Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4625. Adviser: George Kuh. Title from dissertation home page (viewed May 21, 2008).

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3866. Adviser: Edward A. Delgado-Romero.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2008. / Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0523. Adviser: Cary Buzzelli.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006. / Advisers: Deborah F. Carter; Phil F. Carspecken.

Thesis (Ph.D.)--Indiana University, School of Education, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4602. Advisers: Dionne A. Danns; Barry L. Bull.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3708. Adviser: Charles R. Ridley.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1251. Advisers: Deborah F. Carter; Phil F. Carspecken. "Title from dissertation home page (viewed June 18, 2007)."

<p> After the largest one-time release of federal prisoners in October 2015, community colleges were charged with retooling and preparing individuals for careers. Community colleges were designed to provide individuals an entryway into higher education. Formerly incarcerated Black males seek community colleges to assist in transitioning into their communities, society, and family life. Community colleges are a good place to provide these transitional and academic resources. </p><p> This qualitative study explored the shared experiences of 16 formerly incarcerated Black male students attending 3 California community colleges. The study provided a better understanding of their background, experience while in college, and their desire to complete college. Utilizing the Strayhorn and Johnson&rsquo;s Community College Satisfaction Model as the conceptual framework, this dissertation study examined their (a) background traits <i> At Entry</i> of college, (b) Student engagement <i>Within</i> the college, and (c) overall satisfaction with the <i>Outcomes</i> of college. </p><p> The study used a phenomenological approach through qualitative interviews to capture the resources needed for formerly incarcerated Black male students who attended college in urban South Los Angeles, California. The interview questions were aligned with the research question, sub-questions and conceptual framework. Findings revealed 7 themes: Social Environment, Prison Industrial Complex, Perceptions of Education, Campus life, Aspirations, Activating Student Support, and Mentoring. Drawing from Yosso&rsquo;s Community Cultural Wealth, the study revealed participants had aspirations and used their social capital. </p><p> Findings indicate that they experienced some type of trauma and that faculty and student support services staff were key support in their community college experience. Further their experiences in prison affected their community college experience in these ways: hindered their social adaptation and maturation, prevented them from obtaining life skills, and blocked their educational attainment and continued stereotypes and stigmas. Programs like Umoja, Extended Opportunity Programs and Services (EOPS), Disabled Student Programs and Services (DSPS) and Formerly Incarcerated Student clubs were instrumental to student persistence. </p><p>

<p> Due to societal factors of institutional racism and implicit biases, the plight of Black males across the United States has been well documented (Fitzgerald, 2015; Howard; 2010; Noguera, 2008; Steele &amp; Aronson, 1995). These factors are often represented in the educational system and result in inequities in various achievement outcomes. According to the National Center for Education Statistics (Kena et al., 2016), there are huge gaps between Black males and their counterparts across academic outcomes for reading and mathematics. Typically, Black males experience: (a) lower graduation rates, (b) higher suspension rates, and (c) over identification in special education. Consequently, these and other factors play a role and impact the livelihoods of Black males (Howard, 2010; Noguera, 2008). Guided by the framework of critical race theory (Bell, 1995; Delgado &amp; Stefancic, 2012; Ladson-Billings, 1998), as well as the work of scholars who identified issues of: (a) stereotype threat, (b) identity development, (c) culturally relevant pedagogy, and (d) the narrative experiences of Black males in education (Fordham &amp; Ogbu, 1986; Gay, 2002; Steele, 2010; Tatum, 1997), this dissertation study focused on inquiry in these areas. Using a phenomenological approach, data collected from in-depth interviews was used to explore the perceptions of nine Black males in high schools in Colorado regarding their educational experiences. Five themes emerged from the study: 1) relationships matter, 2) access and opportunity, 3) hidden-curriculum, 4) racial ambiguity, and 5) parental involvement. Findings further indicated that tenets of critical race theory were present in students&rsquo; experiences, particularly the &lsquo;centrality of race and racism&rsquo; and &lsquo;challenge to dominant ideology.&rsquo; Findings showed that a culturally relevant pedagogy was essential in supporting the academic success of Black male students. Recommendations, implications, and future research centered upon institutions of education and their responsibility to implement culturally relevant practices. Results from this study provide school administrators and educators with a perspective from the voices of one of the major subgroup of students they want to support. </p><p>

The first chapter of this dissertation is an introduction to the topics of community service-learning and Black women's intellectual history. The author outlines definitions, theoretical frameworks, guiding questions, and methodological approaches in this research. Here, Ms. Evans explains the contribution that Black women's educational philosophies can make to current practices of community service-learning. Chapter Two is a survey of the presence, oppression, contribution, and creative resistance of Black women in United States educational systems between Emancipation in 1865 and the Voting Rights Act of 1965. A comprehensive picture of research on Black women's educational experience in the United States is presented. Ms. Evans argues that Black women's educational experiences offer a rich historical context in which to comprehend the larger social conditions in which contemporary educators are working. In Chapter Three, the author presents four educators whose work provide clear examples of how Black women have theorized and practiced community-based education. The writing of Frances (Fanny) Jackson Coppin (1837–1913), Anna Julia Cooper (1858?–1964), Mary McLeod Bethune (1875–1955), and Septima Poinsette Clark (1898–1987) are presented. Connections are made between these educators' intellectual development and their work for local, national, and international community empowerment. In Chapter Four, the author details the contribution that this work makes to Black women's intellectual history. Ms. Evans analyzes the experiences and thoughts of the four Black women case studies, considers aspects of Black Feminist Thought, and outlines the impact of cultural identity on social experience. Recommendations are made about how to use historical analysis in order to practice community service-learning in a culturally appropriate manner. In Chapter Five, areas of future research are presented, specifically those areas that relate to the ideas of Booker T. Washington, W. E. B. Du Bois, and John Dewey. Lastly, Ms. Evans includes observations about her own experiences as a student and practitioner of community service-learning. In Chapter Six, “A Discussion on Sources,” the author reviews the most popular service-learning literature and surveys African American educational historiography that is relevant to those doing service-learning work.