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Promoting Student Success in Historically Black Colleges & Universities
No full textPrevious studies have indicated that by offering academic support programs and services, such as tutoring, higher education institutions can have positive effects on students\u27 learning and retention. This research sought to illustrate the quality of higher learning offered at Historically Black Colleges and Universities (HBCUs) and contribute to the larger literature on student success. It employed a quantitative case study design and collected data from a large public HBCU in the state of Tennessee for Fall 2016. The case study examined whether students\u27 participation in tutoring programs was related to improved course GPA. Overall, tutoring was found to be significantly and positively related to improved student performance.
Keywords: Historically Black Colleges and Universities, academic support, tutoring, student succes
Letter of Support from the School of Graduate & Professional Studies, Tennessee State University
No full textTeachers\u27 Beliefs Regarding Dual Language Learners in Head Start
No full textKnowing Head Start teachers existing beliefs can help to tailor the professional development they receive on topics surrounding DLLs language development and best practices for DLLs in their classrooms. Teachers who have access to accurate information that strengthens their practices and dispels their misconceptions related to DLLs may be better equipped to provide a quality preschool experience to DLLs in their classrooms. Twenty-three female teachers working in Head Start preschool centers serving DLLs were interviewed on their beliefs regarding DLLs, DLLs language development, and appropriate instructional practices for DLLs. Modified consensual qualitative analysis was completed as an inductive, multi-step analysis process to summarize the beliefs of the participating teachers. Six major themes emerged. These themes included: (1) definition of DLL; (2) value of DLLs home culture and language; (3) ease of learning English; (4) primary classroom language; (5) home language use in the classroom; (6) language difference versus language delay or disorder. Implications and recommendations for professional development are discussed
An Examination of Children Referred and Identified with Socioemotional and Behavioral Needs in Head Start
No full textThis study utilized a population-based approach to examine the prevalence of children identified with disabilities in a large, urban Head Start program serving diverse preschool children living in poverty (N=7,301). In addition, the study examined demographic differences in patterns of screening and identification for disability with respect to socioemotional and behavioral needs. Two administrative data systems were integrated for analysis: program enrollment and demographic records; and a mental health screening assessment database including all children enrolled within the Head Start program. Findings suggested that gender (boys) and ethnicity (Hispanic) were associated with higher rates of identification for disability, including emotional/behavioral disability. In addition, of those children identified with an emotional/behavioral disability, the program-wide social-emotional screening tool showed greater rates of externalizing behavior problems compared to internalizing behavior problems. Implications for policy, future research, and practice within early childhood programs such as Head Start are discussed
Community College Transfers, Engagement, and Bachelor\u27s Degree Completion
No full textCommunity colleges provide affordable options for students beginning higher education. However, there are concerns about the rate of community college students who do not complete bachelor’s degrees. Previous research studies have found that student engagement on campus at four-year institutions can improve student retention. The purpose of this research was to determine if there is a mediating effect from community college transfer students engaging with on-campus educational activities on improving the likelihood that they will graduate with a bachelor’s degree. This research utilizes data from the 2002 Educational Longitudinal Study and includes a structural equation model using maximum likelihood estimation. The results indicate starting at a community college has no effect on completing a bachelor’s degree, though socio-economic characteristics and grades can negatively affect the likelihood of degree completion. Overall, when institutions assist community college transfer students with support services and opportunities, they can help strengthen student retention
We, too, are America: The Erasure of Faculty of Color in Higher Education
No full textThis article explores whiteness/white supremacy in adult education programs in higher education and the ways in which faculty of color get erased in the process. Using my own context as a racialized faculty member in a graduate adult education program at the public State University of New York (SUNY) in NYC, I discuss how racialized faculty in higher education get erased. I focus mainly on how student evaluations negatively harm faculty of color but I also discuss tenure, curricula, and the culture of whiteness within the academy
The Power of Stories to Transform and Guide White People Toward an Anti-Racist Activism
No full textIn her college courses on the psychology of racism, Tatum (1997) noted that when confronted with the reality of racism in U.S. history past and present, White students were often overwhelmed by a strong experience of guilt and a deep sense of powerlessness. Tatum found it helpful to provide her White students with role models of White anti-racist allies and give them sense of hope that they could contribute to positive change in their lives and in society at large.
People have used stories to define personhood, and moral/spiritual values, and to raise awareness and facilitate efforts toward social change (Smith, 2007). For Whites seeking to develop an anti-racist identity and feel empowered to challenge the current white supremacist, hegemonic structures in U.S. society, stories have been helpful in providing guides and role models in anti-racist work (Neile, 2009). In this article the author shares how he has used stories of white allies to help White folks gain a deeper sense of their role in the struggle personal and institutional racism
Book Review
No full textBacchetta, Paola., Maira, Sunaina., &Winant, Howard. (Eds.). (2019). Global Raciality: Empire, PostColoniality, DeColoniality. New York and London:Routledg