Thesis (M.A.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed June 14, 2010) Julia Perilla, committee chair; Roger Bakeman, Gabriel Kuperminc, committee members. Includes bibliographical references (p. 81-94).

Thesis (Ed. D.)--University of Massachusetts, 1989. / Includes bibliographical references (leaves 137-142).

Thesis (Ph. D.)--Yeshiva University, 1989. / Includes bibliographical references (leaves 144-153).

Dissertations (Ed. D.)--Rowan University, 2010. / Typescript. "UMI Number: 3397970"--T.p. verso. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

No description available.

According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and oppressive structures that hinder the success of Students of Color in science classrooms. At its core, teachers lack this awareness due to incomplete understanding of the ways identity markers, such as race, gender, and socioeconomic status, work together to shape one’s coming into, understanding of, and success in the sciences. To this end, this case study features four science teachers of diverse backgrounds who engaged in a book club structured to support their understanding of their intersectionality and their identity development. These four science teachers met as a science department to engage with the text Black Feminist Thought (BFT) (Collins, 2009) and other critical texts over a six-month period at a New York City, charter high school. The findings revealed the ways racial stereotypes, propagated by many factors ― including images of scientists, relationships with teachers, and expectations of peers and family ― influenced their coming into and understanding of science. Additionally, the findings show the ways teachers discovered their intersectionality —particularly the interplay of their race and gender— influenced their approaches to teaching science. As teachers learned about the multidimensionality of their positional identities, they became aware of discriminatory structures of power that disadvantage their Black female science students and reported implementing more student-centered pedagogical practices. Altogether, this study offers a professional development model for building critical consciousness with inservice secondary science teachers.

Many four year institutions are reorganizing their processes and structures to develop a more inclusive model related to campus diversity efforts. Minimal information has been reported about two year institutional efforts toward inclusive excellence. Given the predicted demographic shifts of the nation and more specifically, the projected increase in enrollments of racially and ethnically diverse student bodies in community colleges, it is essential for higher education administrators and policymakers to understand the structures needed to support minority student success at community colleges. The purpose of this quantitative study was to examine institutional support structures around inclusive excellence. An Institutional Diversity Practice Index (IDPI) was created using eleven key indicators found within the literature related to institutional practices that enhance minority student success. The absence or presence of practices at each school were tallied to create two groups. Groups were then compared to determine whether significant differences existed between retention and graduation rates, as well as differences in selected items on the Community College Survey of Student Engagement (CCSSE) related to diversity and support. Due to the sample size limitations of minority student enrollment, the 13 community colleges in this study were classified into one of two groups: Higher Institutional Diversity Practice Index (6 practices or more) and Lower Institutional Diversity Practice Index (5 practices or less). Archival data were used to examine retention rates, graduation rates, and student engagement indictors from the CSSE survey. The sampling frame for the study included all 13 TBR community college students during the academic 2013-2014 academic year. Findings indicated that institutions who were classified in the higher practice group reported higher retention rates of African American and Hispanic students. There were no statistically significant differences between the high and low group with regard to graduation rates or student engagement indicators on the CSSE survey. A larger sample size would be required to determine what combination of institutional practices predict minority student retention and graduation rates. Overall, this study plows new ground and provides information related to the current landscape of institutional structures that support minority student success in Tennessee.

Thesis (M.S.)--Naval Postgraduate School, 2004. / Title from title screen (viewed July 27, 2004). "June 2004."

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 145-159).