Community college instructors are responsible for creating learning opportunities for all students, including adult students affected by emotional disorders (ED). Concerns in the literature have grown over how invested part-time instructors are in their teaching; however, limited data were available regarding instructor knowledge of ED, instructor-efficacy, and the impact of employment status. The purpose of this study was to address the gap in the literature and analyze relationships between instructor knowledge of ED strategies (as assessed by Teaching Students with Emotional Behavior Disorders scale) and instructors' efficacy beliefs (as assessed by the Ohio State Teaching Self-Efficacy Scale). It also evaluated the impact of employment status (part-time versus full-time) on instructor-efficacy beliefs and knowledge of classroom management strategies for adult students affected by ED. A convenience sample of 104 community college instructors across 2 colleges in the Midwestern United States with a population of 201 instructors chose to complete either paper or online surveys. This study was guided by Bandura's self-efficacy theory. The data analysis included Pearson correlation, ANOVA, linear regression, Kruskal-Wallis, and LSD post hoc tests. Key findings included a statistically significant association between knowledge and instructor-efficacy scores and a statistically significant difference in ED knowledge between part-time and full-time instructors. The study findings promote positive social change by providing information for use by community college administrators for professional development programs to improve ED instructional practices, improving the quality of instruction and experience for community college instructors, students affected by ED, and the community at large.

Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.

The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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This phenomenological case study explores the college and career readiness (CCR) and postsecondary trajectories of six African American youth, 18 to 20 years of age, who attended or graduated from a northeastern urban school district during 2021 to 2022. Drawing on social reproduction theory and critical race theory, interviews, school, district and demographic data were examined to understand how participants made meaning of their CCR experiences and the family, school, work, and community influences on their postsecondary trajectories. Findings demonstrated that the youth used community cultural wealth to support their education and career goals and to navigate structures and systems. However, as participants pursued their aspirations, dominant White capital (social, financial, and temporal) in education and employment structures increasingly created barriers to their goals. Participants continued to aspire toward their dreams; however, the obstacles they confronted and their ability to navigate those obstacles varied by parental educational and occupational background. In order to ready African American youth for postsecondary success, participants recommended that CCR school implementation (a) engage with students one on one and not rely on computers; (b) ready students for good-paying jobs as well as college; (c) employ caring, culturally responsive educators and staff with high expectations; (d) offer more creative and critical thinking learning experiences and a less regimented curriculum; and (e) provide support for postgraduation transition. This research has implications for social reproduction, Black habitus, caste, and intergenerational mobility. / Urban Education