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THE PERSPECTIVES OF BLACK CHURCH LEADERS ON THEIR ROLES IN THE EMPOWERMENT OF BLACK MALE STUDENTS
Title
THE PERSPECTIVES OF BLACK CHURCH LEADERS ON THEIR ROLES IN THE EMPOWERMENT OF BLACK MALE STUDENTS.
Creator
McEwan, Deborah King, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description
This qualitative interpretive study was designed to understand the perspectives of Black church leaders on their roles in addressing the educational concerns of Black male students. The underlying theoretical framework drew from critical/social justice pedagogy contextualized in the transformative role of Black churches as advocated by scholars. The study investigated the critical reflections and praxis of 13 leaders, who represented three generational eras, which included Baby Boomers,...
Show moreThis qualitative interpretive study was designed to understand the perspectives of Black church leaders on their roles in addressing the educational concerns of Black male students. The underlying theoretical framework drew from critical/social justice pedagogy contextualized in the transformative role of Black churches as advocated by scholars. The study investigated the critical reflections and praxis of 13 leaders, who represented three generational eras, which included Baby Boomers, Generation X and Generation Y. In a two-phase interview process, participants reflected on their roles in addressing the systems of power and privilege, which impairs the academic performance of Black male students. An analysis of the critical reflections of these leaders re-kindled the potential role of Black churches in social justice advocacy and as sources of empowerment for Black male students in the United States public education system. The study’s findings revealed the Black church leaders’ awareness and articulation of the oppressive conditions within and outside public education, the church leaders’ acceptance of their social justice leadership roles, and an expressed desire to contribute additional actions to address the plight of Black male students. The results distinctively intimated that Black churches are potential sources of empowerment for Black males with space for increasing critical awareness; however, as pivotal organizations within Black communities they are grossly underutilized. For Black male students, Black churches offer different types of capital that may be understated, and Black church leaders as social justice leaders have not optimized their roles by routinely engaging in critical dialogues with their congregation to address the educational concerns of Black males. Recommendations highlighted the need for expanded partnerships with local schools, the initiation of critical dialogues in the church, amongst churches, in the community, and in public education.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013393
Subject Headings
African American churches, African American students--Education, Empowerment
Format
Document (PDF)
PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE IMPACT OF SCHOOL INTEGRATION ON THE ACADEMIC GAINS AND SOCIAL ACCEPTANCE OF NEGRO CHILDREN
Title
PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE IMPACT OF SCHOOL INTEGRATION ON THE ACADEMIC GAINS AND SOCIAL ACCEPTANCE OF NEGRO CHILDREN.
Creator
BERVALDI, PAUL EDWIN, Florida Atlantic University, McCleary, Edward J.
Abstract/Description
The purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable...
Show moreThe purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable was based on a weighted index that classified Florida's school districts into five groups with similar demographic features. The other independent variable was job classification (JC); this variable consisted of elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members. The dependent variables, in each case, were the ten item scores for that scale. A multivariate test of significance (p < .05), employing the Wilks' lambda criterion, was used for testing the hypotheses for each set of scales. In addition, univariate F tests were used to determine if individual items within a scale exceeded chance expectation at the .05 level. Conclusions: 1. Based on the statewide survey-- a. On the academic gains scale (AGS): (1) Perceptions cf the academic gains of Negro students do not differ significantly as a result of interaction between JC's and DG's . (2) Perceptions of the academic gains of Negro students do not differ significantly as a result of JC. (3) Perceptions of the academic gains of Negro students do differ significantly as a result of DG. b. On the social acceptance scale (SAS) : (1) Perceptions of the social acceptance of Negro students do not differ significantly as a result of interaction between JC and DG. (2) Perceptions of the social acceptance of Negro students do not differ significantly as a result of JC. (3) Perceptions of the social acceptance of Negro students do not differ significantly as a result of DG. 2. Based on the correlation study-- There are significant correlations for each JC with measures of social acceptance and academic gains.
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Date Issued
1978
PURL
http://purl.flvc.org/fcla/dt/11706
Format
Document (PDF)
REMEDIAL PROGRAM FOR UNDERPREPARED, BLACK JUNIOR COLLEGE STUDENTS
Title
A REMEDIAL PROGRAM FOR UNDERPREPARED, BLACK JUNIOR COLLEGE STUDENTS.
Creator
MANIKAS, WILLIAM THOMAS., Florida Atlantic University
Abstract/Description
The purpose of this study is to determine if there exist effective components in past and present curricula for underprepared, black junior college students. The four criteria of effectiveness used in this study include: (1) attrition rate, (2) grade-point average, (J) student motivation, and (4) faculty response. The method consists of a survey of the literature on past and present remedial programs and of analysis of selected programs to find successful components and to determine the...
Show moreThe purpose of this study is to determine if there exist effective components in past and present curricula for underprepared, black junior college students. The four criteria of effectiveness used in this study include: (1) attrition rate, (2) grade-point average, (J) student motivation, and (4) faculty response. The method consists of a survey of the literature on past and present remedial programs and of analysis of selected programs to find successful components and to determine the reasons for their effectiveness. A model remedial program composed of the preceding four components is presented. Its purpose is to help underprepared, black students in the junior colleges overcome problems which are barriers to continuation in at least junior college programs. Now, it is necessary to apply and evaluate the model for its effectiveness.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/11636
Subject Headings
African Americans--Education (Higher), African American college students, Junior colleges--Curricula--United States, Remedial teaching
Format
Document (PDF)
The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance
Title
The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
Creator
Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
Subject Headings
African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
Format
Document (PDF)
An Examination of African-American Male Awareness of and Application to Honors Programs
Title
An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator
Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings
Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format
Document (PDF)
The Fork in the Road: Determining Factors for Diverse Students Choosing a Non-profit, Open-Access Institution Versus a For- Profit, Open-Access Institution
Title
The Fork in the Road: Determining Factors for Diverse Students Choosing a Non-profit, Open-Access Institution Versus a For- Profit, Open-Access Institution.
Creator
Pacheco, Ruth E., Laanan, Frankie Santos, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Community colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper...
Show moreCommunity colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper understanding of the discriminating factors that influence these pathways and determine a predictive model of choice that is generalizable to undergraduate students choosing to attend open-access institutions. The study used the undergraduate portion of the 2011- 2012 National Postsecondary Student Aid Study (NPSAS:12) as its data source. NPSAS:12 contains a sample of about 95,000 undergraduate and about 16,900 graduate students enrolled between July 1, 2011 and June 30, 2012 in approximately 1,690 Title IV-eligible institutions of higher education in the 50 states and the District of Columbia. The results of the study indicate that the odds are higher for students attending for-profit colleges and universities than public two-year colleges to: be female; have independent status (24 years of age or older); have dependents; be Black or African American, Hispanic or Latino, American Indian and Alaska Native, or Native Hawaiian/other Pacific Islander; use higher amounts of financial aid; either not have a job or work fulltime; be less likely to attend college part-time; have higher college GPAs; and attend larger institutions. When restricting the sample for at-risk and non-traditional students, the odds for Hispanic and Latino and American Indian or Alaska Native students attending FPCUs increased, whereas the odds of Black or African American students attending FPCUs decreased. The results, implications for policy and practice, and recommendations for future research are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004811, http://purl.flvc.org/fau/fd/FA00004811
Subject Headings
Multiculturalism--Education., Community college students., African American college students--United States., Hispanic American students--United States., Alaska Native college students--United States., Indian students--United States.
Format
Document (PDF)
Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU
Title
Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU.
Creator
Pierre-Louis, Paul-Arthur, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating...
Show moreThe growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004751
Subject Headings
African American universities and colleges--United States, Minority college students--United States--Psychology, College choice--United States, Haitian Americans--Education (Higher), Motivation (Psychology), Student adjustment, College environment, Educational sociology
Format
Document (PDF)