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Analyzing Breastfeeding on Social Media
Get PDFThe study uses the feminist theory to discourse issues surrounding breastfeeding as articulated on Twitter. The research employed a mixed methodology approach in executing its goal. The study will begin by examining and presenting findings on a Twitter hashtag, #breastfeeding, a popular hashtag that mothers and experts use to articulate breastfeeding issues. The extensive examination of breastfeeding beyond its linguistic form was undertaken in this study based on the feminist guidelines considering bodies that protect mothers\u27 welfare were integrated into the study. The study findings from the tweets analyzed, N= 2,818, indicate and confirm that breastfeeding is the mode of child feeding that is considered most basic and primary. In contrast, bottle feeding is gauged to be second and more of a complementary method. The sexualization perception of the breast versus its natural conceptualization was also examined and integrated into analyzing breastfeeding as a discourse. The other extremism of conceptualizing breastfeeding as a provocative act on one end and as a mothering procedure thus natural was also part of the issues examined and reported.The placement and positioning of products that support breastfeeding, the value of breastfeeding as a way of offering protection to either or both the mother and the child, the insurance issues on breastfeeding were also integrated. From the analysis, however, what is apparent is that breasting discussions and networks were driven more by private agencies and health offering organizations more than it is spearheaded by organizations and agencies initiated by the governments for public support
Freeman Honors Newsletter, Fall 2022 Issue
Get PDFFall 2022 Newsletterhttps://digitalscholarship.tsu.edu/freeman_honors/1007/thumbnail.jp
Self-Efficacy Perceptions of Middle School Reading Teachers in Majority Minority Inclusive Classrooms on their Ability to Achieve Students Success.
Get PDFAccording to the U.S. Department of Education National Center for Education Statistics (NCES, 2022), the number of students who require special accommodations in the classroom continues to increase. Because studies have shown that positive outcomes for students are directly linked to the self-efficacy of educators (Lotter et al., 2018; Neugebauer et al., 2019), educators who serve these populations must possess high levels of positive self-efficacy to handle the challenges associated with inclusive settings and specialized skills needed to achieve student success. The purpose of this study, which was guided and supported by the Social Cognitive Theory (Bandura, 1986), was to examine teacher self-efficacy perceptions of their ability to achieve student success in majority-minority inclusive classrooms and analyze the relationships between self-efficacy perceptions and age, gender, race, years of experience, level of education, and certification status of the participants. In this quantitative study, the research design was Correlational. The researcher investigated middle school reading teachers\u27 perceptions of their ability to achieve success. Data was collected via an online survey of the Teacher Self-Efficacy Scale (Bandura, 1999), a valid instrument, coded and analyzed via SPSS utilizing the Multiple Regression statistical model. Data results showed significant relationships between personal demographic independent variables, age, gender, and race, (p\u3c.001) and combined personal and social demographic predictor variables, age, gender, race, years of experience, level of education, and special education certification status, (p\u3c.001) and the dependent variable, teacher self-efficacy perceptions of their ability to achieve student success in majority-minority inclusive classrooms
Discipline Strategies, Gender, and Disabilities that Impact the High School Graduation Rates of African American Students with Special Needs.
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The purpose of this study was to determine if discipline strategies, gender, and disabilities impact the successful cohort graduation of African American students with special needs. While much research has been conducted to investigate the achievement gap and discipline gap, there is a paucity of research on how discipline affects the graduation rate of this population. Furthermore, this research is also to expose the inequities within the special education system. A quantitative research design was selected to study the graduation rates of African American students over the past years from 2017 to 2020. For this study, data regarding Five-Year Extended Longitudinal Graduation Rates, by Region, District, and Requested Groups were collected from Texas Education Agency, Division of Research and Analysis as calculated with statutory exclusions applied for state accountability. A total of four urban Educational Service Center (ESC) regions and 43 urban districts with complete information on graduation rates were used in this study. Four hypotheses were formulated for the study. The One-way Analysis of Variance and Two-way Analysis of Variance Procedures were utilized in this study to analyze the data. All four hypotheses were tested at the .05 level of significance or better. A linear relationship was found to exist between years of restorative discipline practices training and the district-wide graduation rate of African American students with special needs during 2017 to 2020 school years. A statistically significant difference did not exist between graduation rates by gender of African American students with special needs during 2017 to 2020 school years. A statistically significant difference was found to exist between the ESC region-wise overall graduation rates of African American students with special needs during 2017 to 2020 school years. Finally, there were statistically significant differences between the interaction of district-wide graduation rates by gender and primary exceptionality of African American students with special needs during 2017 to 2020 school years; while gender has a statistically significant effect on the graduation rate of African American students with disabilities 08 (Learning Disability) and 09 (Speech Impairment). Keywords: exceptionality, exclusionary discipline, disciplinary alternative education program, restorative discipline practices, zero tolerance, social-emotional learnin
