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An examination of the racial identities of undergraduate multiracial college students in the United States
No full textBlass, Authrene
Since 2010, the number of mixed-race people has grown by 276% and the largest group (19.3 million) were multiracial combinations—white and some other race (United States Census Bureau, 2021). On college campuses specifically, the multiracial student population is expected to be one of the fastest growing throughout the coming years (Hermsmeyer et al., 2021). Multiracial identities have long questioned both racist and monoracist structures in society and often urge practitioners and scholars to understand unique inequitable racial structures within higher education (Johnston-Guerrero & Wijeyesinghe, 2021). This study examined how undergraduate multiracial college students experience and understand their racial identities. The findings resulted in a theory and model that represents the multifaceted identities of multiracial undergraduate college students. The unique characteristics of mixed-race students do not fully align with many existing identity-based theories and models. Often, multiracial students struggle to find a sense of belonging and identity representations at their institutions of higher education (Clayton, 2020; Gjerde, 2021; Johnston-Guerrero & Wijeyesinghe, 2021). This research is critical in continuing to create scholarship, discussions, and identity-based models that represent the experiences and needs of multiracial college students. This qualitative study helps support the needs of multiracial college students and focuses on their unique racial identities. The study focused on multiracial college students attending various higher education institutions across the United States. Both distinct and overlapping racial experiences emerged from one-on-one semi-structured interviews. The findings were analyzed, leading to a multiracial identity model and theory, Multifaceted Identities of Mixed Students (MIMS)
Navigating college pathways : an intentional approach for youth mentoring organizations to serve as agents of empowerment to increase higher education enrollment for African American students
No full textJohnson, Vicki M.
Youth mentoring organizations have a golden opportunity to become architects of intentional educational empowerment and college pathways for African American students. The objective of the research was to identify strategies implemented by youth mentoring organizations to empower African American students aged 14-18 in their pursuit of higher education and to examine how these strategies contributed to increased enrollment in higher education. Additionally, the research aimed to explore how youth mentoring organizations could improve their practices to function as direct pipelines, enhancing higher education enrollment for African American students. Grounded in the theoretical framework of empowerment theory, the study examined the practices and outcomes of three distinct 501c3 youth mentoring organizations located in the southeastern region of the United States.
Using a qualitative exploratory case study approach, the research involved in-depth interviews with executive leadership and program staff members from the selected organizations. The findings revealed a multifaceted approach to empowerment, characterized by personalized support, practical resources, and intentional guidance. Each organization demonstrated a deep commitment to meeting the unique needs of African American students, providing not only academic support but also socio-emotional and cultural enrichment. The strategies and practices utilized by the three youth mentoring organizations were closely aligned with the principles of empowerment theory, which emphasized equipping individuals with the tools and confidence to take control of their lives.
One of the key contributions of this research is the detailed exploration of intentional college pathways. Early exposure to college environments, structured academic preparation, and continuous mentorship were highlighted as essential components in guiding Black students toward higher education. Practical strategies such as college tours, financial literacy classes, and personalized mentoring created a supportive and empowering environment that encouraged African American students to pursue their educational goals.
The significance of this study lies in its potential to inform and transform the practices and policies of youth mentoring organizations, educators, policymakers, higher education institutions and all stakeholders involved in transitioning African American youth to higher education. This research served as a model for transformation, emphasizing the necessity for youth mentoring organizations to adopt intentional pathways to higher education for African American students, ultimately contributing to educational equity and better life outcomes
The impact of school resource officers on students' feelings of safety
No full textRowell, Amy Jo
In recent years, the visibility and responsibility of the school resource officer (SRO) has evolved. The perspectives most commonly considered that have guided this transformation are those of law enforcement officials, school administrators, and the general public. Increasingly, parents and guardians have played an important role. Rarely, though, have we considered the student perspective. Through a mixed-methods approach utilizing survey data from high school seniors and interview data from SROs at three suburban public high schools located within a large metropolitan area in Wisconsin, this study sought to understand the level of reported and perceived safety by high school seniors at schools with a full-time SRO program. The data were further analyzed to evaluate differences based on race, gender, and primary residence zip code. The high schools chosen had an SRO program for at least 4 years, including the 2023–2024 academic year when the surveyed students were seniors
The exploration of pedagogies : whether culturally relevant practices or social and emotional learning has a greater effect on student behavior based on teacher perceptions
No full textBarreau, Constance
In many schools in the United States, student behavior and academic achievement fall far below average. Many teachers, across the country, have experiences with students who struggle with academics and behavior. This is partially due to curricula that do not represent all students, partially due to a lack of social and emotional learning being interwoven into regular lessons, and often due to multiple initiatives being implemented at one time and often implemented poorly. Identifying one strategy that has the greatest impact on what teachers typically care about the most (academics and behavior) helps everyone in a school building: administrators who will know what training and professional development to introduce in order to best help teachers, teachers who can focus on incorporating one strategy for certain, and students who benefit from practices that are utilized well in all of their classrooms
Faculty pedagogical methods utilized for introductory statistics courses
No full textWooten, Trina M.
This is a hermeneutic phenomenological dissertation about faculty members’ teaching methods utilized in their introductory statistics courses. Statistics education changed in the late 1970s with John Tukey’s Exploratory Data Analysis. Indirectly this led to the 2005 and 2006 Guidelines for Assessment and Instruction in Statistics Education reports focusing on this subject’s multidisciplinary nature and the use of active learning teaching methods. Before conducting the interviews, the goal was to determine if there was a gap between research (active learning teaching methods) and practice (passive learning teaching method). The three research questions in this study were the following: 1) How do academic and professional experiences affect faculty members’ pedagogical methods in their introductory statistics classes? 2) What are faculty members’ teaching philosophies based on active learning teaching methods in elementary statistics courses compared to other courses; and 3) What causes faculty members to change their teaching methods in introductory statistics? Four faculty members who currently teach introductory statistics participated in one-on-one semi-structured interviews. It was found that statistical, teaching, and professional experiences affect pedagogical methods. Project and problem-based learning are the predominate active learning teaching methods in statistics. The four changes in teaching introductory statistics were the following: 1) COVID-19 pandemic, 2) type of students, 3) students’ constructive criticisms, and 4) technological advancements and resources. These results have led to exploring graduate teaching assistant roles and professional development opportunities focusing on teaching, statistics, and mathematics for novice and veteran faculty members
The urban classroom : views and lived experiences of early-career teachers
No full textEllis-Gordon, Angela NaCole
Using a narrative inquiry, this study explored the views of urban teachers’ experiences teaching in an urban classroom. The main question this study sought to examine was: How did recently certified teachers placed in an urban setting view their early-career experiences? This study focused on lived experiences of recently certified urban classroom teachers teaching in urban classrooms early in their career. Urban teachers have up to five years of teaching experience. Urban classroom teachers were observed and interviewed. Using a cultural relevance lens, this study sought to gain understanding and highlight what factors influenced and shaped the development of their culturally relevant/responsive teaching practices while teaching in urban classroom settings, as well as retain them in urban classrooms. This research was necessary to better understand the needs of urban educators teaching in urban settings. This study focused on teachers’ views and experiences in their urban classrooms. This study provides useful insights for what occurs in urban classrooms during the first years of their urban teaching experiences. These findings highlighted the challenges that early-career urban teachers faced and how a culturally relevant/responsive teacher improved teaching in their urban classroom settings. These insights would not be intended to be generalizable to all teachers
Equitable access to Montessori education: A case study
No full textDowns, Mandy L.
A careful review of the literature shows the benefits of a high quality early education, however, not all children are receiving the benefits due to a lack of access (McCormick, M., 2020). This case study examines the extent to which an urban school district equitably offers access to a Montessori early education. Studies have found that Montessori educators can strengthen their work with students of color by limiting enrollment obstacles at their schools and addressing issues of race, culture, and privilege in their classrooms and their communities”(Debs & Brown, 2017).
In this study, parents/guardians of children between the ages of 2-8 completed a survey to gain insight into their experience of selecting, applying, and enrolling students into the Montessori early education program. In addition to the survey, four interviews were conducted to contextualize the experience of administrators and Montessori advocates in relation to supporting equity in gaining access to the Montessori program. This research demonstrated a community appreciation for the Montessori philosophy and a desire to maintain a robust Montessori program. Montessori advocates, administrators and parents expressed an interest in keeping Montessori classrooms open and accessible to all students as a quality education option. Survey participants found the application process to be straightforward and easy to navigate, however, organization and clarity of information created a barrier to accessing information regarding the Montessori program. In addition, survey participants shared that they were uncertain of the cost of their tuition and fees at the time of enrollment and would benefit from an early determination of fees
Students' perspectives of transitioning back to school after a prolonged absence while seeking treatment in a partial hospital setting
No full textNeustadt, Rachel Anne
What are students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming? The population for this study was adolescents in a partial hospital program for mood, anxiety, and eating disorders who have been absent from school for a prolonged period. Sufficient information about students’ perspectives of transitioning back to school after a prolonged absence while seeking treatment in partial hospital programming is sparse in the current literature. The goal of this study was to explore, through narrative inquiry, what the students are experiencing as well as their perspectives of transitioning back to school while in partial hospital programming, so that educators can inform their practice to be student-centered and proactive. For this study, students in a partial hospital program setting were chosen as the sample because they typically experience prolonged, and potentially multiple, absences from their school community and therefore transition back to school numerous times. Fourteen adolescents participated in this study to confirm and expand what is supported by current research about our knowledge of what students experience and perceive about school re-entry. The themes in this narrative inquiry were connection, motivation, support, academic engagement, communication, bullying, feelings, and additional concerns. The results of this study showed that the majority of participants did not feel supported by or connected to their school community, nor did they feel academically motivated during their long-term absence. An academic planning protocol was discussed to suggest one approach in addition to having students participate in the re-entry planning process to support students while they transition back to school
Views : situated learning experiences in the school community
No full textVossenkuhl, Angela D.
This study focused on a situated learning experience with the stakeholders in the school community with the goal of gaining an understanding and perspective of the structures and culture of the school. Situated learning is the process of pre-service teachers gaining experience while both participating in a community of practice—in this case, their school placement site—and immersing themselves in the culture of the school environment. The research sample included eight pre-service teachers and two administrators in three elementary school buildings. The study utilized narrative research methodology, which focused on exploring school structures and conceptualizing the participants' experiences through personal stories. This is triangulated through the data collection methods consisting of the participants' journals, structured open-ended interviews, and a focus group. While schools, in general, are thought to be very similar, in reality, the structures of each school vary in unique aspects. The results show that the situated learning experience was a benefit to understanding the constructs and function of each school. Also important were the perceptions of pre-service teachers and administrators in that they both valued the constructs of the environment, which included the relationships, stakeholders, and the feeling of being welcomed. Along with relationships was the importance of all stakeholders having the responsibility to make connections. Reflection was also a key result, showing the process is necessary to increase awareness and understand challenges. This was made evident in the final finding in which pre-service teachers reflected on their willingness to take on all tasks, even challenging tasks without proper training. The study impacts how teacher preparation programs could educate pre-service teachers by providing them with an opportunity to become familiar with the school structure before taking on the role of the teacher, specifically through situated learning, adaptive expertise, and reflection
Measuring the success of language-based teaching and learning for multilinguALL learners
No full textGoralski-Cumbajin, Brook
This resource utilizes the components within the Danielson Framework for Teaching to provide possible guiding questions for conversations that occur between an instructional leader utilizing the Danielson Framework to support educators in their ongoing growth in supporting MultilinguALL Learners. Please note: The actual conversations that occur should be determined locally. The questions provided are not a checklist to be followed- they are solely a resource. Feel free to reference potential responses and/or additional information within the footnotes. English language learners (ELLs) and MultilinguALL Learners will be used interchangeably throughout this document. The first to reflect legislation, the second to highlight that all students are simultaneously acquiring and developing both language and content across academic and social contexts