Historically Black Colleges and Universities (HBCUs) have played and continue to play an important role in uplifting African Americans through education. Most of these institutions began as normal schools designed to prepare teachers who would train and educate students of color— a population that has been historically marginalized and oppressed. Scholarly conversations regarding teaching and teacher education for social justice omit the contributions of HBCUs. Likewise, scholarship about social justice within the field of Physical Education Teacher Education (PETE) has been minimal. These trends including the current overemphasis on the training of a monolithic White female middle class teaching force served to justify the ethnographic study in an historically Black PETE program. Rooted in situated learning theory, this study used ethnographic methods and methodology to explore the manifestations of social justice and (physical education) teacher education at Jackie Robinson University— an HBCU. This study uncovered several cultural manifestations of social justice within JRU using interviews, artifact analyses, and observations of several cultural manifestations about social justice and teacher educating for social justice were uncovered. One of the most prominent manifestations is “The Gap”, a theme that can be seen throughout the historical and contemporary culture of JRU. In one sense, “The Gap” represents the void filled by the university as it provides opportunities for education for students with limited educational options. In another sense, “The Gap” represents tensions within the institution. These tensions exist as gaps among students, faculty, administration, and the university as a whole. Despite “The Gap”, Teacher Education for social justice exists in the culture of JRU as forms of care and culturally relevant pedagogy. While these cultural manifestations were located within specific classrooms, they represent the ethos of the university as a whole. The findings of this study offer both theoretical and practical value. From a theoretical perspective, the findings shed insight into the meaning of social justice and (physical education) teacher education for social justice in an ethnically diverse context. In a practical sense, the strategies utilized by (physical education) teacher educators at JRU foster a classroom culture of holistic education. / text

<p> This dissertation examines Bernard Lonergan' s understanding of value, its assumptions and its development, for the sake of determining the role of human nature and human historicity in the experience of value. The categories of nature and history reflect a specifically modem form of the long-standing question of the relationship between physis and nomos- i.e., nature and convention, or 'nature and nurture'-for modernity has made us accutely aware of the historicity of cultural conventions. We ask of Lonergan: how or to what extent is the experience of value determined by human nature, and how or to what extent is it historically conditioned?</p> <p> To understand Lonergan' s position one must appreciate both the difference and the continuity between his earlier and later thought. Lonergan' s earlier thought reflects a rather Kantian fonnalistic account of value as the rational good, but his later thought embraces Scheler' s non-fonnal, material account of value-i.e., the good is an object of natural appetite-a position in which affectivity plays a role in revealing value. In spite of this development, there yet remains an underlying unity: there is a fundamental opposition of affect and intellect that precludes the possibility of understanding value as both rationally and materially good. Lonergan associates affect with natural spontaneity, and intellect with the deliberate:, progressive dynamic of history. Because of this, in his earlier work he presents value as rationally, and therefore historically, determined; yet in his ma1ure position value is grasped primarily in affective apprehensions, which are ahistorical intuitions, grounded in human nature and the 'reasons of the heart'.</p> <p> In response, it will be argued that this dichotomy of feeling and rationality can be transcended without sacrificing Lonergan' s account of self-transcendence.</p> / Thesis / Doctor of Philosophy (PhD)

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / In a thematic pattern of historical considerations, this study has made a critical and interpretive analysis of the development of teacher preparation at Bethune-Cookman College for the purpose of helping people in positions of responsibility to pattern the future growth of the College. There is a sense in which Bethune-Cookman College is a model for a utopian design in which the program of the College is recreated toward an educational potential for developing a teacher who may effectively deal with the problems of a crisis culture, on the one hand, and at the same time assist the Negro in lifting his self-image through education. The study taps the reservoirs of historical experience in order to reveal the problems of today in enlightening perspective. The study presses the point that the utopian design may emerge from such a perspective. Therefore, Bethune-Cookman College is demonstrated to be in a state of readiness for social reconstruction. Through the pragmatic method of writing history, the study proceeds thematically as follows: 1. It defines the influences of the plantation society of the ante-bellum period and the educational efforts of the postbellum period as they are residual in the present-day social-cultural milieu. 2. It observes the conditions surrounding the Negro teacher, particularly with regard to certain subtle practices of eidetic image, color visibility, and stigmas of oppression which depreciate self-esteem and breed inferiority. 3. It hypothesizes that education may be designed to give value to freedom of choice and decision-making; that freedom is the result of intelligent choice and is created by those who seek it; that the teacher must be liberated from an inferior selfimage and find security in self-esteem; that in the rich symbolisms of the background of the College, the personality and faith of the founder, and the cultural heredity derived from the history of the College, there is the potential for institutional fulfillment; that as the institution finds fulfillment, it may hopefully liberate those who study there; and that a liberated teacher is prepared to offer a liberalizing instructional program. 4. It elaborates on the possible outcomes of the hypothesized alternatives through responding to eight significant questions based upon eight human wishes: a. For the College's more effective partnership with social change b. For ways in which the College may promote cultural innovations for freedom c. For preserving values inherent in the present College plan through adding innovations that keep pace with cultural change d. For broadening the instructional curriculum to cope with crisis conflict e. For utilizing the symbolic philosophy and practices of the College to enrich its offerings toward the alleviation of sources of conflict f. For giving leadership to the search for futures and for developing advance preparation toward realizing the futures anticipated g. For developing a curriculum designed to remove the stigma of social deprivation from the presence of the Negro in society h. For utilizing the heart-head-hand philosophy as a symbolic guide toward lifting the self-image of the Negro. 5. It proposes ways of establishing the new design for teacher preparation, and for testing it out in positive social situations that relate to uses of the past and to the fulfillment of the predictable future. The study concludes that there are immeasureable possibilities for recreating Bethune-Cookman College to fulfill the new design that may transform the educational function of teacher education, not just for Bethune-Cookman College alone or just for the Negro group alone, but for all mankind. / 2999-01-01

This study comprises a multi-faceted case study of the growth and development of the University of Maryland Eastern Shore (UMES), with an emphasis on the leadership of Chancellor William T. Hytche during his tenure from 1975 to 1995. The study takes into account the complex, dynamic, and interrelated internal and external forces that led to the survival and subsequent development of UMES. An attempt was made to describe the relationship of Chancellor Hytche's leadership behavior and the resolution of critical problems affecting the growth and development of UMES during his period as chancellor. The University of Maryland Eastern Shore is an historically black university that has been able to overcome its historical and environmental roadblocks and situate itself squarely in the mainstream of higher education, even though, like other small historically black colleges, UMES faced an uncertain future. Historically black colleges and universities (HBCUs) are among America's most valuable resources, but for more than 130 years, these institutions of higher learning had to overcome the obstacles of limited financial and structural resources to provide quality education to hundreds of thousands of Americans of all races and socioeconomic strata. The literature on historically black colleges is limited and significantly devoid of research in the area of black college leadership. The majority of the research on black colleges focuses on issues such as student recruitment, the lack of black males, black college culture, and the effect of court decisions on desegregation and affirmative action. This research utilized the case study method. It can be characterized as primarily a descriptive case study, in that it describes the key events affecting the evolution of UMES, key events that influenced Hytche's decisions as chancellor of UMES, and also those key events directly initiated by Chancellor Hytche. Case study research is holistic, providing researchers with descriptions of total phenomena. According to Robert K. Yin, in Case Study Research: Design and Methods, "A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident (p. 13)." In each of the identified critical events during Hytche's tenure as chancellor, the researcher describes and analyzes the overall vision and strategy used by Hytche. Internal and external relationships that were established or fostered (e.g. "town and gown," political, and faculty) are explored to determine their effect on the growth and development of the institution. It is postulated that Hytche's effective leadership of UMES was a significant contributing factor to its success. Among the most significant findings of the study was the fact that UMES had failed to flourish in the absence of strong advocacy, and its fortunes only changed when State leadership in higher education changed. This case illustrates a situation in which major cultural and political issues were at stake (in this instance, the segregation of Maryland's institutions of higher learning), and in which institutional and systems leaders within the state had limited ability to shape events affecting their dependent institutions. However, when those prevailing political and cultural values were challenged by a powerful, controlling outside authority (in this case, the Federal judiciary), the resulting stalemate and accompanying chaos offered those same institutional and system leaders an opportunity to influence subsequent events, particularly if they act in concert, which in this case was found to be the combination of Hytche and the president of the University of Maryland System. / Ed. D.

Doctoral education in the U.S. is essential to cultivating professionals, scientists, and researchers capable of advancing and contributing to national goals. However, the engineering field warrants diversification to respond to global, social, and demographic demands. It is necessary to support students from historically marginalized backgrounds by acknowledging their unique experiences and encouraging them to activate their agency while faculty and institutional leaders work toward dismantling systemic barriers. Such practices may aid historically marginalized students in completing their degrees which will contribute to reduced attrition rates, time to degree, and degree completion. Over the past 10 years, Blacks and African Americans, Hispanic and Latinx people, and Native Americans and Indigenous people have demonstrated steady growth in doctoral education in engineering, despite several challenges and systemic barriers encountered during their doctoral journey. Even though they are growing in the field, attrition rates, time to degree, and degree completion remain an issue. Higher education researchers, workforce stakeholders, and educational organizations have been focusing on diversifying the STEM fields. Still, little attention has focused on the psychosocial elements that influence historically marginalized doctoral students' academic journeys. For example, research shows historically marginalized doctoral students encounter various challenges in doctoral education such as isolation, tokenism, and microaggression among others. To this end, it is essential to understand historically marginalized doctoral students' motivation and experiences in doctoral engineering education to identify strategies for mitigating these challenges as well as increase degree completion and decrease the time to degree. Guided by the situated expectancy-value theory and the graduate socialization framework, this dissertation consists of two manuscripts. The first manuscript is a qualitative holistic single case study that explores Latinx students' motivations to pursue a doctoral degree in engineering by investigating the following question: What values motivate Latinx students to pursue a doctoral degree in engineering? The second manuscript applies transcendental phenomenology to explore historically marginalized engineering doctoral students' socialization experiences by considering the following question: How do historically marginalized doctoral engineering students perceive their socialization experiences? The data sources for both manuscripts consist of interviews and surveys from participants in a research boot camp conducted between 2017-2021 from a larger national science foundation (NSF) funded project named the Dissertation Institute (DI). These studies are significant because they will provide implications for students who identify as members of these populations, research, practice, and policy concerning historically marginalized doctoral students' socialization experiences in engineering. Findings from the first study revealed that Latinx student motivation to pursue and persist in engineering doctoral degrees contained different subjective task values from SEVT and was influenced by educational and research experiences, role model interactions, and socio-cultural values. The second manuscript unearthed that students' socialization occurs in progressive, sequential, and connected stages. Each stage indicates students' development, even with the possible recurrence of previous stages depending on the challenges tied to systemic issues. Both manuscripts uncovered motivation and socialization vary from person to person contemplating various dimensions, and they are interconnected and influence students' journeys. In addition, the engineering context impacts both elements with respect to funding sources, research emphasis, and the persistent White male normative culture. / Doctor of Philosophy / Black and African Americans, Hispanic and Latinx, and Native Americans and Indigenous people have made significant contributions to doctoral education and the engineering field. Still, their representation in these contexts does not align with social, cultural, and political realities. Often these populations leave their doctoral programs or take longer to complete their degrees. Substantial academic research has investigated the challenges in doctoral education experienced by these populations. Still, little research focuses on their motivation to pursue or persist in these fields despite their lack of representation and socialization experiences. This dissertation focused on those elements and encompassed two studies in the engineering doctoral context that sought to answer the following questions: 1) What values motivate Latinx students to pursue a doctoral degree in engineering? 2) How do historically marginalized doctoral engineering students perceive their socialization experiences? The results from the first study showed Latinx students' motivation to pursue a doctoral degree in engineering matched their sense of self, and the attainment value represents it, as they considered completing an engineering Ph.D. will help accomplish their future academic and professional goals. Also, the importance of family and community drives their desire to earn a doctoral degree and retribute and help others in the future by being a role model. The second study evidenced that students' socialization is represented by progressive, sequential, and connected stages. The student's advancement in these stages and the ways they navigate various challenges indicated students' development. Combined, both studies demonstrated motivation and socialization vary from person to person, contemplating multiple dimensions, and are interconnected and influence students' journeys.

Thesis (D.M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The intention with this research was to investigate the challenges facing School Governing Bodies (SGBs) in historically disadvantaged schools with regard to their roles and responsibilities. The investigation departed from the premise of prescriptions of the South African Schools Act and other relevant legislation. From the literature review, it became clear that school governance would not be an easy task for schools, based on the precedence set by the apartheid school governance system. Indeed, it was found that SGBs in previously disadvantaged schools experienced numerous challenges. Decentralisation, stakeholder participation in school governance, SGB membership, determination of school policies requiring specialised knowledge and expertise, and policy-making and implementation were found to encapsulate most of the challenges facing SGBs in their roles and responsibilities. This research, being qualitative and phenomenological, used interviews to focus on some definitive school governance roles and responsibilities. Findings largely confirmed earlier research findings and included challenges such as a poor understanding of the school governance role of promoting the best interests of the school by school governors, the execution of roles and responsibilities being inhibited by poor training and poor capacity building, parent governors lacking knowledge and school governance skills, school governance functions requiring specialised knowledge and skills, a lack of trust, and the influence of suspicion and poor teamwork among school governors. The main recommendation relates to the review of the Schools Act in terms of specialised functions and who should perform them, and increasing the terms of office of school governors to derive maximum benefit from continuity before new members are elected and another cycle of capacity-building is needed. It is further recommended that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The intention with this research was to investigate the challenges facing School Governing Bodies (SGBs) in historically disadvantaged schools with regard to their roles and responsibilities. The investigation departed from the premise of prescriptions of the South African Schools Act and other relevant legislation. From the literature review, it became clear that school governance would not be an easy task for schools, based on the precedence set by the apartheid school governance system. Indeed, it was found that SGBs in previously disadvantaged schools experienced numerous challenges. Decentralisation, stakeholder participation in school governance, SGB membership, determination of school policies requiring specialised knowledge and expertise, and policy-making and implementation were found to encapsulate most of the challenges facing SGBs in their roles and responsibilities. This research, being qualitative and phenomenological, used interviews to focus on some definitive school governance roles and responsibilities. Findings largely confirmed earlier research findings and included challenges such as a poor understanding of the school governance role of promoting the best interests of the school by school governors, the execution of roles and responsibilities being inhibited by poor training and poor capacity building, parent governors lacking knowledge and school governance skills, school governance functions requiring specialised knowledge and skills, a lack of trust, and the influence of suspicion and poor teamwork among school governors. The main recommendation relates to the review of the Schools Act in terms of specialised functions and who should perform them, and increasing the terms of office of school governors to derive maximum benefit from continuity before new members are elected and another cycle of capacity-building is needed. It is further recommended that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Investigation of the historically informed performance movement with regard to its influence on violoncello playing since 1981 is approached in this critical commentary through the analysis of three different interpretations of Haydn’s Cello Concerto in C major. These interpretations are recordings by prominent cellists who have influenced or been influenced by the rise in popularity of the historically informed performance movement, namely Anner Bylsma, Pieter Wispelwey and Yo-Yo Ma. The critical commentary includes a brief summary of the musical careers of each individual and reports on the publicity surrounding them in an attempt to discover each performer’s views on the importance of historical performance practice and the extent to which these views are reflected in their performances. In order to establish what constitutes a historically informed interpretation of Haydn’s Cello Concerto, this document provides a brief background to the historical performance movement and also to the work itself. In the critical commentary, this work is analysed in relation to six specific aspects of historically informed interpretation: instrumentation, pitch, vibrato, tempo, ornamentation and cadential improvisation. By examining and comparing these aspects in the aforementioned twentieth-century recordings, this critical commentary concludes in support of Taruskin’s (1984) position on the now fashionable debate of historical performance practice. Namely, that the historical performance movement has been influenced as much by modern taste and aesthetics as by the attempt to create historically ‘accurate’ music.

Investigation of the historically informed performance movement with regard to its influence on violoncello playing since 1981 is approached in this critical commentary through the analysis of three different interpretations of Haydn’s Cello Concerto in C major. These interpretations are recordings by prominent cellists who have influenced or been influenced by the rise in popularity of the historically informed performance movement, namely Anner Bylsma, Pieter Wispelwey and Yo-Yo Ma. The critical commentary includes a brief summary of the musical careers of each individual and reports on the publicity surrounding them in an attempt to discover each performer’s views on the importance of historical performance practice and the extent to which these views are reflected in their performances. In order to establish what constitutes a historically informed interpretation of Haydn’s Cello Concerto, this document provides a brief background to the historical performance movement and also to the work itself. In the critical commentary, this work is analysed in relation to six specific aspects of historically informed interpretation: instrumentation, pitch, vibrato, tempo, ornamentation and cadential improvisation. By examining and comparing these aspects in the aforementioned twentieth-century recordings, this critical commentary concludes in support of Taruskin’s (1984) position on the now fashionable debate of historical performance practice. Namely, that the historical performance movement has been influenced as much by modern taste and aesthetics as by the attempt to create historically ‘accurate’ music.