1,720,959 research outputs found
Black Women as Learners: Adult Education and Family Literacy Program Participation among Primary Caregiving Grandmothers
Full text linkThe purpose of this study was to examine how Black grandmothers who are the primary caregivers promote literacy for themselves and for the grandchild or grandchildren in their care. The findings were situated into a three category model (author developed). Implications for research and practice are also provided
Unsports[Man]like Outdoor Public Spaces: Exercising Women\u27s Learning to Navigate Violence and Safety During Hours of Heightened Risk
Full text linkThis study aimed to explore the perspectives of women who exercise in outdoor public spaces during hours of heightened risk and to offer insights to other women and organizations
Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren
Full text linkThe purpose of this study was to explore the experiences of Black primary caregiving grandmothers in rural communities to understand how they learn to develop human and social capital to navigate inequitable systems and acquire resources for themselves and the grandchildren in their care. By making visible the lived experiences of residents in rural communities, it provides an opportunity to unveil the challenges that are oftentimes masked in these communities. This study also provided a platform for women of color, particularly Black grandmothers residing in rural communities, to speak out. Theories namely, social capital theory, human capital theory, and Black feminist thought were utilized to frame the research.
A basic interpretive qualitative design was utilized to guide the study. The data collection efforts were done through the merging of face to face interviewing, note taking, and observations. There were a total of ten grandmothers who participated in the study. Seven of them were acquired through the Black Church during Family and Friends Day celebrations, and the remaining three participants were referred by individuals who were partaking in the celebrations.
The findings from the study indicated that Black women caring for their grandchildren find it advantageous to be the primary caregiver when the parents can no longer provide adequate care. When taking into account the formal learning experiences, participation in continuing education seemed to be common among the participants when investing in their human capital development. In regards to informal learning, by participating in worship service, and faith-based learning communities (bible study, Sunday School bible class, and Vacation Bible School), the grandmothers were able to develop and increase their cognitive abilities thereby contributing to their human capital development. Importantly, they utilized the skills they acquired through faith-based literacy learning in the caretaking of their grandchildren.
The findings also suggested that networking was essential to Black women���s development especially those living in a rural community. When drawing from the knowledge capital of someone outside of their common social circles, the women were afforded opportunities for upward mobility. The knowledge and skills that they acquired from these networks helped the women obtain services that also contributed to the education, healthcare, and behavior management of the children in their care
Social Capital and Caregiving among Grandmothers in Rural Communities
Full text linkThe purpose of this study was to explore the experiences of ten Black primary caregiving grandmothers in rural communities within the state of Texas to understand how they learn to develop social capital to navigate inequitable systems and acquire resources for themselves and the grandchildren in their care. The application of qualitative inquiry was essential as it best supported the probing necessary to explore the phenomenon of African American grandmothers raising grandchildren
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Faculty Perceptions: Diversity and Justice Education in the University Classroom
No full textWith changes in law and policy as well as the need and desire for education by Students of Color, colleges and universities have seen a significant increase in Students of Color on campus. Faculty demographics, however, remain disproportionate with this drastic change. Although the United States of America and its higher education practices are steeped in a history of oppression and marginalization, race was a non-factor in this study due to the small number of respondents identifying as Persons of Color (28 of 141 or 19.9%). This study delved into the perceptions, actions, and beliefs of university faculty at two Hispanic Serving Institutions in the U.S. Southwest. The quantitative analyses resulted in the varied levels of association between the independent variables (Gender, Race, Status, Age, and College) and the dependent variables (Faculty Perceptions and Diversity Advocacy) while four themes (professional development and formal training, university and department policy and practice, diversity and social justice as unmentioned or appropriate in the classroom, and diversity and justice education as essential to implement and enact. The most significant quantitative associations included Gender.Counseling, Leadership, Adult Education, and School Psycholog
Advising African American Males: From the Advisor's Viewpoint
No full textResearch acknowledges high quality advising as being linked to retention and student success. Training and professional development received by academic advisors is undoubtedly connected to the quality of advising and a significant amount of research has been carried out on this topic. Unfortunately, the current research related to advisor training and professional development is limited, in that differences in advising practices for ethnic minorities, especially African American males are scarcely considered. In addition, while current literature and research has identified variables related to African American males and advising, the perspectives of professional academic advisors is seldom represented in the literature.
The purpose of this study was to analyze workplace learning experiences of professional academic advisors, utilizing adult learning theories (in particular, self-directed learning, experiential learning, and transformative learning). Specifically, this study sought to understand how advisors learn to serve African American males more effectively. Workplace learning experiences as well as adult learning concepts were investigated as advisors entered the profession and as they continued to develop in their careers. This phenomenological study included analysis of interviews and critical incidents described by nine academic advisors from a predominately White public emerging research university, now designated as a Hispanic Serving Institution (HIS) in the southwest region of the United States.
Overall, the concepts of experiential learning, self-directed learning, and transformative learning were evident in the advisors’ learning experiences. These experiences were also analyzed in terms of elements and concepts of workplace learning and the level of formality were used to facilitate learning. Results indicate that workplaces that presented opportunities for both nonformal and informal learning were the most impactful to advisors’ learning for serving African American male students. The results of the study inform current advising practices regarding work with African American males and dispute notions that nonformal learning is ineffective to advisor continued education. Informal learning was also identified as significant in advisor education. The findings carry implications for training and development of advisors as well as alternative solutions to assisting African American males within the advising process should nonformal methods such as conferences not be available. Ideas for future research on advising African American males at community colleges, private universities, multiple four-year public universities, in addition to advising other diverse populations are also presented.Counseling, Leadership, Adult Education, and School Psycholog
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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