Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Over the last century, people have questioned the ability of African American cultural knowledge to facilitate academic achievement among African American students. The cultural understandings of this group are often positioned as incompatible with the beliefs, practices and values that produce mainstream and school success. The spirituality of African Americans is a significant, yet often overlooked, component of African American culture and life. Through group interviews, in-depth interviews, personal narratives and participant observations, this dissertation explores the role of spirituality in the school experiences of African American female adolescents. Spirituality is defined as the conglomeration of beliefs, practices and values that connect an individual to an unseen force(s) and/or a non-material realm. Cognitive, behavioral and affective school outcomes are products of spiritual and personal development. Thus, this study pays particular attention to the processes and factors that cultivate the spiritual identities of this group. Family and religious organizations commonly initiate the spiritual awareness of African Americans. Lived experiences in contexts shaped by intersections of racism, sexism, classism and heterosexism facilitate their development of individualized spiritual self-understandings, expressions and practices. To privilege the perspectives of African American femaleix adolescents, Black feminist epistemology and critical youth studies guided this project’s design and methods of data collection and analysis. Additionally, this work builds upon the relational framework for the study of spirituality and religion in the lives of African Americans to explore this group’s spiritual development, understandings and school outcomes. This dissertation suggests that the theological perspectives of African American female adolescents directly impact their academic beliefs, behaviors, and school experiences. Understandings of God and employment of spiritual practices may act as protective factors that cultivate the educational resilience and academic self-confidence of this group. Additionally, African American female adolescents may employ spiritual beliefs to promote unity and build community on their school campus. / text

Thesis (Ph. D.)--Columbia University, 1933. / Trade edition published with title: Molders of the American mind. "Bibliographies": p. [253]-296.

This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.

<p> The 2006 student movement, termed the Penguin Revolution for the black and white uniforms worn by high school students, and the 2011 student movement, called the Chilean Winter, a reference to the "Arab Spring," have captivated the attention of the media and scholars alike. However, little work has been done to place these student movements into a broader historical context. Historically, Chilean students have had a long record of both general political activism and specific activism over educational matters dating back over 100 years. Even the most recent student protests, which developed into a broader movement against the neoliberal policies implemented under the dictator General Augusto Pinochet, were preceded by demonstrations with similar demands dating back to at least 2000. However, these precedents do not explain why the movements developed between 2000 and 2011, rather than immediately after the fall of the dictatorship in 1990. I argue that part of the reason is because that the students in the twenty-first century were the first ones to attend high school and college who were not raised under the dictatorship and for that reason they did not fear the repression and violence their predecessors, who grew up predominantly under the dictatorship, experienced. Thus, an analysis of the history of student political activism in Chile, the history of Chilean politics, the history of the Chilean education system, and the neoliberal reforms, especially in education, is necessary to provide a historical, political, and social context for the recent student movements.</p>

"The problem of this study is to trace the changes and the development of Negro education in rural Harrison County, Texas, from 1940-1950." --pg. 1

This dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of why we teach, what we teach, and how we teach, based on science. Dewey's effort to find a scientific basis of education was frequently misunderstood as “scientism,” which means unjustified or excessive reliance on positivistic science. Unlike the supporters of positivistic science in education such as Thorndike, however, Dewey sought a non-scientistic approach in pursuing the theory of educational purposes, substance and practices. Exploring the development of Dewey’s view on science in education, this study provides a detailed explanation on the transformation of his ideas in five stages: formative, developmental, preparation, experimental, and post-experimental. To provide an overview of issues involved in the problem of scientism, Chapter II deals with a conceptual geography of scientism and its influence on early twentieth century American education. The development of Dewey’s view on the science of education is provided in chronological order in Chapters III, IV, and V. Chapter III explores Dewey’s separation from the Neo-Hegelian tradition, an encounter with new science, and re-interpretation of scientific ethics. Chapter IV elaborates Dewey’s conception of scientific curriculum, a preparation for experiment in the Laboratory School, and science subject-matter and scientific method in the school. Chapter V provides a detailed exposition on the role of subject-matter and method in Dewey’s scientific curriculum and a brief explanation on his thought about subject-matter and method after he left the Laboratory School. Conclusions and reflections are offered in Chapter VI. / text

This dissertation explores the educational history of Mexican Americans in Arizona. It focuses on the post World War II activism of Tucson Mexican Americans who challenged educational policies, practices, and programs such as segregation, Americanization, and language restriction. These practices shaped Mexican American education for much of the twentieth century. Beginning in 1950, Mexican American men and women engaged in grassroots activism by participating in multiethnic, multifaceted coalitions to challenge educational inequalities and promote meaningful educational reform between 1950 and 1990. Their efforts led to the passage of local, state, and national educational reforms, including the repeal of school segregation state laws, the implementation of Spanish-for-Spanish-speakers and bilingual-bicultural education programs, and the enactment of the federal Bilingual Education Act of 1968. In 1974, Mexican American parents filed a joint lawsuit with Black parents against Tucson School District No. 1, the largest district in the state, charging the district with de jure segregation of Mexican American and Black students. I assert that Mexican Americans promoted institutional reforms from the bottom up that would not only provide Mexican-origin children with equal educational opportunity, but would also meet the community's needs based on their own definition of equity. In doing so, Mexican Americans not only contested their subordinate status in the dominant society by directly challenging the traditional stronghold that Anglo Americans had on the public education system, but they also helped to advance the quest for educational equality and civil rights.

A HISTORICAL CASE STUDY OF THE ARIKARA, HIDATSA, AND MANDAN INDIANS AT HAMPTON NORMAL AND AGRICULTURAL INSTITUTE, VIRGINIA, 1878-1911 By Nancy E. Jones-Oltjenbruns, Ph.D. A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Director: Maike I. Philipsen, PhD Professor, School of Education Hampton Normal and Agricultural Institute played a role in the education of American Indians. This facet of American Indians education was examined through the lives of Arikara, Hidatsa, and Mandan students from the Fort Berthold Reservation in North Dakota. The Three Affiliated Tribes’ students attended Hampton between 1878 and 1911. The federal government generally viewed American Indians as a problem so efforts were made to assimilate them into the majority culture. Education was a component of that process. The lack of knowledge about the Plains Indians contributed to their selection for this study. Lesser known tribes do not have a prominent place in the scholarship on 19th century Indian education. This study contributes to the literature by providing historical evidence related to the Fort Berthold Reservation students. The majority of teachers who instructed Indian students were non-Indian, but it was important for them to understand the specifics of Indian culture. Early staff at Hampton thought of themselves as civilizers, missionaries, and teachers. When the doors of Hampton opened, it was the role of staff to instruct the African American students in those skills that would allow them to advance in the White world. This was the same mandate regarding American Indians. The staff was instrumental in every aspect of American Indian education. Although Indian students including the Fort Berthold students never gained equal standing with African Americans or Whites on campus, they acquired a level of acceptance by staff and students. Views of Indian students toward staff, their education, school, and fellow students varied. There were members of the Fort Berthold Reservation who appreciated their education at Hampton, while some students did not complete their educational endeavors. Generally, Fort Berthold students learned skills that would be useful upon their return home. The Indian students felt they had an obligation to their people and that education was more than groundwork for their own prosperity. While education could provide a respectable living, the Fort Berthold Reservation students had a responsibility to teach those back on the reservation.

This qualitative study explored the experiences of African American students who attended Black segregated schools in a Houston community during the years 1935-1965. The purpose of this study was to give voice to the participants who were educated in a Black segregated school before integration. This research sought to understand students' experiences with segregated schooling through recollections from former students who were products of the school system in the community of Acres Homes in Houston. Furthermore, this research sought to give voice to these students in an effort to understand the role that these schools played in students' lives and the African American community as a whole. A purposive sample of five African American former students was interviewed. The data was analyzed using methods of narrative analysis. Findings generated using thematic analysis revealed three major themes present within and across the larger narratives that represented the experiences of segregated schooling: happiness, heritage, and hardship. Each major theme that emerged encompassed pertinent sub-themes. Twelve sub-themes in total emerged from the combined narratives. Within the Happiness theme emerged 1) enjoyable atmosphere, 2) personal success, 3) closeness, and 4) activities. Within the Heritage theme emerged 5) strong foundation, 6) good teachers, 7) respect for authority, and 8) self-reliance and ownership. Within the Hardship theme emerged 9) rural to urban living, 10) lack of resources, 11) segregation as a way of life, and 12) unfairness/colorism. In contrast to much of the extant literature, these participants' segregated schooling experiences proved to be fulfilling and served as basis for future advancements.