Black men make up roughly 2% of the national teaching corps, and as Brockenbrough (2012) reminds us, there are recurring themes within Black Masculinity Studies that are central to bear in mind when looking at the lived and teaching experiences of these Black male teachers. The major one is to recognize and acknowledge the unique psychological, emotional, and spiritual toll of Black male marginality on Black men. “Oft-cited statistics on incarceration, homicide, unemployment, high school dropout, and HIV infection rates, among other chronic blights (Dyson, 1993; Noguera, 2003), illustrate not only the systemic marginality of Black men in American society, but also their distance from patriarchal definitions of manhood that rely on White supremacist and capitalist power to reinforce male domination” (p.5). The intention of this study was to engage with these Black male teachers’ narratives, stories, and commentaries and learn from their life and teaching experiences as Black men. The aim was to gain insight into how they were recruited, how they were supported, and also what their understandings and thoughts are around retaining Black male teachers in the classrooms. This is a small qualitative study is a sample of four Black Male teachers within the 2013 Teach for America Corps in NYC. As Lewis (2006) suggests, many of these Black male teachers consider their role bound to some form of social justice. This inquiry aimed to talk across the struggles and challenges of Black men in the NYC corps of the TFA program and to reach an understanding of their lived and teaching experience, and of the ways ideologies and narratives are negotiated and navigated in schools and classrooms. The questions of inquiry were aimed to provide insight into the recruitment, retention, and professional support of the Black male teacher, both in TFA and outside this program. Participation in this study was limited to Black male educators with one year of elementary or middle school teaching experience, in order to draw on and speak to the greater presence of male teachers at those levels to help teacher preparation programs navigate toward better recruitment processes, and supporting and sustaining more Black males in the classroom.

Chan Wai Kwong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 136-139). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Chapter Chapter One --- Introduction --- p.1 / Research Aims and Significance / Historical Backgrounds of Young Vietnamese Refugees in Hong Kong / Literature Review / How is This Research Different From Previous Research? / "Methodology, Field-site and My Personal Background" / Organization of Thesis / Chapter Chapter Two --- A Prison for Non-criminals: What Made Closed Refugee Camp Experiences Positive for My Informants --- p.41 / General Conditions of Two Different Closed Camps / Survival Strategies and Micro-economic Systems / What Made the Closed Camp Positive for My Informants? / Analysis / Conclusion / Chapter Chapter Three --- The Open Refugee Camp: The Place Between Physical Existence and Legal Non-Existence --- p.65 / Introduction / Sinh's Story-An Ethnic Vietnamese / Hung's Story - An Ethnic Chinese / Born To Be A Refugee - Hau's Story / Comparison / Conclusion / Chapter Chapter Four --- The Adaptation of Young Refugee in Hong Kong --- p.92 / Introduction / Integration in Hong Kong -Thuy's Story / Integration in Vietnam - Man's Story / Pik Uk Prison - Hai's Story / What Happened to Other Students From Pillar Point Camp? / Analysis / Conclusion / Chapter Chapter Five --- Research Implications --- p.119 / Introduction / Review / Cultural Shaping of Self / What Does It Means to Grow Up in Refugee Camp in Hong Kong? / Implications of This Research / Appendix --- p.134-135 / Bibliography --- p.139

Book Summary: Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being. Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians.

Book Summary: Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being. Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians.

Less than 1% of minority women receive venture capital funding for technology enterprises. The purpose of the multiple case study was to explore the strategies used by Black female entrepreneurs to obtain venture capital funding for their technology businesses in the United States. The conceptual framework for the study was the social network theory of entrepreneurship. Data were collected through semistructured interviews with 5 Black female entrepreneurs who founded technology ventures in the United States. Journaling before and after each interview aided the methodological triangulation, which ensured validation. Yin's data analysis process was used, and the data were reviewed, codes determined, emerging themes noted, and iterative explanation building undertaken. The main themes emerging from the analysis of the data were the participation in pitch competitions, the importance of networks, and communication. The findings may contribute to social change because other minority female, technology entrepreneurs can use the strategies of the participants as a model in their quest to receive venture capital funding. An increase in the number of minority women who receive venture capital funding and engage in high-growth entrepreneurship may result in an improved standard of living for the women and their families. Society could also benefit from a more diverse pool of technological innovations.

No description available.

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 47-51).

As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective. Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning. When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.

<p>As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective.</p><p>Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning.</p><p>When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.</p>

New Zealand’s 2008 general election, with its unprecedented focus on the “ethnic vote” and ethnic minority candidates with highest-ever party list rankings, proved compelling from a migrant engagement perspective. How do migrant communities achieve voice in their adopted country? And how does a now unmistakably multicultural nation address the political communication needs of an increasingly vocal, pro-active, and politically involved migrant population? This thesis examines the role of ethnic minority media in engaging migrant communities in the democratic process. In particular, it examines South Asian media in New Zealand and the extent to which they represented a vital public sphere for informing and engaging their wider migrant communities in public political debate during the 2008 election campaign. Applying qualitative and quantitative research approaches, this thesis elicits and analyses diverse perspectives of the extent to which local South Asian newspapers and radio current affairs programming represented an important complementary public sphere for informing and engaging migrant voters during the campaign. Ultimately, this study provides an alternative perspective on media coverage of the 2008 New Zealand general election, and insight into the role and influence of ethnic minority media within democratic discourse. As a contribution to the body of academic literature examining the media and minority political engagement, it is intended to provoke critical consideration of the communications needs facing new migrants in an increasingly multicultural New Zealand.