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Study Abroad Participation and University Students’ Intercultural Sensitivity
Get PDFAmerican institutions of higher learning have long recognized study abroad as an educational practice which enhances and deepens the integrative educational experience of students. The purpose of this study was to identify the relationship between College of Education students’ participation in a short-term, faculty led, study abroad program and their intercultural sensitivity. A total of 24 students (21% return rate) responded to an online survey (Intercultural Development Inventory v.3, IDI; Hammer and Bennett, 2010) to measure intercultural sensitivity. The IDI demographic questionnaire, scores and qualitative responses were used for both the analyses and to identify themes from students’ recollections of their intercultural experiences. The research established baseline intercultural sensitivity scores, demographic characteristics, and students’ perception of their intercultural sensitivity. The mean scores for students who participated in a study abroad program was higher than students who did not participate in study abroad programs
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
Book Review
Get PDFBacchetta, Paola., Maira, Sunaina., &Winant, Howard. (Eds.). (2019). Global Raciality: Empire, PostColoniality, DeColoniality. New York and London:Routledg
Social Media Freaks: Digital Identity in the Network Society
Get PDFSocial media has made its way into our everyday interactions via Facebook, Snapchat, email, Google, Twitter, Instagram. Internet users can create personal social media identities as well as virtual spaces which can be categorized cultural objects. Social Media Freaks draws from virtual ethnography methodology to explore eight case studies. Kidd argues social media as a tool to push back against oppression as a platform that provides a voice, especially to marginalized peoples; and social media as art connected to human action. This book is a significant contribution for scholars who seek other social justice perspectives in addition to understanding how to use social media as a tool for social justice. Kidd reflects on the positive and negative side of technology, networks, and social media platform corporate ownership. 
Book Review: Feeding the Other: Whiteness Privilege and Neoliberal Stigma in Food Pantries by Rebecca de Souza
No full textThe Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives
Get PDFThe present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children’s transition from public pre-K into kindergarten within a large, diverse school district. A wide range of transition practices were in use across the district, including practices designed to educate parents, connect pre-K and kindergarten stakeholders, train teachers, and provide transition experiences to children. Transition experiences were not uniform across programs, though. Using a consensual qualitative coding approach, we identified three crosscutting themes related to pre-K transitions: (1) pre-k programs and staff invest significant time and effort in supporting successful transitions; (2) preschool programs’ school readiness efforts often center on the “mechanics†of the transition, like completing paperwork and teaching children basic school behaviors; and (3) there are concerns about a lack of alignment between pre-K and kindergarten in terms of readiness, behavioral expectations, and learning goals
Merging Policy and Practice: Powerful Teaching and Learning in Preschool
Get PDFThis research to practice summary describes how an 8-week case study used field notes, interviews, and video-based fieldwork to examine local instructional practices and to investigate the policies and protocols which facilitate these practices. We describe how one Head Start classroom successfully navigated external accountability mandates while privileging students’ academic development and overall well-being when they attended to organizational infrastructure, instructional capacity, and the factors at their intersection. Findings indicate that while policies and protocols necessitated by external mandates impacted the organizational infrastructure, their intentional integration with sound pedagogy and the Center’s mission facilitated instructional capacity in a climate where children thrive. We therefore discuss how such decisions can be replicated in other Head Start locations
Book Review of The Digital Academic: Critical Perspectives on Digital Technologies in Higher Education
Get PDFSaudi Arabian International Students’ Sense of Belonging at an HBCU
Get PDFA multi-participant descriptive case study approach was used to highlight how Saudi Arabian international doctoral students attending an HBCU perceive their sense of belonging and how contextual factors impact their sense of belonging. Data was collected from students enrolled at Umoja University (pseudonym), a mid-sized HBCU in the south. At Umoja University, approximately five percent of the total student population is comprised of international students, the majority originating from Saudi Arabia. This research study was framed using the theoretical concept of ‘sense of belonging’. The purpose of the study was to understand the experiences of Saudi Arabian international students and the ways that their experiences influence their sense of belonging at an HBCU. This research explores how institutional structures, campus climate, and participants’ internal issues help or hinder these students’ sense of belonging. The findings suggest that external factors like national politics, faculty, staff, and peers contribute to a sense of belonging or lack thereof. In addition, internal factors such as language proficiency, cultural, political, and religious issues also play a role. The findings of this study have implications for university personnel as well as students considering HBCUs as an educational option.
Keywords: sense of belonging, Saudi Arabian, international students, HBC