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Land Access as Liberation: A Qualitative Study on Faith, Food, and Farming of Urban and Rural Black Land Stewards in the United States
Full text linkSince 1920, Black farmers in the United States have held less than 2% of the nation\u27s farmland, a direct result of race-based discriminatory policies embedded within federal, state, local, and county-level institutions (Daniel, 2013). Structural barriers—ranging from exclusionary lending practices by the U.S. Department of Agriculture (USDA) to the systematic dispossession of land through legal loopholes, heirs’ property laws, and violent racial terror—have contributed to this staggering decline in Black land ownership (Gilbert et al., 2002). The erosion of Black agrarian landholdings intensified in the latter half of the 20th century, as government programs, civil rights legislation, and technological advancements, which ostensibly aimed to foster prosperity and equity, often reinforced existing disparities instead of dismantling them (Daniel, 2013; Penniman, 2018).
Black farmers and land stewards have long faced systemic challenges, including restricted access to capital and credit, exclusion from new markets and regional food hubs, and a lack of visibility and institutional support compared to their white counterparts (Reynolds & Cohen, 2016). These barriers are not incidental; they are the outcomes of policy-driven exclusion that sustains food apartheid and racialized food insecurity, disproportionately affecting urban and rural Black communities (Alkon & Agyeman, 2011). Understanding food apartheid requires examining the intersections of racial capitalism, land dispossession, and community self-determination, as well as recognizing how Black farmers and land stewards actively resist these structures through cooperative economics, agroecology, and land reclamation efforts (White, 2018).
This research seeks to center the voices and experiences of Black farmers and land stewards, and underscores land access as a fundamental pillar of liberation and empowerment
Black Women, Black Pride, and Mental Health: How Does the Power of an African American Woman’s Cultural Pride Influence her Perceived Barriers to Mental Health Care?
No full textThis research investigated the relationship between cultural pride and perceived barriers to mental health care among African American women in the United States. Though extensive research has highlighted the disparities in mental health service utilization among racial and ethnic minorities, few studies have examined how variations in cultural identity, specifically cultural pride, influence the perception of barriers to accessing care within the African American community. This study was designed to address this gap by exploring how differing levels of cultural pride may affect African American women’s experiences with stigma, mistrust, financial constraints, and availability of services as they relate to mental health care access. Cultural pride was defined as a combination of ethnic identity exploration and affirmation. A cross-sectional mixed-method research design was employed, and data were collected from 61 African American women age 18 years and older recruited through social networks and social media. Participants completed two primary measures: the Barriers to Access to Care Evaluation (BACE-3), which assesses a wide range of perceived barriers to mental health services, and an adapted version of the Racial Identity Scale (RIS) from Ford (1995), which was used to measure levels of cultural pride. Stepwise analyses examined the relationships between cultural pride and perceived barriers, controlling for demographic factors such as age and prior mental health service utilization. Results revealed that higher levels of cultural pride were significantly associated with lower perceptions of stigma-related barriers. These findings highlight the protective role of cultural pride and emphasize the importance of culturally responsive mental health interventions for African American women
A Phenomenological Qualitative Study of Sense of Community in an Inner-City Parochial School: Expanding the Seats at the Table.
Full text linkSt. Angela’s School is an elementary school in the Austin area of Chicago. This phenomenological qualitative study examined Sense of Community (SOC) at St. Angela’s, operationalized as “The feeling that St. Angela School is welcoming, psychologically and physically safe, that I matter, I am respected, and that I belong.” As an inner-city, parochial school, St. Angela’s has seen extensive changes in the neighborhood and the student population, both in ethnicity and enrollment. The last two principals requested a study of its SOC to identify solutions as diminished enrollment and teacher turnover have threatened its continued existence.
Thirty-three individuals were interviewed who were interested in the school\u27s success and represented a wide breadth of experience and attachments to the school: administration, parents, teachers, students, support staff, volunteers, alumni, neighbors, and civic authorities. The results were illuminating with an exciting array of solutions offered by those “invited to the table.
Impact of Counseling Services and Campus Engagement on Academic Performance of Neurodivergent College Students
No full textNeurodivergent students, including individuals with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), dyslexia, and other learning differences, face unique challenges in higher education. These challenges impact their academic performance, social integration, and overall college experience. As institutions expand their support services, it is crucial to understand the comparative effectiveness of counseling services and campus engagement on academic outcomes. This quantitative correlational study examines the relationships between counseling services, participation in campus activities, and academic performance among neurodivergent students at Beacon College. This study uses institutional records to analyze the impact of counseling utilization and extracurricular engagement on grade point average (GPA). The research employs Spearman’s correlation, multiple regression analysis, and moderation analysis to assess the independent and interactive effects of these support mechanisms. The findings indicate that neither counseling services nor campus engagement independently correlated with GPA. However, an interaction effect was observed, which suggests that students who engaged in both counseling and campus activities experienced different academic outcomes than those who participated in only one or neither. This outcome highlights the need for a more nuanced understanding of how combined support services influence student success. The study contributes to the existing literature by addressing a critical research gap in higher education support for neurodivergent students. The findings have significant implications for institutional policy by emphasizing the need for proactive, data driven strategies to enhance student success. Recommendations include expanding structured engagement programs and fostering a campus culture that promotes holistic support for neurodivergent learners. By optimizing these services, colleges and universities can improve academic retention, student wellbeing, and overall educational outcomes for neurodivergent student
Bridging the Gap: Exploring the Intersection of Formal Mental Health Services and Informal Social Supports in BIPOC Communities
Full text linkDespite growing awareness of mental health disparities, BIPOC (Black, Indigenous, and People of Color) communities continue to face significant barriers in accessing culturally responsive mental health care. This dissertation explores the intersection between formal mental health services and informal social supports such as family, religious institutions, and community networks to understand which systems are more trusted, accessible, and effective for BIPOC individuals. Grounded in Urban Liberation Psychology and guided by decolonial and culturally responsive care frameworks, this qualitative study draws from focus groups and interviews with 33 participants, including both community members and service providers from the Chicagoland area and beyond. Thematic analysis revealed a marked preference for informal supports due to their cultural relevance and accessibility, though these networks often lacked the capacity to address complex mental health needs. Formal services were valued for their clinical expertise but were frequently viewed as inaccessible, stigmatized, or culturally misaligned. Findings highlight the need for integrated mental health models that bridge formal services with trusted community-based supports. The study introduces the Safe Harbor Healing Framework, a practice-informed model that promotes culturally competent, community-centered mental health care. Implications for policy, clinical practice, and future research underscore the importance of reimagining mental health systems through a lens of cultural humility, equity, and collective healing
Narratives of Jewish American Public School Educators Amid Rising Antisemitism Post October 7, 2023
Full text linkThis study investigated how Jewish American public school educators are responding to rising antisemitism post-October 7, 2023. While research exists on global antisemitism, the experiences of Jewish educators within the unique context of American public schools represent a significant and under-explored gap in academic literature. A qualitative narrative research approach, grounded in critical theory, was employed. Data were collected through semi-structured interviews with eight Jewish American public school educators and analyzed thematically. The findings revealed participants’ experiences of a heightened sense of fear and silence from colleagues and institutions, leading to feelings of isolation and being unsupported. Critically, this study found that rising antisemitism led to a sharpened Jewish identity and strengthened communal bonds among the educators, demonstrating their agency in constructing a counter-narrative that challenges dominant perceptions, particularly regarding Jewish American whiteness and privilege within the discourse of intersectionality and diversity, equity, and inclusion (DEI). These findings suggest that contemporary antisemitism profoundly impacts Jewish American educators personally and professionally, necessitating a more inclusive understanding of the Jewish experience within educational and societal dialogues. This research contributes to the field by amplifying marginalized voices and challenging prevailing narratives that often overlook or mischaracterize Jewish identity within frameworks of diversity, equity, and inclusion. The study highlights the need for increased awareness and support regarding antisemitism in public education and provides actionable implications for school administrators, non-Jewish colleagues, and Jewish American educators
CHALLENGES IN PROVIDING EQUITABLE EDUCATION FOR PRIMARY SCHOOL STUDENTS WITH LEARNING DISABILITIES IN ZIMBABWE: TEACHERS’ EXPERIENCES.
No full textThis study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies
Translanguaging: Old Wine in a New Bottle, or New Wine?
Full text linkThe conversation about translanguaging is creating waves around the world, and Illinois is no exception. This column serves to remind the reader of some of the antecedents to this influential concept (“old wine”), predicts how this movement may affect your education setting (“new bottle”), and lays out a few of the aspects of translanguaging that may indeed be “new wine.
Examining the Value of Industry-Recognized Certifications in Illinois Secondary Career and Technical Education Programs
Full text linkThe goal of career and technical education (CTE) is to equip students for success in postsecondary education and the workforce. This study investigated the integration and impact of industry-recognized certifications (IRCs) within CTE programs in Illinois, particularly within the framework of Perkins V legislation. The research aimed to determine how IRCs enhance employability, increase starting salaries, and support career advancement for high school students through aligning CTE curricula with the demands of the current labor market.
The study was initiated due to difficulties in identifying valuable certifications for CTE programs stemming from the excessive number of certifying organizations and unclear quality standards that make it challenging to recognize valid certifications. This research aimed to assess the effectiveness of IRCs in meeting workforce requirements and enhancing student outcomes.
The findings, using surveys, indicated strong support for IRCs from educational and industry stakeholders, underscoring the crucial role these certifications play in fulfilling labor market requirements. However, results varied significantly across different pathways and regions within the state.
Based on the findings, the researcher recommends adopting a systematic approach to managing these certifications. Results stress the importance for the Illinois State Board of Education (ISBE) to facilitate the development of a regional evaluation framework to ensure IRCs deliver real benefits statewide. Furthermore, the study calls for standardized processes for evaluating and selecting IRCs to reduce regional disparities and maximize their long-term impact on the workforce. The ultimate goal is to provide students with valuable credentials that meet labor market demands, thus preparing them for postsecondary success