Thesis (Ph.D.)--Lehigh University, 2008. / Adviser: Tina Q. Richardson.

Thesis (M.A.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 103-105) and index.

<p> Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers &ldquo;missing in action,&rdquo; and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.</p><p>

<p> Community colleges enroll nearly half of the students in public undergraduate programs and a disproportionate number of first-generation, low-income, underprepared, and minority students. The new national completion agenda initiated by President Barack Obama had brought both visibility and pressure to community colleges, which had completion rates of less than 25% for first-time and full-time African-American students and even lower rates for part-time students. When comparing four-year collegiate institutions with community colleges, more African-American males had enrolled into community colleges because of open admission policies, a variety of program offerings, and convenient locations. In contrast, community colleges had more likely lost these particular students because of employment, leniency within admission policies, and personal challenges. A qualitative case study provided some lacking reasons why these students drop out, and these circumstances may subsequently lead to indications of how to decrease the community college dropout rate. The specific problem of interest is the perceptions and experiences that African-American male students had for dropping out of community college before attaining a certificate or associate&rsquo;s degree or transferring to a four-year institution. The purpose of this qualitative case study was to explore the perceptions and lived experiences of African-American male community college students regarding college dropout. The participants of this study were 10 African-American male former community college students who withdrew from an urban multi-campus in North Texas without transferring to a four-year college or university, or without attaining a certificate or associate&rsquo;s degree from the community college. Participants were students formerly enrolled at the institution for at least one entire two-semester year. Recommendations concerning these students should be advised on the pros and cons of being employed while attending school during their initial counseling appointment with college personnel. Students should be informed on the difficulties, stress, and anxiety they may receive balancing their job with employment. Advisors should assist these students with skills such as time management and organization to reduce stress and anxiety. If permissible, advisors should also collaborate with students to plan class schedules that may be more flexible concerning their employment. Counseling services also need to be available to assist with stress, anxiety, and other difficulties and uncertainties. Faculty should also be involved to the extent of modifying assignments, tests, etc., in order to assist student success. </p><p> On the other hand, students may need to look at classes that are available online as well as seek job opportunities that have flexible work days and times. Community colleges should create an environment that is deeply rooted in the college and outside community. College administrators, community leaders, and other stakeholders may need to create student-friendly employers, which could be advertised in the college newspaper, or school&rsquo;s website. These types of employers could provide student friendly policies such as daycare and tuition reimbursement plans, merchandise discounts, and flexible work schedules. The second recommendation is to make sure African-American male students are engaged with the community college to encompass efficient academic advisement, career counseling, college transfer, and support services. The third recommendation is that this particular group of students may need to be provided mentors. Community leaders and other stakeholders who are men of color should be part of the educational experience for African-American males in college to show them what can happen with hard work and attaining a college degree. This particular group of students needs to be viewed holistically, and mentors may provide a personable, positive connection to keep these students in college.</p><p>

M.Ed. / This research was conducted in order to elicit and describe the perceptions of a group of young women who have participated in the Umendomuhle Community Education Project as to how it has influenced their lives. The secondary aim was to discover weaknesses and strengths in the project, and to help improve it. The Umendomuhle Community Education Project was initiated in order to increase the number of adult learners at the community centre, to help improve the standard of living for the community, and to empower young women with practical skills so as to increase self-employment. The project’s secondary aims were to develop the young women’s independence and to free them from the mentality of perceiving men as their source of income. This study was conducted with a sample of ten young women participating in the Umendomuhle community development project. The findings indicated that participants developed a change in self-esteem by respecting and trusting the self, respecting others, developing values acceptable to community and interpersonal skills. They also developed practical skills like agricultural skills, business skills, and personal finance management.

M.Ed. / The aim of this research was to explore African women's experience of their multiple role involvement while engaged in Adult Education and Training (ABET) programmes at the ABET centre in the Gauteng Province. I argue that African women in ABET have different experiences of their multiple roles to their Western counterparts, and for this reason, ABET providers should understand the experiences, needs and characteristics of African women in ABET in order to design flexible courses and give effective learner support. The research question that guided the research reported on in this essay is: What are the experiences of African women of their multiple role involvement while engaged in ABET? In the light of the above, qualitative research was conducted using personal interviews for data collection. Eight participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were interviewed in order to arrive at a deeper understanding of these experiences. The data gathered were then analysed and findings written up. The findings of this research indicate that rural African women have to balance the role of learner with that of worker, home maker, wife, mother, and communal worker. In addition, the entrenched system of patriarchy in many African societies denies rural women any form of personal support structure with women often encountering direct opposition to their attempts at selfimprovement. It is my contention that ABET programmes are not flexible enough to accommodate these multiple roles. The learner's responses in the interviews contain important suggestions on how to improve ABET programmes. The study concludes with the recommendation for ABET programmes.

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This qualitative study was a means to identify what motivated Black students to serve in the supplemental instruction (SI) leader role, the challenges they experienced, and what they learned while serving in the peer educator role within the context of an historically Black college or university (HBCU). Research targeting the experiences of SI leaders is limited, and there had yet to be a study completed on the experiences of SI leaders of color in any institution type. This research was an assessment of the perceptions of peer educators, providing a benchmark for further exploration on the impact SI can have at other HBCUs as well as how Black students are trained and supported in academic peer educator roles. Twelve SI leaders at Xavier University of Louisiana participated in interviews during the fall 2019 semester. The desire to help others and the position’s connection to their individual professional goals emerged as the primary themes when participants described what motivated them to serve in the SI leader capacity. Participants discussed the struggles of setting expectations and boundaries while serving in the SI role, as well as the positions of peer, friend, classmate, and leader when working with students in their SI sessions. Last, participants credited the SI leader position for helping them to develop and enhance the following skills: networking and relationship-building, communication, organization, emotional intelligence, critical and creative thinking, and leadership and teamwork skills. This study showed the what and how about SI peer educators are developing and enhancing themselves to graduate and professional schools and potential employers. More importantly, this study adds to the literature regarding students of color as the facilitators of the Supplemental Instruction program as most studies targeting the experiences of peer educators have been taken place at predominantly White institutions or samples. The results of this dissertation about SI leaders’ experiences at HBCUs can inform how training could better meet the needs of students of color as recipients and facilitators of peer educator programs. By presenting what peer leaders and SI programs at HBCUs are doing well, the findings can provide insight for peer education programs not accustomed to serving or hiring first-generation students and students of color effectively. This research contributes to addressing the gap in the literature regarding students of color serving in the peer educator role as well as showing the value of mentoring through academic peer education programs.

The aim and assignment of this thesis is to find appropriate design, layout and functional relations with regard to present trends and needs in education. Thesis should find an appropriate type of school which will fit in the specific environment and solve the problems in this enviroment. In order to enhance the overall ring character, the school is supposed to be a detached building. The idea of positioning school in the city center as well as the need of securing the school and especially psychological convenience lead to the idea of monoblock building which is getting more closed and concentrated inwards. The school acts as integrated architectonical organism and due to this idea it appears simply and austerely from outside and as it opens up it shows secure and interesting school life. The green meadow should spread into the school. The building is situated between two different environments which aren’t separated but rather connected as much as possible on the parterre. The school doesn’t obstruct but rather offers the opportunity of passing to different parts. Public space and vegatation which were located in this place were shifted to the upper level of green roof of the school parterre. Original open public space is replaced by closed school parterre which creates a common base – platform. This base serves as common semi-public space which facilitates free movement, encounters of different people of different age and so it is a kind of melting pot for all schools. The parterre is visually opened to the surrounding green vegetation which enhances the continuity of space. This idea is supported by glass façade with wood shades. Scale of parterre depends on the dimension of vegetation in order to make the shades appear as tree trunks and fade away when looking out of the building. In contrast to the light base, the heavy concrete matter represents particular units of schools which are situated on the social platform of building which levitates above green vegetation of “Černá louka”.

The impact which organizational decline in higher education has on African American students and institutional management of organizational decline can influence the access and success of African American students on predominantly White campuses. With higher education fighting for continued existence as a result of enrollment reductions and a shrinking economy, and the growing disparity between African Americans and White Americans, the press for survival prevails for both institutions and cultures. This study examined the effects which institutional decline in public higher education has upon African American students. Specifically, the study focused on how educational administrators and African American students in four Massachusetts institutions of higher learning described and explained the extent of the decline and their perceptions of its short-term and long-term effects. Various approaches and strategies utilized during decline and how they promoted or impeded an institution's ability to support goals and action related to participation of African American students were explored in the study. Attention was given to the different perceptions surrounding these issues in order to present a holistic and in-depth understanding of the dimensions of decline as it impacts African American students. Focus group interviews were used to explore and identify the complexity of these issues. The findings of the study indicate that the perceptions of both students and educational administrators were that African American students had been affected by the impact of organizational decline in terms of reduction and elimination of programs and services which are used and needed by this student population to access higher education as well as to survive in college environments which are hostile and unfriendly. The exploratory nature of this study, through the perceptions and reflections of African American students and educational administrators responsible to and for this population, should deepen the understanding within the academy regarding access and success of African American students during an era of decline.