelmed and unsupported while attempting to navigate through the obvious and hidden barriers (Grove & Montgomery, 2001; Malone, 2001). The data from this study shed light on the fact that African American women interested in higher level educational administration leadership positions need access to support systems that contribute to their job success and satisfaction. The respondents reported that engaging in mentoring relationships helped them bridge the gap between theory and practice. Additionally, they stated that more than one mentor, bringing varied perspectives to the mentee, was needed to help address job-related challenges. The respondents further reported that mentoring relationships are beneficial to both the mentor and mentee and emphasized that the mentoring relationships should be open and both the mentor and mentee should be approachable. In summation, even with its imperfections and inconsistencies, respondents noted that the mentoring process continues to be one of the best ways to provide a lasting influence on the attitudes, knowledge, expertise, and professionalism of African American women who are seeking to attain or retain higher level educational administration leadership positions.
2
Respress, William. "Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2970.
Full textAbstract:
The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey's Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars' decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars' classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience.
3
Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.
Full text
4
Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.
Full textAbstract:
African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.
5
Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
Full textAbstract:
The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
6
Peters, Katie Coleman. "The perceptions of African American fourth grade students about their school experience." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2348.
Full textAbstract:
This study investigated the perceptions that fourth grade African American students have of their school experience and explored whether there was a connection between their perceptions of school and academic performance, as measured by the California Standards Test. The students in the study either scored at the proficient or advanced level on the test or scored below proficient. Students who were in Special Education or who had disciplinary problems were excluded from the study. Students were interviewed at their school and asked questions related to school climate, perception of teachers, perception of administrators, and grade to grade perceptions. Results of the study indicated that the students perceived their school as a positive place where they felt valued and respected and came to learn. They perceived the adults as caring and felt positive about their teacher and administrators. In addition, there was no negative shift in grade to grade perception except for second grade. This was true whether students performed at the proficient or non proficient level. It was also true without regards to gender. In spite of the positive perceptions these students have of their school, their academic performance did not improve. Students articulated that they wanted more of a personal connection with their teachers and wanted to see more of their administrators. Based on the findings of the study, suggestions to address issues students expressed in their interviews include building personal relationships between students and teachers, increasing the visibility of administrators on campus, utilizing a variety of instructional strategies to engage students and to connect lessons to real life situations, implementing learning programs beyond the school day, and organizing a mentoring program.
7
Steele, Tiffany L. "Disciplinary Disruption: Exploring the Connection between High School Sanctioning and Black Collegiate Women's Experiences." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592653957818664.
Full text
8
Ellerbee, William J. Jr. "An examination of why qualified African Americans do not pursue or ascend to the superintendency in California public schools." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2539.
Full textAbstract:
The purpose of this descriptive study was to uncover the reasons why qualified African American administrators in California were not pursuing or ascending to a superintendency. Four questions served as the basis for the research. Using the Superintendent-Level Administrator Review Instrument (SLARI), a three-part questionnaire developed by the researcher, data were gathered from African American superintendent-level administrators in California who held the title of deputy superintendent, associate superintendent, assistant superintendent or executive director. Part I of the questionnaire asked demographic information of each respondent. Part II asked for the respondent's level of interest in the superintendency. Part III asked the respondent to use a Likert scale to indicate how 46 items had impacted his/her decision regarding a superintendency. Qualitative data was also collected by using 17 semistructured interview questions. The SLARI data were analyzed to determine the level of influence of each item. Interview transcripts were analyzed using content analysis and generalized as findings. The findings indicate there are at least 20 variables which have contributed to why more African American superintendent-level administrators are not pursuing or ascending to a superintendency. Some of the variables included lack of mentoring and networking, lack of community support, gender bias towards African American females, racism, lack of bilingual skills, perception of being incompetent, lack of trust, negative media pressure, low salary, headhunters' unfamiliarity with superintendent-level administrators, general lack of experience, negative impact of politics, lack of business skills, poor writing skills, lack of family support, and lack of self-confidence. The findings also indicate that negative actions of boards of education have significantly contributed to the respondents' decision to not pursue a superintendency. Respondents offered several skills, knowledge and strategies they needed to assist them in obtaining a superintendency. The researcher also identified four processes which will help increase the number of African American superintendents including strategic recruitment efforts, ongoing professional development opportunities in school business management and finance, mentoring and networking. Finally, eight recommendations are offered to help increase the number of African American superintendents in California.
9
Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.
Full textAbstract:
This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school vice principals. In addition to the survey instruments, personal interviews were conducted with a small random sample of African American male students in an effort to gather more in-depth information than could be revealed in the survey instrument. Findings revealed that African American male students generally do not perceive African American male vice principals in their schools as role models. The primary reason given was African American males are most often cast in disciplinary roles and only “do the white man's work.” Despite this finding, African American male students feel a need for, and want, African American males vice principals in their schools. The study further revealed that these students have a strong desire to see African American male vice principals in roles other than disciplinary.
10
Robinson-Bishop, Ramona E. "Leadership strategies utilized by elementary principals to increase the academic achievement of African-American students." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2526.
Full textAbstract:
Purpose . The purpose of this descriptive ex post facto study was to identify leadership strategies utilized by elementary principals to increase the academic achievement of African-American students in schools identified as Title I. Procedure . This study utilized qualitative research methods to determine the effectiveness of strategies used in schools to improve the achievement levels of African-American students in Sacramento County. Principal interviews were conducted in schools with free and reduced lunch counts of 70% or higher, enrollment of more than 33% African-Americans, and a principal who was assigned to the site for three or more years. Of the six Sacramento County elementary schools examined, three were high-achieving and three were low-achieving. Initial interviews were followed up with observations, and follow-up interviews. School and district documents were then reviewed to complete the triangulation process. Findings . The outcome of the study listed practices used in high-achieving schools and compared those practices to those used in low-achieving schools. Those commonly mentioned strategies found to be effective, as evidenced by improved test scores in low-achieving schools and implementation in high-achieving schools, were defined. The result was a comparison to determine whether the leadership practices were labeled as effective or ineffective. Evidence used to determine the effectiveness of leadership practices with African-American students included 1999 and 2002 schoolwide Academic Performance Index, 2002 Academic Performance Index scores for the African-American subgroup as compared to those of the Caucasian subgroup, and compared proficiency levels on the California Standards Test. Those practices found to be most effective in schools, whether they were low-achieving or high-achieving, were then categorized and listed. There were several common strategies found in the most effective schools. Schools that were most effective in improving achievement levels for African-American students shared some strategies, which were labeled as high impact strategies. Moderate impact strategies were shared by two of the three most effective schools, and low impact strategies were found in the most effective school solely. Additionally, it was determined that while principals felt that specialized training was necessary to truly serve the needs of the African-American student, none of them have provided such a training at their sites. Principals either felt that poverty was the true issue, or were afraid or hesitant to discuss issues related to race.
11
Wilson, Carol A. "A Portrayal of the Work Life of Tenured African-american Female Faculty Working Within Historically White, Public Institutions of Higher Education in Virginia." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2995.
Full textAbstract:
The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed educational preparation, mentoring, expectations, frustrations, difficulties, cultural and collegial experiences. Participants' audio taped responses were transcribed. Similarities that evolved from the discussions were identified. Repeat conversations reflected concerns about the lack of role models, community, activities, isolation, mentoring, and access to professional development opportunities. These women were experiencing some of the same career paths, teaching experiences, institutional experiences, community and personal activities, and work life environments. The findings portrayed women that were very competent. The seven women interviewed had distinctive work ethics and, in spite of overloads in departmental responsibilities, at least six of them had completed some scholarly activities. These scholarly activities included funded grants, books, and community reform projects. These African-American women faculty members are still struggling to enter into the academic mainstream. They are currently working in different and uncertain environments. Being African-American and female places the women in this study in a subordinate role.
12
Williams, Randolph. "How direct descendants of a school lockout achieved academic success: Resilience in the educational attainments of Prince Edward County's children." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154190.
Full text
13
Harris, Paula Williams. "African American High School Graduates' Perceived Academic Success Factors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2447.
Full textAbstract:
A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling was used to select 10 African American graduates who scored proficient on the EOC reading/language arts exam and who were 18 years or older. The data were collected through one-on-one interviews and were analyzed using qualitative content analysis. The data revealed that all the participants had a positive adult figure who motivated and encouraged them to continue to succeed. Based on the research findings, a project on mentoring was developed. Implementation of a professional development workshop on mentoring could bring about a positive social change for more African American students because the project provides a mentor for more African American students at this high school, which may lead to more African American students improving their academic success.
14
Grubbs, Corey D. "The Lived Experiences of Black Male Principals in Urban Settings." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620381314626989.
Full text
15
Jakiel, Diulus Lindsey B. "Exploring the Community Cultural Wealth of Low-Income Collegians of Color in their Transition from High School to College." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2465.
Full textAbstract:
This narrative study explores the transition from high school to college for low-income students of color who participated in a college access mentoring program, the College Admissions Project (CAP) while in twelfth-grade. A community cultural wealth (CCW) lens guides this research and is used to examine student experiences. CAP alumni who enrolled in an institution of higher education in the fall semester immediately following their high school graduation are the participants in this study. A narrative approach to inquiry is used because the author is interested in the particular experiences of a few individuals. Specifically, the experiences of low-income students of color from New Orleans as they made the transition from high school to college either in 2015 or 2016. This study has implications for practice in the area of college access programs as well as theoretical applications which extend a CCW framework to additional communities of color beyond Latina/o communities. In the area of practice, supporting positive peer relationships could make college access programs more effective. Student voice is also important to the participants in this study. Students should be part program development and evaluation processes so that programs are designed to best meet their needs as they exist, rather than as adults see them. There is some evidence that a CCW framework is applicable to the experiences of these students. Informational and social capital were most commonly referenced by participants, and efforts to help students further develop these assets would help to support their college transition processes.
16
Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.
Full text
17
Harris-Williams, Cassandra. "African American College Students' Perceptions of Valuable College Experiences Relative to Academic Performance." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304473859.
Full text
18
Ray, Patricia. "Defining Defiance| African-American Middle School Students? Perspective on the Impact of Teachers? Disciplinary Referrals." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723083.
Full textAbstract:
<p> The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application of the California educational code regarding discipline. Disproportionate numbers of African-American students are being suspended and expelled from public schools. This overreliance on exclusionary punishment has led to the School-to-Prison Pipeline, and the statistics related to suspension rates from school mirror that of the criminal justice system. This study captures the voices of students who are consistently referred to the office by classroom teachers in order to understand how they perceive and articulate their experiences with the school disciplinary process and how those experiences impact their academic and personal lives. Findings indicate that participants want to do well in school. The participants described many of the behaviors that triggered an office referral as trivial, such as being tardy to class, talking, or not doing their work. When their infractions were more serious, students stated that they acted out because the teacher had been disrespected or antagonized them. More than anything, participants want teachers to listen to them and to respect them, and they want to be active participants in their learning. </p>
19
Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.
Full text
20
Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.
Full text
21
Craft, Eleanor N. V. "Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582.
Full text
22
Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
Full textAbstract:
This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
23
Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.
Full text
24
Hawkins, Lillian Artene Hall. "Race, Representation, and Role: Why African American Females Run for School Board." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1227647591.
Full text
25
Drakeford, Lillian Dowdell. "What's Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101.
Full text
26
Gore, Shanda Laine. "An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762.
Full text
27
Smith, Audley Edward. "A critical examination of the impact of school principals' leadership on the academic achievement of African American males in preschool through third grade." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228937687.
Full text
28
Murphy, Fulford Wanda. "Secondary English Teachers' Experiences on Critical Thinking for African American Male Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4873.
Full textAbstract:
African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey's constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of the United States participated in semistructured interviews; observations were conducted in the classroom, and lesson plans were reviewed. Patterns, categories, and themes emerged through using the coding process by breaking down the data into units and then grouped according to their characteristics. According to the findings, participants from this study suggested that problem- solving was the main higher level thinking skill for AAMSs. These local ELA teachers also used the Socratic questioning method as their primary instructional strategy but limited constructivist activities for AAMSs to engage during the instructional process. The findings from the data collection support the development of a professional training program. The professional development program could help teachers engage AAMSs in increasing their academic endeavors. ELA teachers can participate in professional learning communities by communicating concerns about AAMSs, using HOT skills to increase AAMSs literacy performance, become change agents, and promote a positive social change by using constructivist practices into school curriculum and instructions for AAMSs, eventually closing the achievement gap.
29
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Full text
30
Flowers, Lea Randle. "Exploration of the Socialization Process of Female Leaders in Counselor Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/383.
Full textAbstract:
Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.
31
Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.
Full text
32
Washington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.
Full text
33
Sadddler, Craig A. Sr. "People Who Care: Counter-Stories of Unitary Status in Rockford, Illinois." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1452594736.
Full text
34
Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.
Full text
35
Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.
Full textAbstract:
<p> The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.</p><p> Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males. </p>
36
Taylor, Bradley Lyle. "The retention and recruitment of African Americans in sport administration positions at NCAA institutions." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221294.
Full textAbstract:
The intent of this investigation was to examine age and gender differences in neuromuscular adaptations following 12 wks of progressive resistance training(PRT). 39 healthy, untrained individuals were divided into four groups: older men((OM); 70±1.67; n=9), older women((OW); 73.75±1.76;n=8), young men((YM); 25.9±2; n=6) and young women((YW);22.2±1.2; n=6). Subjects participated in a bi-lateral knee extensor PRT consisting of 2 sets of 10 repetitions and 1 set to volitional failure at 80% of their onerepetition maximum(1RM), 3 days per week. Prior to and after completion of the PRT, subjects' right thigh muscles were evaluated for cross-sectional area (CSA) via computed tomography, maximal voluntary isometric contraction (MVC), specific tension((ST);MVC/CSA), maximal neuromuscular drive(IEMG), and 1RM. Subcutaneous needle biopsies were also taken from the subjects' right vastus lateralis pre and post PRT. CSA increased (time, P<0.05) in all four groups following the PRT (4.35%+0.94 to 7.31%+3.87). Excluding OW, each group displayed an improvement (time, P<0.05) in MVC (OM 28.7%+5.06, YM 17.4%+5.8, and YW 17.8%±10.3). OM and YM demonstrated increases (time, P<0.05) in ST after completion of the PRT, 21.67%+4.88 and 12.5%+5.1, respectively. These two groups also improved (timeXgender, P<0.05) over their gender counterparts for this variable. IEMG increased (time, P<0.05) in OM and YM (37.8%+12.3 and 43.26+12.54, respectively) and both groups also showed improvements (timeXgender, P<0.05) over their gender counterparts. 1RM increased (time, P<0.05) in all groups (34.9%+7.9 to 57.3%+8). OW showed an increase (time, P<0.05) in the CSA of the MHC type Ha fibers. No other changes in single fiber CSA occurred. While all groups displayed increases in CSA and strength, ST and IEMG data indicate that neuromuscular drive may influence strength increases seen with resistance training to a greater extent in males than females, regardless of age.<br>School of Physical Education
37
Guy, Mignonne Catherine. "Othering the Other: How Stereotypes Influence African American and Black African High School Students' Perceptions and Expectations of Higher Education." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195950.
Full textAbstract:
For decades, researchers have sought greater understanding of the educational achievement gap between Blacks and Whites in the U.S. Past studies have concentrated heavily on K-12 attainment, and more recently on that of minority paths to higher education as well as obstacles to academic achievement. Often unnoticed are the interactions between social forces and the individual level psycho-social and cultural factors that may place a significant role; the stigmatization and resultant marginalization of Black students by negative stereotypes that classify them as intellectually inferior. This study explores African American and Black African highs school students' perceptions of negative stereotypes placed upon them through the conceptual frameworks of critical race theory (CRT) and the multidimensional model of racial identity (MMRI). Examining differences by immigrant status, this study seeks to uncover the intersection between the socially constructed images assigned to stigmatized groups differently influenced by negative stereotypes of Blacks and the subsequent influence on the students' perceptions and expectations of higher education. The narratives of this study illustrate the complexity of and interplay between external forces, minority youth social identities and pathways to academic attainment. This study finds that African American and Black African youth have multiple social identities that are not always reflective of the most accessible one of race. This study finds that salient social identities, personal or vicarious experiences of discrimination and being negatively stereotyped shape Black youths' individual aspirations and strategies for achievement. The present study calls into question the claim that Black youth process and respond to negative stereotypes of Blacks in a predictable manner and that these students respond to them independently of other social forces such as their families and communities in which they reside.
38
Kimathi, Patricia Renee'. "African American parents| Choice and charter schools." Thesis, Fielding Graduate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588218.
Full textAbstract:
<p> This mixed method research investigated the question: What elements do African American charter school parents in a Southern California community identify as important in their children's charter schools? Twenty-three African American families who had enrolled their children in charter schools in a Southern California community responded to a survey. Five respondents were randomly selected for semi-structured interviews. </p><p> The history of African American parents and children in this country has been one of limited access and choice. Early African American educators proposed education as the means by which African Americans could improve their lives and pursue the American dream (Dubois, 1989; Washington, 1901; Woodson, 1933). After centuries of being in traditional public schools the majority of African American children are not being successfully educated (Johnson, 2002; Haycock, 2009). As a result of widespread dissatisfaction with public schools, an increasing number of African American parents are choosing charter schools as an alternative to traditional public schools (Zimmer et al., 2003, 2009). </p><p> The African American families in this study shared the following six elements that influenced their decision to enroll their children in charter schools: academic achievement/ curriculum, parental engagement, quality of teaching, class/school size, safety/ security, and extra activities. Implications from this research and future research are included.</p>
39
Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.
Full text
40
Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.
Full textAbstract:
The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race theory and zone of proximal development. Criterion sampling was used to select 6 participants for this qualitative case study. The sample included 2 teachers, 2 school counselors, and 2 school administrators. Face-to face interviews were conducted and transcripts were analyzed using open coding with topical analysis to see if any patterns emerged concerning teachers', school counselors', and school administrators' perceptions of the special education referral process. Member checking was used to improve trustworthiness of the interpretations. Findings revealed that all participants were unaware of the disproportionate number of AA students in special education, and reported that they followed the established rules and procedures within the school to guide their referral decisions. In addition, all respondents identified their distinct role in the referral process, and indicated that when placed properly, students can benefit from special education placement. Positive social change may result by exploring stakeholder perceptions of the special education referral processes among school staff, and ensuring that those involved in special education referrals are applying processes consistently for all students.
41
Jones, Linda D. "High school leaders' perceptions of practices that increase graduation rates of African American males." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10011534.
Full textAbstract:
<p>ABSTRACT
Title of Document: HIGH SCHOOL LEADERS? PERCEPTIONS OF
PRACTICES THAT INCREASE GRADUATION
RATES FOR AFRICAN AMERICAN MALES
Linda Snyder Jones, Doctor of Education, 2015
Directed By: Dr. Dennis Kivlighan
Department of Counseling, Higher Education and
Special Education
Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and reading assessments (Wiltz, 2012; Education Week, 2011; Education Trust, 2003). White and Asian students are still twice as likely as Black and Hispanic students to take classes that are considered academically challenging. Fewer than 10% of African American students participated in rigorous courses in 2009 (Education Week, 2011; NCES, 2009). Moreover, data show 54% of African Americans graduate from high school, compared with more than 75% of white and Asian students.
Educational disparities are especially apparent between African American males and other groups regarding graduation rates. A report by the U.S. Department of Education (2013) shows that graduation rates are at their highest with 76.8% graduation rate in 1973 compared to 81% graduation rate in 2012(NCES, 2009, NCES, 2013). Despite this increase, one million students failed to graduate in 2013 most of whom were minorities (Richmond, 2013). The Schott Foundation for Public Education (2012) documented that in public education, of all ethnic/racial or gender groups, African American males have been least likely to secure a diploma four years after beginning high school.
The major research questions guiding this study were: (1) What practices do school-based leaders use to improve the high school graduation rates of African American males? (A) Are there other strategies school-based leaders might consider implementing to continue raising the graduation rates for African American males?
Using qualitative methods and an ethnographic case study design, semi-structured interviews were conducted with six high school-based leaders-- two principals, two assistant principals, one guidance counselor and one alternative-1 teacher. Findings revealed seven major themes and three minor themes. Major themes included: student/teacher relationship, mentoring programs, academic support, making school connections, data monitoring/assessment, teacher expectations and teacher professional development. Minor themes were comprised of: student self-esteem, parent involvement and funding for programs.
42
Thomas, Romeshia C. "BECOMING A STUDENT AFFAIRS ADMINISTRATOR: A STUDY OF ANTICIPATORY SOCIALIZATION AND THE DECISION OF AFRICAN AMERICANS TO ENTER THE STUDENT AFFAIRS PROFESSION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1020.
Full textAbstract:
The current and growing shortage of student affairs administrators is a growing concern among colleges and universities within the United States, and raising awareness and recruitment within the profession are recognized national priorities (NASPA, 2012). The growth and sustainability of the student affairs profession is largely dependent on the ability to recruit the next generation of administrators. However, there is not a clear understanding of the experiences that influence student affairs administrators' decision to choose student affairs as a career. The purpose of this study is to examine the experiences (personal, professional, social) that influenced African American student affairs administrators at public, four-year, predominantly White institutions decision to pursue student affairs as a career. Further, this study investigates the association between these experiences and anticipatory socialization. The concept of early professional socialization or anticipatory socialization is the first step that takes place in the socialization process and occurs prior to entry into an organization. I argue that African American student affairs administrators are imperative to the student affairs profession because they play an instrumental role in the development of African American college students, as well diversifying the field of student affairs as a whole. This diversity enhances the educational experience for both minority and majority students. Therefore, it is imperative that student affairs administrators continue to encourage and recruit more African Americans to the field, by building a pipeline of future student affairs professionals. This qualitative study examines the previous experiences and backgrounds of African American student affairs administrators. Focusing on professionals working at four-year, predominantly White institutions (PWIs), this study seeks to learn about the personal, professional, and social experiences that led participating staff members to pursue work in the area of student affairs. The central focus of this study is to examine and understand how African American student affairs administrators come to choose their profession, and ways in which current African American student affairs administrators may recruit and encourage students to enter into the student affairs profession. Socialization is the process by which an individual learn the necessary attitudes, skills, and behaviors in order to fulfill professional roles organization (Merton, 1957; Tierney, 1997; Van Maanen & Schein, 1979). Socialization theory frames this study and provides a framework for analyzing my research problem in light of understanding how minority student affairs professionals may apply the socialization process in order to recruit and influence African American students to pursue careers in the student affairs profession. I hope that the significance of my findings will assist current African American student affairs administrators in gaining a better understanding of how these experiences impact the decision of African Americans to pursue careers in student affairs, so that they can better recruit more African American students into the field.
43
Russell, Elizabeth (Annie). "Voices Unheard: Using Intersectionality to Understand Identity Among Sexually Marginalized Undergraduate Students of Color." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333141044.
Full text
44
Owens, Carol L. "Small learning communities versus small schools: Describing the difference in the academic achievement of African American high school students." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2409.
Full textAbstract:
In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the No Child Left Behind Act of 2001 (NCLB). NCLB had as its purpose, the closing of the gap in academic achievement between White students and the historically underserved student groups of African American, Hispanic/Latino(a), and low-income. Recently, there has been a lot of interest in how small learning environments effect the academic achievement of historically underserved students. In addition, several school districts, e.g. Chicago Public Schools, New York City, and Sacramento City Unified School District, have reformed their schools into comprehensive high schools with Small Learning Communities (SLCs) and small schools. Determining which of these two small learning environments is most effective in improving academic achievement can then be used to inform education policy regarding school design. This study used quantitative methods to determine if there is a difference in the academic achievement of African American high school students attending large urban high schools with small learning communities and those attending small urban high schools with student populations under 500. Independent samples t -tests were performed to determine if there was a statistically significant difference in the English Language Arts and Algebra 1 California Standards Test scores between African American high school students attending SLCs and African American high school students attending small schools. Additionally the research focused on the difference in the graduation and dropout rates between the two small learning environments. In none of the four measures of academic achievement studied did African American students in the large high schools with small learning communities outperform students in small schools. Based on the findings of this research—lower dropout rates, higher CST scores, and higher graduation rates in the small schools, school districts might consider creating small schools rather than breaking up large schools into SLCs.
45
Nisly, Jenelle Susan. "The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/795.
Full textAbstract:
African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted program or participating and then dropping out. Data were collected through individual interviews. Interpretative phenomenological analysis revealed that participants expected talented and gifted programs to be challenging, boring, or fun. Attitudes about learning in gifted programs included a preference for hands-on activities, the study of other cultures, accelerated work, and a desire for a daily class rather than a pullout program. Male and female African Americans experienced participation in gifted programs differently. Males perceived that they are normal and like everybody else, but females perceived the need to resist conforming to negative African American stereotypes. Recommendations that could improve retention rates for African Americans in gifted programs include revising policies regarding gifted program delivery and providing teacher training with an emphasis on African American cultural sensitivity. The contribution of this study to the body of research literature has implications for positive social change because developing the talents and gifts of African Americans through gifted programs could result in higher college graduation rates and greater employment opportunities.
46
Nesmith, Leo Jr. "The vestiges of Brown| An analysis of the placements of African American principals in Florida public schools (2010-2011)." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576257.
Full textAbstract:
<p> The purpose of this study was to examine and describe the relationship between a school’s percentage of African American students enrolled and the placement of an African American principal for all of Florida’s K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school’s level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida.</p><p> Data were collected and analyzed using quantitative methods for 2,705 schools that served as the units of analysis. Using correlational analysis, the study found that a significantly positive and moderately strong relationship existed between a school’s percentage enrollment of African American students and the placement of an African American principal. Moreover, only socioeconomic status significantly moderated this relationship. Lastly, principal race significantly related to each of the moderator variables except for African American district superintendents.</p><p> The study’s conceptual framework consisted of legal, organizational, and human level theories that underlie the placement of public school principals in our post-civil rights era. From a legal perspective, although <i> Brown</i> and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. At the organizational level, the race of a principal seemed to carry the greatest value in determining inequities at high school level placements, and in schools based on levels student achievement and student poverty. Through the lenses of the ASA and RMT frameworks that make up the human resource theory, this study found White superintendents were less apt to place African American principals in majority African American schools than African American, and especially Hispanic, superintendents.</p>
47
Mack, Delmar L. "Perceptions of African-american Seniors Regarding Factors of Institutional Support at Three Predominantly White Tennessee State-supported Institutions of Higher Education." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2944.
Full textAbstract:
This study of African-American seniors at East Tennessee State University, Middle Tennessee State University, and the University of Tennessee at Knoxville was conducted to solicit student responses about the perceptions of their schools, university services, and experiences at those institutions. The study employed quantitative data and descriptive analysis was performed. Data collected in this study described the demographic characteristics of the students and their perceptions, attitudes, experiences and level of involvement in the campus environment for African-American seniors. Data in this study indicated perceptions that Tennessee must be committed to increasing financial support to the universities. Universities must be committed to increase faculty and student involvement, create a culturally diverse environment and expand existing recruitment and retention programs.
48
Gayle, Marlon De Shawn. "African American administrators' perspectives: Improving African American male high school graduation rates in San Joaquin County." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/83.
Full textAbstract:
This Northern California single case qualitative study used Critical Race Theory as a framework for examining the perspectives of African American administrators on improving graduation rates of African American male public high school students in San Joaquin County. Barriers to graduation completion in San Joaquin County public high schools continue to leave stakeholders looking for solutions to change the status quo for African American male high schools students. Ten San Joaquin County African American male and female administrators (identified by pseudonyms) from various public elementary, middle, and high schools were interviewed individually. Participants' responses were categorized into themes according to their answers for each question. Contrary to explanations for low graduation rates of African American male students, as predicted in the literature review of this study, the participants' perspectives rarely indicated that discipline, or lack of parental involvement was a prevailing reason for low graduation rates for African American male students. Low teacher expectations, lack of role models and advocates, and the failure of the school systems to implement successful strategies to improve the graduation rates of African American male students appeared to be the most common themes as discussed in the literature review. Participants perspectives suggest public high schools in San Joaquin County struggle to make positive connections with African American male students. All of the participants claimed that teachers, administrators, and school staff struggle to build and maintain healthy relationships with African American male students. Some of the recommendations from the participants of this study suggest that stakeholders can assist African American male students in overcoming barriers and improving their graduation rates by: starting African American male charter schools, operating mentoring programs in schools, and recruiting more African American teachers and administrators.
49
Clemons, Thompson Stephanie A. "The Problem We All Live With: A Critical Appreciative Approach to Undergraduate Racial Justice Activism." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554032155135838.
Full text
50
Riley, Glenda A. "Implementing a culturally relevant pedagogy to enhance student achievement in school districts with a predominantly African American population." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634069.
Full textAbstract:
<p> This study examines a cultural pedagogy relating to race, culture, and improving student achievement, as well as the extent to which teachers' critical and reflective practices influence how they deliver classroom instructions. When teachers' practices are critical and reflective they can re-assess their current teaching practices while attempting to improve their teaching pedagogy (Morton, 2009; Hatzipanagos & Lygo-Baker, 2006). This study seeks to determine the relationship between student achievement and teachers' use of a cultural pedagogy. Research for this study considers three styles of pedagogy: culturally responsive pedagogy, culturally relevant pedagogy, and critical pedagogy. This study is intended to contribute to the body of research that focuses on student achievement in school districts with a predominantly African American student population. Information gained from this study should be of interest to most education administrators, practitioners, and counselors. </p>