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1.
Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants’ socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed. 相似文献
2.
Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non-Black peers. Data were collected through semi-structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States. To analyze the experiences of our participants, we utilized two theoretical frameworks: Racial microaggressions and identity nonverification. Across the interviews, participants described various forms of racial microaggressions that greatly challenged their sense of belonging and identities as engineers. This research affirms the need to develop initiatives at the departmental and institutional levels to encourage more inclusive spaces for diverse students in STEM doctoral programs and to combat the types of exclusionary practices found in this study. 相似文献
3.
Natoya Haskins Mary Whitfield‐Williams Margaret Ann Shillingford Anneliese Singh Reisha Moxley Chika Ofauni 《Counselor Education & Supervision》2013,52(3):162-178
This phenomenological study investigated the experiences of 8 Black students enrolled in a master's‐level counseling program. Five themes central to participant experiences were identified: (a) isolation as a Black student, (b) tokenization as a Black student, (c) lack of inclusion of Black counselor perspectives within course work, (d) differences between support received by faculty of color and support received by White faculty, and (e) access to support from people of color and White peers. Implications for counselor educators and study limitations are discussed. 相似文献
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5.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
6.
Mary E. Earick 《International journal of qualitative studies in education》2018,31(8):800-820
AbstractThis article presents White social justice archetypes identified applying extended case study methods over 6 years at two Predominantly White Institutions (PWIs) in the USA. Primary data collection was conducted during public departmental and program meetings, supported by meeting minutes and the documentation of counter White-hegemonic narratives through critical incident journaling. White scholar social justice archetypes were interpreted applying Critical Whiteness Studies (CWS) and Critical Race Theory (CRT) lens to conversational and metaphor analysis using Witnessing–Interpreting–Knowing protocols. This research is in response to a growing number of White scholars, entering the field of CRT, identifying as ‘Crit’ social justice scholars without using CRT as a lens to interrogate their role in perpetuating White Supremacist ‘racial ideology in the composition and culture of American Institutions [i.e. Higher Education]’) . 相似文献
7.
Natoya Hill Haskins Janee’ Advent Harris Janise Parker Aishwarya Nambiar Philippa Chin 《Counselor Education & Supervision》2023,62(4):355-367
Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations. 相似文献
8.
The purpose of this study was to investigate and describe the mentorship experiences of Black student athletes attending undergraduate programs at a Predominantly White Institution in Higher Education (PWI-HE). The research site for this study was a co-educational public research institution (PWI-HE) with an approximate enrollment of 45,000 students. A total of six Black student athletes (five African American and one Jamaican) agreed to participate in this study. Four major interrelated and complex themes emerged from the data analyses. These themes were: (a) mentoring study habits and routines, (b) mentoring academic schedule and time management, (c) personal development within an isolated environment, and (d) family members’ support and encouragements. To better support Black student athletes at PWI-HEs, athletic department administrators, coaches, faculty, and all students should be encouraged to respect, value, and embrace the racial identities, origins, languages, and cultures of the student athletes that are being mentored. 相似文献
9.
Myntha Anthym 《International journal of qualitative studies in education》2019,32(9):1072-1093
AbstractThe purpose of this article is to offer insight to administrators and human resource professionals at Traditionally White Institutions (TWIs) about developing action plans that provide meaningful support to Black administrators and faculty who are coping with racial trauma. Operationalizing tenets of Critical Race Methodology (CRM), the counter-narratives presented here are drawn from 15 years of unpublished professional and personal communication created by an individual Black faculty and administrator. The lectures, conference presentations, commencement addresses and other ephemera trace the development of battlements and emotional battle scars over the early years of one scholar-activist’s career at TWIs. The calamitous aftermath of Hurricane Katrina is considered in this context both as metaphor and collective psychic wound. As such, it illuminates other instances of vicarious trauma, foreshadows the Movement for Black Lives, and provides a devastating illustration of administrative unpreparedness. Revealing the ramifications of racial trauma can serve to help others who suffer to feel less alone and can provide stakeholders in higher education with valuable knowledge for the sake not only of recruitment and retention, but institutional transformation. 相似文献
10.
高职院校核心竞争力是由高校特殊的战略地位所决定的一种特殊能力系统,具有不可模仿和不可替代性。培育和提升高职院校的核心竞争力是增加国家综合实力和民族创新能力的基础,是高职院校生存与发展的现实选择。在当今形势下,高职院校要正确定位自己的核心竞争力系统要素,并不断加以培育、保持和提升,使自身在国际国内竞争中真正处于绝对优势地位。 相似文献
11.
Dave A. Louis Keisha V. Thompson Patriann Smith Hakim Mohandas Amani Williams Juann Watson 《The Urban Review》2017,49(4):668-691
Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy. 相似文献
12.
Tiffany M Nyachae 《Gender and education》2016,28(6):786-806
ABSTRACTMillennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins of school by a millennial Black woman teacher and other Black women teachers. Analysis of the SOP curriculum revealed that even with the best of intentions, and even for relatively self-aware millennial Black women teachers, it is possible to present Black girl students with contradictory messages, due to a lack of exposure to Black feminism, Black feminist pedagogy, and the work of Black women educational scholars, in their curriculum studies. Included are implications and recommendations for millennial Black women teachers creating curriculum for Black girls. 相似文献
13.
Joyce Coleman Nichols 《Innovative Higher Education》2004,28(3):219-229
Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others. 相似文献
14.
Research has demonstrated the negative impact of Adverse Childhood Experiences (ACEs) on long-term trajectories of mental and physical health. Yet existing literature on this topic is limited in its understanding of outcomes among youth samples, optimal measurement items and methods, and differences in adverse experiences across race/ethnicity. The current study used a person-centered approach to measure ACEs and their impact on youth health outcomes across three different racial/ethnic groups from a large national database. Patterns of exposure to adverse experiences among Black, Latinx, and White youth (N = 30,668, ages 12–17) were determined empirically using latent class analysis (LCA). Significant differences in class membership by demographic indicators (age, household income, sex) and concurrent health outcomes were identified. Different models emerged for Black (2 classes), Latinx (3 classes), and White youth (3 classes). Older and lower-income youth were more likely to have experienced adversities, but there were no differences in adversity likelihood by sex. Additionally, racial/ethnic minority youth were at greater risk of experiencing higher levels of adversity, poverty, and poor health when compared to their White counterparts. Rather than occuring in meaningful clusters, adverse experiences among youth reflected a cumulative risk model such that classes were defined by the overall intensity of adverse experiences (i.e., low, moderate, high). Findings provide greater knowledge regarding the relationship between ACEs and health and future research directions to inform more targeted and culturally-appropriate screening, prevention, and intervention programs. 相似文献
15.
《British Educational Research Journal》2017,43(5):875-903
It is uncontested that British African Caribbean men are minimally represented in elite UK higher education institutions. Even as data demonstrates that African Caribbean males are more likely to study further education than White males 1 1 Research indicates that the proportion of UK‐domiciled Black students pursuing higher education degree courses has increased since the academic year 2003/04 (ECU, 2014 ).
and that the proportion of UK ‐domiciled Black students pursuing higher education has increased since the 2003/04 academic year (ECU , 2014), the representation of Black students throughout the Russell Group remains low. 2 2 It is important to acknowledge that on the whole, undergraduate Black students are over‐represented in higher education and in 2012/13 experienced the largest increase in the proportion of all BME students attending university to 6.3% (ECU, 2014 , p. 114). However, the majority of this increase in Black student representation is accounted for in non‐Russell Group institutions, particularly at the less prestigious universities that comprise the Million+ Group. The Million+ Group comprises the following universities: Abertay University, Anglia Ruskin University, Bath Spa University, University of Bedfordshire, University of Bolton, Canterbury Christ Church University, University of Cumbria, University of East London, Edinburgh Napier University, London Metropolitan University, London South Bank University, Middlesex University, Staffordshire University, University of Sunderland, University of West London, University of the West of Scotland and Southampton Solent University ( www.millionplus.ac.uk/who-we-are/our-affiliates/ ).
Less than 3% of the entire Russell Group's student population comprised British African Caribbean students in 2011/12 and 2012/2013 (ECU , 2013, p. 203; ECU , 2014, p. 358). However, according to the 2011 Census, ‘Black’ people represent 5.5% (3.1 million) of the total UK population (ONS , 2015). For the few Black men who are successful in attaining acceptance at these exclusive universities, to what assets or capitals do these young men attribute their ability to get to and successful graduate from these institutions? Interviews with 15 Black male students who attended Russell Group universities in England and Wales were analysed and several ‘capitals’ or resources were identified as beneficial to their ability to succeed. Drawing on Bourdieu's work on cultural and social capital, this paper advances the concept of ‘faith capital’ as a unique recognised asset that six of the participants described and reflected upon as being influential on their academic trajectories. Based on findings from the ESRC ‐funded research Exploring the narratives of the few: British African Caribbean male graduates of elite universities in England and Wales , this paper discusses these six participants’ accounts of their higher education journeys in relation to how they identified faith as a resource that was influential to their academic success. 相似文献
and that the proportion of UK ‐domiciled Black students pursuing higher education has increased since the 2003/04 academic year (ECU , 2014), the representation of Black students throughout the Russell Group remains low. 2 2 It is important to acknowledge that on the whole, undergraduate Black students are over‐represented in higher education and in 2012/13 experienced the largest increase in the proportion of all BME students attending university to 6.3% (ECU, 2014 , p. 114). However, the majority of this increase in Black student representation is accounted for in non‐Russell Group institutions, particularly at the less prestigious universities that comprise the Million+ Group. The Million+ Group comprises the following universities: Abertay University, Anglia Ruskin University, Bath Spa University, University of Bedfordshire, University of Bolton, Canterbury Christ Church University, University of Cumbria, University of East London, Edinburgh Napier University, London Metropolitan University, London South Bank University, Middlesex University, Staffordshire University, University of Sunderland, University of West London, University of the West of Scotland and Southampton Solent University ( www.millionplus.ac.uk/who-we-are/our-affiliates/ ).
Less than 3% of the entire Russell Group's student population comprised British African Caribbean students in 2011/12 and 2012/2013 (ECU , 2013, p. 203; ECU , 2014, p. 358). However, according to the 2011 Census, ‘Black’ people represent 5.5% (3.1 million) of the total UK population (ONS , 2015). For the few Black men who are successful in attaining acceptance at these exclusive universities, to what assets or capitals do these young men attribute their ability to get to and successful graduate from these institutions? Interviews with 15 Black male students who attended Russell Group universities in England and Wales were analysed and several ‘capitals’ or resources were identified as beneficial to their ability to succeed. Drawing on Bourdieu's work on cultural and social capital, this paper advances the concept of ‘faith capital’ as a unique recognised asset that six of the participants described and reflected upon as being influential on their academic trajectories. Based on findings from the ESRC ‐funded research Exploring the narratives of the few: British African Caribbean male graduates of elite universities in England and Wales , this paper discusses these six participants’ accounts of their higher education journeys in relation to how they identified faith as a resource that was influential to their academic success. 相似文献
16.
This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students. 相似文献
17.
David Gillborn Sean Demack Nicola Rollock Paul Warmington 《British Educational Research Journal》2017,43(5):848-874
Drawing on a secondary analysis of official statistics, this paper examines the changing scale of the inequality of achievement between White students and their Black British peers who identify their family heritage as Black Caribbean. We examine a 25‐year period from the introduction of the General Certificate of Secondary Education (GCSE), in 1988, to the 20th anniversary of the murder of Stephen Lawrence in 2013. It is the first time that the Black/White gap has been analysed over such a long period. The paper reviews the changing place of the Black/White gap in education debates and notes that, despite periods when race equality has appeared to be high on the political agenda, it has never held a consistent place at the heart of policy. Our findings shed light on how the Black/White gap is directly affected, often in negative ways, by changes in education policy. Specifically, whenever the key benchmark for achievement has been redefined, it has had the effect of restoring historic levels of race inequity; in essence, policy interventions to ‘raise the bar’ by toughening the benchmark have actively widened gaps and served to maintain Black disadvantage. Throughout the entire 25‐year period, White students were always at least one and a half times more likely to attain the dominant benchmark than their Black peers. Our findings highlight the need for a sustained and explicit focus on race inequity in education policy. To date, the negative impacts of policy changes have been much more certain and predictable than occasional attempts to reduce race inequality. 相似文献
18.
Tracy L. Spinrad Nancy Eisenberg Sonya Xinyue Xiao Jingyi Xu Rebecca H. Berger Sarah L. Pierotti Deborah J. Laible Gustavo Carlo Diana E. Gal-Szabo Jayley Janssen Ashley Fraser Xiaoye Xu Wen Wang Jamie Lopez 《Child development》2023,94(1):93-109
Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development. 相似文献
19.
This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student–actors’ varying representations of a “White teacher’s” use of the term “hoodlum” for classroom management and the resulting communication breakdown that occurred between the teacher and a “Black parent.” Findings indicate that rehearsing pre-service teachers’ classroom struggles helped to move the group away from monochromatic perceptions of White/Black, Teacher/Parent interactions to a polychromatic view of interlocutors’ multiple histories and investments. This study has implications for revitalizing the place of world language education in K-12 education, extending the acquisition of second language verbs and nouns to incorporate connections between language, culture, history, and power. 相似文献
20.
高校是先进生产力发展的重要推进器 总被引：2，自引：0，他引：2
许霆 《常熟理工学院学报》2001,15(5):1-6
高等教育的发展不仅是先进生产力形成和发展的重要条件。它本身就已经是一种先进的生产力，高校要加快建设、改革和发展的步伐。以适应社会主义现代化事业的需要。在当前实施高等教育大众化的过程中，高校应努力培养适应社会主义现代化建设的高素质人才。高校应重视科研和科技工作，大力推进科技进步和创新。高校应发挥知识分子的积极性，主动性、创造性，确保高校体现先进生产力的发展要求。 相似文献