Spelling suggestions: "subject:"african american college teachers."" "subject:"african cmerican college teachers.""
11 |
Career Trajectories of Mathematics Professors of African HeritageThomas, Trevor Aubrey January 2019 (has links)
This research investigated the career trajectories of mathematics professors of African heritage. The principal objective was to determine the factors that promoted self-efficacy, which made them complete a PhD in mathematics or an EdD in mathematics education regardless of the obstacles they encountered. I investigated 10 professors, males and females, of African heritage at the City University of the Northeast by using open-ended biographical questionnaires and individual interviews Several themes emerged from the data collected. The major themes that impacted the career trajectories of African American male and female mathematics professors were (a) family influence; (b) teacher influence; (c) peer influence; (d) problem solving approach; (e) perceptions of mathematics; (f) prior experience; (g) and individual perseverance (determination) and commitment (obligation). The findings of this research suggested that there are opportunities for young men and women of African heritage to develop into successful mathematicians (the term successful mathematicians is used to denote those men and women of African heritage who have completed their terminal degree, in mathematics or mathematics related subjects) provided that parents, teachers, and peers act their part.
|
12 |
Can reaching back push you forward? a mixed methods exploration of black faculty and their developmental relationships with students /Griffin, Kimberly Anne, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 329-346).
|
13 |
A comparision of faculty perceptions of campus climate at a predominately White institutionFoster, Devona L. King, Kimberly Lenease, January 2009 (has links)
Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 99.
|
14 |
The effect of mentoring experiences on the retention of African American faculty at four-year colleges and universitiesHolland, Gary, Kennedy, Larry DeWitt, January 1995 (has links)
Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 12, 2006. Dissertation Committee: Larry Kennedy (chair), John V. Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 60-61) and abstract. Also available in print.
|
15 |
An Analysis of the Attitudes Regarding Job Satisfaction Held by Negro Professors and White Professors in Selected Institutions of Higher Education Desegregated Since 1954Hodge, Charles M. 12 1900 (has links)
The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.
|
16 |
The Perceptions of Teachers of United States History in Traditionally Black Colleges with Regard to their Efforts to Promote Cognitive Development in StudentsJohnson, Stanley W. (Stanley Webster) 08 1900 (has links)
The problem for this investigation was the extent to which instruction in the traditionally black colleges and universities was directed toward higher cognitive skills as perceived by teachers of United States history in these institutions. The purposes of the study were to determine whether teachers (1) in state supported as opposed to private black colleges, (2) in urban-based as opposed to non-urban-based black colleges, (3) at non-denominational as opposed to denominational black colleges, (4) of age forty or older as opposed to teachers under age forty at black colleges,(5) categorized according to gender at black colleges, (6) categorized as United States citizens as opposed to non-citizens at black colleges, and (7) taught at black colleges and those who taught at white colleges differed significantly in their reported efforts to promote higher cognitive development. The following conclusions were drawn: Teachers at black colleges, as well as black teachers and white teachers at black colleges appeared to recognize the need to develop the higher mental powers of theirs students. Emphasis upon higher cognitive development is not likely to vary significantly according to academic degrees attained by the teacher, the geographic area in which the teacher was reared, or the gender of the teacher. Graduates of black colleges who taught at black colleges were apparently more attuned to the need for teaching higher cognitive development than were other teachers at black colleges.
|
17 |
The hiring process: the Black experience in a community college search committeeJohnson, Dreand R. 28 August 2008 (has links)
Not available / text
|
18 |
Faculty Participation in the Decision-Making Process in Small Private Black Colleges of TexasvanBolden, Vernon 05 1900 (has links)
The problem with which this study is concerned is determining the degree of faculty participation in the decision-making process within six small private black colleges in Texas. The decision areas investigated are faculty personnel (which includes appointments, promotions, tenure, and merit pay increases), curriculum, and administration. Respondents to this study include 189 administrators and faculty members from six small private black colleges in Texas. A continuum designed by a task force of the American Association of Higher Education (1967), which is composed of administrative dominance, administrative primacy, shared authority, faculty primacy, and faculty dominance, was used in the survey. Data from responses are presented by number, percentage, and mean.
|
19 |
Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution.Wright, Quentin 05 1900 (has links)
This study sought to discover job satisfaction factors of African American faculty at a historically black university and a predominantly white institution. Data were gathered through the use of semi-structured interviews of 6 faculty members from a historically black university and 5 faculty from a predominantly white institution. Several themes emerged from the study. The most salient was that African American faculty at the historically black university were satisfied by their work with students, satisfied with the flexibility of their schedules, and dissatisfied with their pay, workload, and the lack of recognition that they receive from their institution. African American faculty at the predominantly white institution were satisfied by the impact the programs and courses they developed had upon students, satisfied with their job's freedom and flexibility, and dissatisfied with the ideas of being micromanaged or working with people who are not open and honest. The findings of this study showed that service is an important factor to job satisfaction of African American faculty and that there is a distinction between factors faculty are dissatisfied with but willing to endure and those that would cause them to leave an institution.
|
20 |
The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas CollegesKraus, Charles 08 1900 (has links)
This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
|
Page generated in 0.079 seconds