My dissertation, "Education of Deaf African Americans in Washington DC and Raleigh, NC, during the 19th and Early 20th Centuries, Through the Eyes of Two Heroes and a Shero," investigates the education of deaf African Americans during Reconstruction and into the twentieth century in two cities. The document includes three narratives. The first is of Douglas Craig, a loss African American deaf child who was brought to Gallaudet University in Washington, DC in the mid 1800s by a New Hampshire Senator named Aaron Cragin. The child later became an employee who was often referred to as a “jack of all trades.” Craig was admired and loved by many until his death in 1936 which is reflected in the street named in his honor on the campus. The other two narratives tell the stories of Effie Whitaker and Manuel Crockett of Raleigh North Carolina, both hearing, both graduates of Hampton Institute, and educators who taught at the first known school for deaf and blind African American students in the United States. Their commitment to teaching greatly enhanced the quality of life for many students. The three stories demonstrate how political, social, race and economic conditions were very much intertwined with the segregated education system before the 1954 Brown v Board of Education case. In addition to the narratives, I briefly note the 1952 Miller v District of Columbia Board of Education case: A victory that integrated the Kendall School in Washington, DC, which was, and still is, the most influential institution for deaf individuals in the United States. The stories about these unsung heroes and many others are rarely mentioned. However, their narratives are now a small part of a body of scholarly work that contributes to the history of one of the most understudied areas of African American education and there is much more to be done.

This thesis clarifies some issues at the forefront of Multicultural education from an anti-racist perspective. The researcher is concerned that, while school boards across the country allegedly promote an education wherein the perspectives of all Canadian cultural groups are included—a goal that reflects promises of both the Charter of Rights and Freedoms and the policy of Multiculturalism—differences persist between what is intended by policy makers and what perspectives are actually included in the curriculum. These contradictions between intentions and conduct are explored by exarmning the effects of Multicultural ideology on the discursive borders of Canadian education. These ideas are then related to the specific example of African Canadian history. Past and present contradictions between Canadian policies and practices toward African Canadians are scrutinized. The issue of African Canadian exclusion from the Canadian Literary Canon is emphasized and this problem is related through a discussion of the Canadian publishing industry. The writer argues that different kinds of opportunities are required that help learners explore the subject of racism on an emotional level, develop in-depth understandings about African Canadian history and cultures, and give learners opportunities to listen to African Canadian perspectives. The idea that African Canadian literature could be utilised by educators is suggested as a way to start establishing a basis for education where African Canadian perspectives are represented on equal terms. Pedagogical problems that might arise with the introduction of these stories into the curriculum are addressed. The writer argues that Canadian education developed out of a context of oppression. Postmodern research paradigms are suggested as a way to explore these issues. Following on the diverse writing styles that are used in postmodern inquiries, an excerpt from a play by the writer is included. Both the play and the discussion intentionally disrupt the suggestion of a self-Other dichotomy that is sometimes present in education and research. The writer explores this territory and ultimately suggests the possibility of negotiating relationships that are not defined by oppression, but that acknowledge the pain that oppression causes.

<p>Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented Education programs for African American students. This study examined the impact of teachers&rsquo; knowledge of Gardner&rsquo;s Multiple Intelligence Theory (Gardner, 1983, 2006, 2011) on their perception of giftedness in the referral of African American students to Gifted and Talented Education programs. Research questions were: (a) What is teachers&rsquo; knowledge of the current district criteria for referral of students to Gifted and Talented programs? (b) Are there differences in the conceptions of referral criteria of teachers with training in MI Theory vs. teachers without training in MI Theory? (c) Are there differences in teacher attitudes, perceptions, and beliefs on giftedness in teachers having training in MI Theory vs. teachers having no training in MI Theory? (d) How do cultural factors impact teacher perceptions of giftedness in African American students, in teachers with training in MI Theory vs. teachers without training in MI Theory, and the referral of African American students to Gifted and Talented Education programs? Using a mixed-methods approach, a quasi-experimental design and qualitative inquiry were utilized. Findings indicated that all teachers demonstrated limited knowledge of district referral criteria. However, teachers having MI Theory training demonstrated greater knowledge of the district&rsquo;s Alternative Referral and Identification Criteria. Conceptual differences were found in the need for alternative pathways such as peer nominations. Findings noted differences for teachers having training in MI Theory with greater knowledge of characteristics of giftedness and the impact of that knowledge on cultural factors relating to students&rsquo; use of non-standard English in the perception of giftedness. Greater focus on leadership is needed in the current federal definition of giftedness. Overall, findings suggested that training in Multiple Intelligence Theory provides a framework for greater understanding of the multifaceted attributes of intelligence, which may result in greater opportunities to identify non-traditional areas of giftedness in African American students. </p>

<p> This case study examined how the campus culture influences the existence of a Black cultural center and a multicultural center at a predominantly White university. A qualitative ethnography was conducted using focus group interviews, personal interviews, archival research, and anecdotal observation. The results of the study identified five themes: (a) from isolation to insulation, (b) opportunities for involvement, (c) the perception problem, (d) challenges of change, and (e) leadership commitment.</p><p> A Pinchback model of relevance for cultural centers for predominantly White campuses was created for practitioners and administrators seeking ideas for making cultural centers relevant at their respective institutions. The model features external forces that influence campus culture and the forces within the campus culture that influence the cultural centers. The role of the cultural center is shown as broadening the difficult conversations around race, diversity, and inclusion.</p>

<p> This study examines the development of first-generation African American and Latino college students' sociopolitical consciousness in the context of their learning of sociology as a component of their liberal education studies. Given the paucity of research on how college students develop sociopolitical consciousness, this study addresses: (1) the nature of first-generation undergraduate African American and Latino students' sociopolitical consciousness at point of entry to college-level study of introductory sociology, (2) college students' sociopolitical consciousness prior to (or early in) their interaction with sociological ideas, (3) changes that may occur in these students' sociopolitical consciousness as they interact with sociological ideas, (4) classroom activities that may be related to changes experienced by the students, and (5) acts, reflective of sociopolitical consciousness, in which the students engage. </p><p> Conducted at an urban university with high racial and ethnic diversity, the study featured documentation and analysis of 18 focal students' learning in two sections of a sociology class. The study relies on interviews with the focal students about their learning and thinking in and out of class, interviews with instructors and administrators, class observations, analysis of students' written work and other class materials including textbooks, and review of institutional and curricular documents. </p><p> Study findings portray undergraduates' sociopolitical consciousness as comprised of <i>awareness</i> and <i>understanding</i> of sociopolitical forces. Students' awareness and understanding may vary by degree (amount of) and topic. College students enter the classroom already in possession of some sociopolitical consciousness which may be viewed as part of their prior knowledge. Study findings indicate that students' sociopolitical consciousness intensifies and at times is transformed as students encounter sociological subject matter. Two aspects of the classroom may contribute to developing undergraduates' sociopolitical consciousness: (1) in-class discussions and (2) professors offering examples during their teaching relevant to students' interests. The study suggests that students' acts of analysis and/or critique, and their acts of involvement, can contribute to their <i>sociopolitical capacity</i>&mdash;an amalgamation of consciousness and acts. Implications and ideas for future research follow.</p>

<p> Leave as is.</p>

<p> This research attempts to discover teaching principles and practices that create more equitable learning environs for African American students as the most at-risk group in United States schools. The Rhythm of teaching Black students refers to pace-setting and the teacher to student and student to student to interactions that take place during math. The Rhyme of teaching mathematics to African American students is a reference to demonstrating dedication toward all students by providing compassionate, equitable, rigorous, learning environments. This study examines the historical and social similarities between Cambodian American teachers and inner-city African-American students. The purpose of this research is to provide insights into the beliefs held by participants, and the pedagogical practices that assist Black students toward proficiency and advanced proficiency in mathematics.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6364. Adviser: Myrtle Scott. Title from dissertation home page (viewed May 8, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4612. Adviser: Susan Noffke. Includes bibliographical references (leaves 260-269) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2891. Adviser: William T. Trent. Includes bibliographical references (leaves 496-500) Available on microfilm from Pro Quest Information and Learning.