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Differences Are Not Deficits: Women Introverting While Black Through The Ascent To Executive Leadership In Higher Education
No full textDiversity of personality type in the workplace can lead to improved morale and productivity when organizations acknowledge and support the attributes and differences of employee behaviors and characteristics. Black women executives identifying as introverted who lead with their authentic personas and intersected marginalized identities, benefit employers, employees, students, and the institution’s brand and bottom line. Introversion and extroversion, ways to describe diversity of personality type, and each having different connotations in office culture, are relevant to this exploration as literature suggests that the population of both personality types is almost evenly distributed. The implications of judgement and the association to how individuals can be perceived is an aspect for consideration in this research that asks the question: What are the factors that contribute to the ascension of Black, introverted women to executive leadership in higher education and what challenges do they encounter? The purpose is to provide a personalized account of experiences as told by seven Black, introverted women and the researcher about contributing factors on their ascension to executive leadership in higher education. Through the methodologies of ethnography and autoethnography, which allowed for participants to share anecdotes, memories and feelings about their experiences, the researcher was able to assemble a narrative through a qualitative inquiry. The study acknowledged challenges, some that laddered up to the intersectionality of their introversion, Blackness and gender, which tapped into critical race theory as one of the lenses or theoretical frameworks through which the researcher viewed this work. Through inductive coding and thematic analysis, there were 20 common themes and factors that emerged from the data collected. The most significant themes captured were stated by 57-100% of participants when asked to identify factions and behaviors that contributed to their success and ascension to executive leadership: active listening, empathy, observing, thoughtfulness and being selected to lead and take on additional leadership responsibilities/rapid promotions. This research is significant for higher education institutions and any industry desiring to curate a culture of diversity, inclusion and belonging for their employees. It is duly significant for introverts, and Black introverted women leaders for an awareness of possibilities, as well as for those seeking strategies and tools that may assist their ascent in higher education and beyond
The Lived Experiences Of School Counselors And ELL Teachers Who Support ELL Students Who Exhibit A Symptom Of Mental Illness
Full text linkThe current literature regarding the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness in high school is very limited. Research is available discussing school counselors and their role when supporting students who may exhibit a symptom of mental illness or may have mental health concerns. This study sought to add to the literature by exploring the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness. By adding to the literature, the researcher hopes to provide a better understanding of the role of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental health illness in high school, as it is essential to understand the barriers, resources, and interventions and/or school programs that are offered to address the needs of the ELL students. Additionally, it will help bring awareness to school districts, parents, stakeholders, the community, and the counseling profession.
This qualitative research study used a phenomenological approach to explore, interpret, and describe the lived experiences of ELL teachers and school counselors who support ELL students who may exhibit a symptom of mental illness in high school. Data collection was conducted using semi-structured face-to-face and virtual interviews with participants. Once interviews were conducted, data was analyzed using transcriptions. The results of the study indicated that more training for ELL teachers, more research that specifically targets mental health and the ELL population, and more collaboration between ELL teachers and school counselors are some of the things that are needed for school counselors and ELL teachers to feel effective when supporting ELL students who may exhibit a symptom of mental illness
What Is Good For One Is Good For All: Using Co-teaching As A Model To Service Students With Disabilities Within Inclusive General Education Classrooms
Full text linkCo-teaching is one of the most used service delivery models for students with disabilities within general education classrooms. In co-taught classrooms, a general education teacher and a special education teacher work together to provide instruction to both general education students and special education students. This allows students with disabilities to learn alongside their same-age peers, as they can access the general education curriculum while also receiving the supports and services of a special education teacher. The purpose of this study was to examine how co-teachers at Washington Junior High (WJH; a pseudonym) felt about co-teaching and the co-teaching program. Twelve teachers were interviewed and asked a variety of questions pertaining to their co-teaching experiences and their thoughts, reflections, and suggestions. The results were compared to the academic literature and research already published on co-teaching to make suggestions for improvements to the co-teaching program at WJH, as well as policy recommendations. The primary research question related to how to improve co-teaching at WJH to service students with disabilities within inclusive settings and the secondary question related to whether schools should offer co-taught classes in other core content areas, such as science and social studies. The findings of the research with co-teachers at WJH showed co-taught classrooms are beneficial to students with disabilities. Results also yielded additional insights into a need for more common plan time, increased professional development around co-teaching models, and an understanding of roles and expectations among co-teachers. Additionally, there is a need for change in policy to increase the course offerings of co-taught classes to include all core academic subject areas: language arts, math, social studies, and science. Last, there needs to be a general adoption of the philosophy that what is good for one student is good for all students as a way to support all students and normalize the use of learning supports
RECLAIMING HEALING SPACES: A PHENOMENOLOGICAL STUDY ON THE TRANSFORMATIVE POWER OF OUTDOOR THERAPY FROM THE LIVED EXPERIENCES OF BLACK CLINICIANS WORKING WITH BLACK CLIENTS
Full text linkThis phenomenological study involved assessing the experiences of Black therapists who engaged Black clients in outdoor therapeutic contexts. The study was founded on the existing literature that shows the quality of the therapeutic relationship is pivotal for client retention and the Western standards that have historically favored treatment within indoor environments. To contextualize this research, a comprehensive literature review was commenced, covering topics such as the decolonization of therapy, the historical and present-day relationship between Blacks and the outdoors in the United States, sedentary lifestyles, the psychological benefits of time spent in nature, various types of outdoor therapy, and the ethical considerations relevant to outdoor therapy. The literature review also addressed the therapeutic relationship between Black therapists and clients. The participants were 10 Black therapists who had conducted outdoor therapy sessions with Black clients. The participants answered a series of open-ended questions regarding their experiences in nature-based therapeutic environments. Furthermore, they conducted a thorough review of various dimensions of their experiences, focusing on environmental justice, decolonization, strategies for moving forward, the application of outdoor therapy and its influence on the retention of clients, guidelines, best practices for outdoor therapy, and the effects of increased exposure to nature on their personal and professional lives. Data collection was facilitated through semi-structured interviews ranging from 30 minutes to slightly more than an hour. The data were coded to clarify observed patterns and prevalent themes across the varied participant experiences. The findings highlighted seven themes: biophilia, positive outcomes, embodied cognition, supportive environments, therapeutic trust, client-centered, and inclusivity. These themes support the notion that outdoor therapeutic environments and methods are nurturing, inclusive, and centered around the client experience and are actively redefining traditional mental health practices.
Keywords: psychology, nature therapy, outdoor therapy, decolonization, therapeutic relationship, Black, clinician, treatment setting
An Evaluation of the Equitable Practices for STEM Education to Prepare All Students for the 21st Century
Full text linkWe are almost a quarter of the way through the 21st Century, yet most education institutions do not provide STEM education for all students. Science, technology, engineering, and math (STEM) have been a special focus of both industry and federal education initiatives in recent years. STEM is a proven way of building student skills needed for the workforce of tomorrow. The purpose of this study is to determine why education decision-makers resist implementing STEM programs equitably for all students. The context of this inquiry is district and school-based leaders throughout the United States, from elementary to high school, who have none to some STEM or career and technical education programs throughout their schools and districts. My research answers questions about barriers to STEM program adoption broadly and identifies a scalable framework of practices that includes all students in STEM programs
Addressing The Importance Of Recruitment And Retention Of Black And Latinx Teachers: Strategies Designed To Diversify The Teacher Pipeline
Full text linkThe United States student demographic has shifted significantly, with minorities, particularly Black and Latinx students, now constituting almost half. However, the diversity of the teaching profession, historically led by White females, lags behind, with Black and Latinx teachers comprising less than 30%. This lack of representation poses challenges for students without culturally similar educators. My research explores the impact of teacher diversity on Black and Latinx students\u27 success, revealing positive outcomes. Yet, attracting and retaining minority teachers faces obstacles, including feelings of isolation and financial concerns. Recommendations include educational pathways, scholarships, mentoring programs, salary incentives, and professional learning communities to foster a more inclusive and diverse teaching environment
Becoming Transfer Friendly: Evaluating Four-Year Higher Education Institution Strategies to Support Community College Transfer Student Success
Full text linkFour-year higher education institutions (HEIs) nationwide must become more transfer friendly so that more community college transfer (CCT) students persist and complete their bachelor’s degrees, as a path to more students’ economic mobility and to equity across communities. This study aims to provide learnings to support achievement of this imperative. The research question studied here is: What is the relationship between community college transfer (CCT) student support strategies at a four-year higher education institution (HEI) and the first-to-second-year retention of CCT students at their four-year HEI? Through quantitative analysis of a broad set of variables’ ability to predict student retention in National Louis University’s Direct to Success (D2S) CCT student-serving program, this study offers the higher education field actionable insights that can support increased success of CCT students on their paths to bachelor’s degrees and beyond. These findings and implications are especially notable considering the diverse student population NLU D2S serves that is majority from minoritized racial backgrounds, majority Pell eligible, and majority first-generation college goers.
Significant findings include the positive impact on student retention of maximizing credit transferability into the four-year HEI; encouraging students’ enrollment continuity (even if enrolled part-time) with no more than one term off in their 1st year; focusing on supporting students’ 2nd term GPA at the four-year HEI; and, encouraging students to meet with their academic/success advisor at least 2-3 times in their 1st year at their four-year HEI. Additionally, almost all students in the population chose a mix of asynchronous online and synchronous course modalities throughout their 1st year at the four-year HEI, suggesting that HEIs should plan academic schedules that offer students both. Higher education leaders nationwide can act upon these insights to better support the baccalaureate success of community college transfer students
Clinical Supervisors Competency and Readiness to Supervise Telehealth Practices
Full text linkThe growing effectiveness of telehealth as an alternative practice is gaining acceptance not only by professionals in the healthcare field but also by people who have benefited from this approach. New training and supervision practices are required to meet the new telehealth approach. Clinical supervision is a new profession identifying the competencies that define their best practices. However, telehealth is forcing us to evaluate and redefine them to meet the new telehealth requirements. This study used two assessments, the Supervisor competence self assessment and the supervisor evaluation and the Supervisor Competence Scale, to measure supervisors\u27 self-evaluation of their performance as clinical supervisors and their recommendations based on their experience as supervisees. The results from testing of H1 revealed a positive relationship between the two assessments and the level of education, years of clinical supervision, and Telehealth counseling. Still, there is a negative relationship between these two assessments and the online training received in 2022
Teachers’ Doing Action Research, Learning and Changing: Claims and Practicality
Full text linkThe study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussion guides from teachers of English as a Foreign Language (TEFL) at three Ethiopian public universities. The results have shown that the teachers who did action research gained knowledge and skills for the betterment of themselves and their practices in various ways. The instrumental and catalytic roles of action research for enhancing the teachers’ learning experiences, knowledge, skills, thinking, teaching practices, and their students’ learning were highly valued. The fact that the teachers who did action research learnt from the research processes and the results changed themselves and their practices proved pragmatic validity of their claims. Pearson’s correlation analysis has also shown that there is a positive association between the teachers\u27 actual practice of action research and their change (r =.38, P \u3c .025). Doing action research and change, therefore, progressively move in the same direction. As P-value is low (i.e. below 5%), chance influence is unlikely, and the obtained correlation coefficient is statistically significant. The results imply that action research as a practical philosophy of teachers is a powerful tool for personal and professional development of those who engage in the research processes and those who have a stake in the results. This, therefore, calls for consistently doing the right things right by revitalizing action research as part and parcel of teaching-learning wherein teachers are empowered and committed to take the ‘driver’s seat and base their teaching on action research results with the purpose of transforming themselves, their practices and their learners for the better
ESTABLISHING SOCIAL PRESENCE THROUGH ONLINE INTERACTIONS: A CASE STUDY IN A LITERACY CLINIC
Full text linkDuring the global pandemic, teachers and students were forced to quickly adjust teaching and learning to fit in the new socially-distanced world. Along with the challenge of establishing effective online teaching tools, came the need to create social spaces for connecting with students through teacher-student interactions. This study followed the practices of K-12 teachers who were also graduate students seeking an advanced endorsement in literacy as they grappled with problems and solutions of online learning during an intensive K-12 literacy tutoring program. The researchers honed in on the work of one focal teacher as she carved out a new social space for connecting with her students. This work resulted in the identification of specific criteria for three dimensions of social presence: relationship building, engagement, and social interactions