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Counterstories Urban Black Students Perceptions Of How Faculty Influence Their Academic Success At A Small Rural Predominately White Liberal Arts College
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Book Synopsis Counterstories: Urban Black Students' Perceptions of how Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College by : Vicki I. Ansorge
Download or read book Counterstories: Urban Black Students' Perceptions of how Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College written by Vicki I. Ansorge and published by . This book was released on 2015 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Black Students' Perceptions by : R. Deborah Davis
Download or read book Black Students' Perceptions written by R. Deborah Davis and published by Peter Lang. This book was released on 2004 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Students' Perceptions documents and addresses what it means to be a black person getting an education in a predominantly white university."--Jacket.
Download or read book Between Two Worlds written by Lois Weis and published by Routledge. This book was released on 2018-01-02 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1985, this book explores the ‘lived culture’ of urban black students in a community college located in a large northeastern city in the United States. The author immersed herself in the institution she was studying for a full academic year, exploring both the direct experiences of education, and the way these experiences were worked over and through the praxis of cultural discourse. She examines in detail the messages of the school, including the ‘hidden curriculum’ and faculty perspectives, as well as the way these messages are transformed at a cultural level. The resulting work provides a major contribution to a number of debates on education and cultural and economic reproduction, as well as a leap forward in our understanding of the role schooling plays in the re-creation of race and class antagonisms. This work will be of great interest to anyone working with minorities, particularly in the context of education.
Book Synopsis Teaching to Close the Achievement Gap for Students of Color by : Theodore S. Ransaw
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Book Synopsis The Agony of Education by : Joe R. Feagin
Download or read book The Agony of Education written by Joe R. Feagin and published by Routledge. This book was released on 2014-04-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.
Book Synopsis First-generation, African-American Students' Experiences of Persisting at a Predominantly White Liberal Arts College by : Candy McCorkle
Download or read book First-generation, African-American Students' Experiences of Persisting at a Predominantly White Liberal Arts College written by Candy McCorkle and published by . This book was released on 2012 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Generational status of students is one of the variables that colleges and universities are starting to track and study in order to gain a better understanding of its impact on retention and persistence of students. This phenomenological study provides narrative from five first-generation, African American students who attend a predominantly White liberal arts college in the Midwest; their stories provide a snapshot of how they experienced college, made meaning of those experiences and the impact of these experiences and meaning-making on their motivation to persist in college. These five students participated in individual audio-taped interviews that were analyzed and coded. Six themes emerged that were descriptive of the students experiences. In order to demonstrate trustworthiness the themes and description of the themes were reviewed by an external auditor. The first generation, African American students in this study persisted despite facing isolation and discrimination in their predominantly White campus community. The students found mentoring relationships with White faculty, support from other African American students and Black student groups, and finding their own identity as an individual to be significant factors in their persistence. In addition, limitations of this study are detailed and recommendations for future research on first generation students are identified. Recommendations for practical applications of the findings of this study are made regarding how colleges and universities might use this study to improve services for all students. The most common recommendation from students in this study was to provide more role models by hiring more Black and African American faculty and staff.
Book Synopsis Beyond Acting White by : Erin McNamara Horvat
Download or read book Beyond Acting White written by Erin McNamara Horvat and published by Rowman & Littlefield Publishers. This book was released on 2006-03-09 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.
Download or read book We're Not OK written by Antija M. Allen and published by Cambridge University Press. This book was released on 2022-05-05 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores racial inequity within higher education, and its impact on the inclusion, retention, and mental health of Black faculty.
Download or read book Affirmed Action written by Lenoar Foster and published by Rowman & Littlefield. This book was released on 1999 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here for the first time is a wide-ranging collection of essays by white faculty who explore the unique goals, successes, and challenges they encounter in choosing the unusual position of the 'other' in a higher education environment dedicated first and foremost to the empowerment of Black Americans.
Book Synopsis Faculty of Color in Academe by : Caroline Sotello Viernes Turner
Download or read book Faculty of Color in Academe written by Caroline Sotello Viernes Turner and published by Allyn & Bacon. This book was released on 2000 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensive, in-depth study of the inequalities based on ethnic and racial differences in the professional environment of high education.
Book Synopsis African American Faculty Perceptions of how Campus Racial Climate and the Quest for Tenure Influence Their Interaction with African American Students at Predominantly White Institutions by : Daryl C. Davis
Download or read book African American Faculty Perceptions of how Campus Racial Climate and the Quest for Tenure Influence Their Interaction with African American Students at Predominantly White Institutions written by Daryl C. Davis and published by . This book was released on 2019 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American faculty at predominantly White institutions face a conundrum. African American students experience an achievement gap and Student Involvement Theory suggests that faculty interaction has greater impact on student achievement than any other type of involvement. These faculty may feel an obligation to serve such students yet simultaneously feel disincentivized to do so in order to satisfy tenure requirements, which typically do not prioritize service. This study sought to discover how these faculty perceive this challenge within the context of campus racial climate. Campus Racial Climate was the conceptual framework and Critical Race Theory was the theoretical framework employed in this study. Information was collected by analyzing institutional documents, interviewing faculty, and conducting member-checking to verify accuracy. Three themes regarding faculty perceptions about student-faculty interaction emerged: Faculty Experiences, Student Rapport, and Institutional Milieu. This study also arrived at four key conclusions. First, homophily (gravitation toward those who share important social characteristics) influenced perceptions of student-faculty interaction more than campus racial climate. Negative campus racial climates have been noted to motivate African American student-faculty interaction and were believed to be a primary impetus for it. However, this study revealed that the motivation for such interaction exists whether the climate is positive or negative. Homophily, was perceived as having a constant and direct influence on views about student-faculty interaction while campus racial climate was regarded as having a contextual and indirect influence on the same. Second, campus racial climate did not directly influence views about African American student-faculty interaction. However, campus environment (without respect to race) and race (without respect to campus environment) did influence perceptions. Third, the quest for tenure tempered interaction as the quantity of relationships reduced while their quality deepened. This reduction has both faculty and institutional origins. Finally, campus racial climate influenced experiences as faculty members but the climate was not perceived identically. This led to the development of the Racial Climate Relativity model which posits that racial climate is experienced as a function of Departmental Racial Climate, Campus Characteristics, Campus Location, Faculty Attributes, Student Relationships, and Administrative Commitment.
Book Synopsis Integration Interrupted by : Karolyn Tyson
Download or read book Integration Interrupted written by Karolyn Tyson and published by Oxford University Press. This book was released on 2011-02-21 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.
Download or read book Whited Out written by Anthony A. Pittman and published by Peter Lang. This book was released on 2009 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Historically, conventional scholars in the field of education have asserted that underachievement by Black students may be attributed to cultural deprivation and/or genetic deficiencies. Hypotheses like these have led to the proliferation of theories that Black students are inferior when compared to their White counterparts. But despite such assertions, some Blacks have been able to succeed academically. Commonly expressed themes in recent literature suggest that intelligent Black students must cross cultural and racial boundaries to be successful academically. Consequently, Black students who experience academic success are often perceived as «acting White». Using participation in an honors curriculum as a symbol of explicitly recognized intelligence at the collegiate level, Whited Out explores the identities of several Black collegiate honors students, focusing in particular on how they think about race, achievement, and social engagement. The book sheds new light on why some Black students experience academic success and some do not. Perhaps most importantly, the book illustrates why «acting White» should not be among the rationales upon which many scholars predicate their arguments for the existing disparity between Black and White students' academic performance.
Book Synopsis Speaking of Race and Class by : Elizabeth Aries
Download or read book Speaking of Race and Class written by Elizabeth Aries and published by . This book was released on 2012 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In Speaking of Race and Class, the follow-up volume to her groundbreaking Race and Class Matters at an Elite College, Elizabeth Aries collaborates with Richard Berman to complete her four-year study of diversity at a prestigious liberal arts college. Here the fifty-five affluent black, affluent white, lower-income black, and lower-income white Amherst students whom Aries interviewed in their freshmen and senior years provide a complete picture of what (and how) each group learned about issues of race and class. Aries presents the students' personal perceptions of their experiences. She reveals the extent to which learning from diversity takes place on campus, and examines the distinct challenges that arise for students living in this heterogeneous community. Aries also looks more broadly at how colleges and universities across the country are addressing the challenges surrounding diversity. Speaking of Race and Class testifies to the programming and practices that have proven successful."-- Publisher description.
Book Synopsis Teaching Race in the 21st Century by : L. Guerrero
Download or read book Teaching Race in the 21st Century written by L. Guerrero and published by Springer. This book was released on 2016-04-16 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection brings together pedagogical memoirs on significant topics regarding teaching race in college, including student resistance, whiteness, professor identity, and curricula. Linking theory to practice, the essays create an accessible and useful way to look at teaching race for wide audiences interested in issues within education.
Book Synopsis Acting Black by : Sarah Susannah Willie
Download or read book Acting Black written by Sarah Susannah Willie and published by Psychology Press. This book was released on 2003 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores what it is like to be black on campus though the experiences of black students at both predominantly white and predominantly black universities, within a timeline of black education in America and a review of university policy.
Book Synopsis How Does Racial Identity Affect African American College Students' Ability to Assimilate on Predominantly White College Campuses and Its Impact on Retention by : Janette Howard
Download or read book How Does Racial Identity Affect African American College Students' Ability to Assimilate on Predominantly White College Campuses and Its Impact on Retention written by Janette Howard and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to determine how racial identity of African American college students can impact their ability to assimilate on predominately White college campuses to the point of hindering their retention. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey consisting of 25 questions that was completed by N=125 African American students attending a Predominately White University in the Mid-West. Phase two of the study was a convenience sample of thirteen African American students living on and off campus. The following research questions were addressed to explore the research topic. (1) How does racial identity impact African American college students' ability to assimilate at a predominately White university with a high enrollment of African American college students? (2) How do African American college students perceive their college/university's commitment to them? (3) How do African American college students perceive their racial identity impacting their lives? The findings of the study showed that the complexities of racism and stereotypical perceptions made the process of assimilating into the college environment holistic, including social, academic, internal and external variables that impacted their ability to assimilate and form relationships needed to have a well-rounded college experience. However, many of the students interviewed felt some of the stereotypical perceptions are sometimes perpetuated by the actions of their Black peers. During a few of the interviews, students (N=7) described their dismay with the behavior that some of their peers exhibited. The participants that were interviewed felt that the students' success should be a shared responsibility. It should be up to the students to be accountable; one participant stated "too often people want to blame others for things that happen to them." Furthermore, he explained that he takes full responsibility for the 2.0 grade point he had at the end of the last semester, but he is now looking at a 3.2 for this semester. Many of the students expressed that they did feel the faculty and staff ratio could be more representative of the African American population. The students also felt the administration could do more to bring the students together as a whole, the students of color and the White students. The consensus of the interviews was that Black people as a whole, in the eyes of the boarder society, are not respected nor looked at as assets. Many of the students interviewed felt that if the Black students and the White students had more opportunities to engage outside of the classroom, they may see Blacks beyond the stereotypical perceptions.
