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On January 30, 2020, the World Health Organization (WHO) declared the outbreak of the novel coronavirus (COVID-19) a public health emergency of international concern. In March 2020, the United States government imposed impactful safety and confinement measures issued by the Centers for Disease Control and Prevention (CDC) all over the country to prevent community transmission of COVID-19. Institutions of higher education rapidly transitioned to online learning and eliminated in-person engagements in the spring of 2020 as a result of the COVID-19 outbreak. The National Collegiate Athletic Association (NCAA) followed a similar trajectory by shutting down all athletic activities due to the global pandemic. While college students in general notably experienced increased pandemic related distress and mental health concerns (e.g., depression, anxiety) during the early stages of the global pandemic, the disruption of collegiate sport competitions and seasons uniquely and significantly impacted collegiate student athletes and their overall well-being. In this qualitative study, I sought to document and understand the narrative of Black student athletes' experiences of stress and coping during the first two months of the COVID-19 global pandemic and cancellation of collegiate sports. Through reflexive thematic analysis, I found that psychosocial resources such as avoidance, acceptance, mindful self-compassion, health and wellness, and social support, emerged as important coping skills for the athletes in the present sample. Practical implications for athletes, coaches, support staff, mental health providers, and administrative leaders within college athletics are identified and discussed.

Through employing critical narratives, this qualitative study examined the experiences of Black women who utilized their scholarship and activism to address campus climates at a predominantly Chicanx Latinx institution in Southern California. Six Black women – two faculty, two staff, and two students – participated in the study. All participants were active with Ethnic Studies (Pan-African Studies), the campus Cross Cultural Centers, and Black Student Union student organization in some capacity. Literature on the three areas focuses on the history of and ongoing struggle to exist, significance to campus life, and meaning in the lives of marginalized and minoritized communities. The study used three frameworks: Critical Pedagogy, Critical Race Theory, and Black Feminist and Black Womanist Theory to analyze the critical narratives of the women. Findings revealed Black women integrate community issues into their professional and personal lives, experience rare moments of being celebrated, and must contend with intentional efforts to silence their voices and activism. This study, informed by the Ethnic Studies politics of higher education, contributes to this field by identifying how Black women activists contribute to the moral and ethical leadership of campus climate conversations.

Made available in DSpace on 2014-06-11T19:22:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-31Bitstream added on 2014-06-13T18:06:44Z : No. of bitstreams: 1 abreu_ls_me_mar.pdf: 204498 bytes, checksum: 26bcb8bc90bbec83665fb7b8aee0fcd3 (MD5) / A mulher negra, desde sua mais tenra idade, é amplamente discriminada em nossa sociedade, onde se depara com entraves em qualquer âmbito das relações sociais. Como pontuam alguns teóricos, ela se defronta inicialmente no ambiente escolar com tais entraves. Nesse sentido, considerando a escola como formadora de personalidades e o período escolar do 3º ao 4º ciclo do ensino fundamental, como o momento no qual o contato com o mundo da leitura e escrita já deve estar constituído e sobretudo por estarem adentrando a fase da pré-adolescência, verificamos se as práticas pedagógicas desse nível de ensino contribuem de modo afirmativo para a formação da identidade da estudante negra. Averiguamos, contudo o fazer pedagógico dos docentes, que nesse nível de ensino lecionam, quanto à aplicação do que fora sancionado pela Lei 10.639/03 e pelo Parecer CNE/CP 003/2003, (que foi em março de 2008 alterada pela Lei 11.645, com a inclusão da temática indígena) que visam obter sobretudo, uma educação para a igualdade das diferenças étnico-raciais. / The Black woman, since his early age, is widely discriminated in our society, where woman faces obstacles in any Field of social relations. As punctuated by some authors, she faces barriers in the school environment. In this sense, considering the school as a former of personalities and the 3 of the 4 th cycle of basic education, as the moment in wich the contact with the world of reading and writing should already be set up and especially for being entering the stage of pre-adolescence, it has verified if teaching this level of education in order to contribute to the formation of the black student identity. We investigate, but the teacher’s work, that teaching at this level of education, on the application of wich was sanctioned by Law 10639/03 and Opinion CNE/CP 003/2003, (wich was in March 2008 amended by Law 11645, with the inclusion of indigenous issues) which aim to get above all an education for equality of the ethnic-racial differences.

Orientador: Claude Lèpine / Banca: Mauro Leonel / Banca: Sebastião de Souza Leme / Resumo: A mulher negra, desde sua mais tenra idade, é amplamente discriminada em nossa sociedade, onde se depara com entraves em qualquer âmbito das relações sociais. Como pontuam alguns teóricos, ela se defronta inicialmente no ambiente escolar com tais entraves. Nesse sentido, considerando a escola como formadora de personalidades e o período escolar do 3º ao 4º ciclo do ensino fundamental, como o momento no qual o contato com o mundo da leitura e escrita já deve estar constituído e sobretudo por estarem adentrando a fase da pré-adolescência, verificamos se as práticas pedagógicas desse nível de ensino contribuem de modo afirmativo para a formação da identidade da estudante negra. Averiguamos, contudo o fazer pedagógico dos docentes, que nesse nível de ensino lecionam, quanto à aplicação do que fora sancionado pela Lei 10.639/03 e pelo Parecer CNE/CP 003/2003, (que foi em março de 2008 alterada pela Lei 11.645, com a inclusão da temática indígena) que visam obter sobretudo, uma educação para a igualdade das diferenças étnico-raciais. / Abstract: The Black woman, since his early age, is widely discriminated in our society, where woman faces obstacles in any Field of social relations. As punctuated by some authors, she faces barriers in the school environment. In this sense, considering the school as a former of personalities and the 3 of the 4 th cycle of basic education, as the moment in wich the contact with the world of reading and writing should already be set up and especially for being entering the stage of pre-adolescence, it has verified if teaching this level of education in order to contribute to the formation of the black student identity. We investigate, but the teacher's work, that teaching at this level of education, on the application of wich was sanctioned by Law 10639/03 and Opinion CNE/CP 003/2003, (wich was in March 2008 amended by Law 11645, with the inclusion of indigenous issues) which aim to get above all an education for equality of the ethnic-racial differences. / Mestre

This qualitative study describes the experiences of Black undergraduate women who are involved in a Black student organization at a public predominantly White institution (PWI) beyond the freshman year. Understanding how these students are involved, the meaning they make of their participation, and how they simultaneously manage extracurricular activities, and their academic responsibilities is essential to providing Black women with support that will help reduce barriers to persistence. Questions about their level of involvement provide insight into how these students perceive their participation in student organizations. The following research questions are aligned with the theoretical suggestions made within Astin’s Theory of Student Involvement and Patricia Hill Collins’ Black Feminist Thought: How do Black undergraduate women describe their experience as members of a Black student organization on a predominantly White campus?, How do Black undergraduate women make meaning of their extracurricular involvement in a Black student organization on a predominantly White campus, How do Black undergraduate women simultaneously manage their extracurricular involvement and academic responsibilities while trying to reduce barriers to college retention, What perception do Black undergraduate women have regarding the role extracurricular involvement in a Black student organization plays in their persistence and academic outcomes? For this study, I utilized three tenants from Black Feminist Thought Framework (Collins, 2000) in collaboration with the Student Involvement Theory (Astin, 1984) to provide a critical lens during the investigation of Black undergraduate women who are involved in a Black student organization. The emerging themes from the study indicated the importance of Black student organizations on white campuses and the type of experiences Black undergraduate women have as members of such groups. Staff members indicated a lack of university services and support in retaining and assisting these students. The emerging themes of the study are creating culturally relevant experiences, taking on leadership roles, strategies to manage academic and extracurricular activities, Benefits of Involvement, controlling narratives and definitions. Findings from this dissertation study have the potential to contribute to the literature on Black undergraduate women and their experiences in culturally relevant student organizations. / Educational Administration

One of the aims of this study was to look at the difference in self-concept between traditional and non-traditional community college students. This study also examined self-concept differences based on ethnicity and gender and focused specifically on community college students in one or more developmental courses. Students from developmental math, reading, and English classes were given the Tennessee Self-Concept Scale: Second Edition survey (see Appendix B for a list of the questions on the Tennessee Self-Concept Scale: Second Edition). Students were asked to complete the long form consisting of 82 questions using Likert Scale responses from 1-Always False to 5-Always True. The results showed that among the 135 developmental students participating in this study, the total self-concept score did not differ statistically between traditional and non-traditional students. This study did, however, show that the mean value score for Black students was statistically significant and higher when compared to White students. All other ethnic groups were statistically equal. There was also no statistical difference in self-concept score based on gender. The overall self-concept score mean value fell in the 29th percentile for the students in the survey. This was well below the desired 50th percentile range between 296 and 299 as the cutoff point for high self-concept as referenced in the Tennessee Self-Concept Scale: Second Edition Profile chart for the Adult Form. Based on the results of this study, the self-concept score was proven to be a bi-product of student background and academic success. Self-concept can be a valuable pre-test and post-test tool for measuring the impact of developmental programs. Academic success raises self-concept, and given the statistical significance of the difference between the scores of Black developmental students and White developmental students, more research is warranted. The results from this study of developmental students provide additional support for the use of a self-concept score as a pre-test and post-test metric. Other than the pass or fail grade that a student may receive, the self-concept score can be used as a reliable way of measuring the impact of programs designed to improve retention and graduation rates of community college students.

Participation in Advanced Placement (AP) courses and success on associated exams has become the standard bearer for post-secondary admission. While AP began as a mechanism to support the academic needs of the most advanced students, today it is offered to a diverse range of students. Increasing AP participation and improving AP performance for traditionally underrepresented populations to include Blacks, Hispanics, students with disabilities, and those from lower socioeconomic families has been an ambition of American school districts for the past several decades. This study used AP participation and performance data to investigate the progress one school district has made regarding Black and Hispanic students for the eight school years between 2011-19. Progress was measured by increases in percentages of Black and Hispanic students enrolled in AP courses who sat for an associated AP exam and the percentage of each cohort who earned scores of three or higher on those exams. Significance was determined using Pearson's chi-square and one-way ANOVA tests. Study results show that, among other findings, there was no significant relationship in AP participation for either Black or Hispanic students and that both Black and Hispanic students demonstrated significant improvement in AP performance between school years. / Doctor of Education / The purpose of this study was to identify what change, if any, has occurred in Black and Hispanic AP participation and performance on AP, ACT, SAT, and state mandated reading and writing exams. A quantitative review of Black and Hispanic AP student participation and performance data was conducted to identify areas of significant growth. Participants were identified as Black and Hispanic AP students who sat for an associated exam. Performance data collected and reviewed included Black and Hispanic AP, ACT, SAT, and state mandated reading and writing exam results. Data were collected over an eight-year period and the sample includes all high schools in the school district. The data collected and analyzed for this study identified six findings and six implications. The study was limited by the small sample size of students who fit the profile of having taken and AP course and sitting for an associated exam. Of the nearly thirty-one thousand students considered, less than ten percent were eligible for the study. Considerations for further study includes expanding eligibility to all Black and Hispanic participants regardless of their participation in associated AP exams.

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In November 2006, award-winning novelist, Bebe Moore Campbell died at the age of 56 after a short battle with brain cancer. Although the author was widely-known and acclaimed for her first novel, Your Blues Ain't Like Mine (1992) there had been no serious study of her life, nor her literary and activist work. This dissertation examines Campbell's activism in two periods: as a student at the University of Pittsburgh during the 1960s Black Student Movement, and later as a mental health advocate near the end of her life in 2006. It also analyzes Campbell's first and final novels, Your Blues Ain't Like Mine and 72 Hour Hold (2005) and the direct relationship between her novels and her activist work. Oral history interview, primary source document analysis, and textual analysis of the two novels, were employed to examine and reconstruct Campbell's activist activities, approaches, intentions and impact in both her work as a student activist at the University of Pittsburgh and her work as a mental health advocate and spokesperson for the National Alliance for Mental Illness. A key idea considered is the impact of her early activism and consciousness on her later activism, writing, and advocacy. I describe the subject's activism within the Black Action Society from 1967-1971 and her negotiation of the black nationalist ideologies espoused during the 1960s. Campbell's first novel Your Blues Ain't Like Mine and is correlated to her emerging political consciousness (specific to race and gender) and the concern for racial violence during the Black Liberation period. The examination of recurrent themes in Your Blues reveals a direct relationship to Campbell's activism at the University of Pittsburgh. I also document Campbell's later involvement in the National Alliance on Mental Illness (NAMI), her role as a national spokesperson, and the local activism that sparked the birth of the NAMI Urban-Los Angeles chapter, serving black and Latino communities (1999-2006). Campbell's final novel, 72 Hour Hold, is examined closely for its socio-political commentary and emphasis on mental health disparities, coping with mental illness, and advocacy in black communities. Campbell utilized recurring signature themes within each novel to theorize and connect popular audiences with African American historical memory and current sociopolitical issues. Drawing from social movement theories, I contend that Campbell's activism, writing, and intellectual development reflect the process of frame alignment. That is, through writing and other activist practices she effectively amplifies, extends, and transforms sociopolitical concerns specific to African American communities, effectively engaging a broad range of readers and constituents. By elucidating Campbell's formal and informal leadership roles within two social movement organizations and her deliberate use of writing as an activist tool, I conclude that in both activist periods Campbell's effective use of resources, personal charisma, and mobilizing strategies aided in grassroots/local and institutional change. This biographical and critical study of the sociopolitical activism of Bebe Moore Campbell establishes the necessity for scholarly examination of African American women writers marketed to popular audiences and expands the study of African American women's contemporary activism, health activism, and black student activism. / African American Studies