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1رسالة جامعية
المؤلفون: Brian Zeller
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, Youngstown State University.
Peer Reviewed: N
Page Count: 219
Descriptors: Mathematics Instruction, Advanced Placement, African American Students, Administrator Attitudes, Barriers, Principals, High School Students, Disproportionate Representation, Enrollment Trends, Minority Group Teachers, Consortia, Teacher Recruitment, Teacher Persistence, Networks, Teacher Selection, Intergroup Relations, Correlation, Poverty, Parent Background, Educational Attainment, Caregivers, Teacher Expectations of Students, Counselor Attitudes, Teacher Attitudes, Peer Influence, Teacher Certification, Teacher Student Relationship, Financial Needs
مصطلحات جغرافية: Ohio
مستخلص: Black students in high schools do not matriculate in advanced level coursework, such as advanced placement (AP) classes, at the same rate as their White peers. The opportunity to participate in AP in high school has been shown to influence enrollment in college, earning higher overall grades, and better performance on high stakes assessments such as the ACT. A quantitative survey tool was administered to high school administrators from the Cleveland Area Minority Educators Recruitment Association (CAMERA) consortium, whose main objective was the recruitment and retention of minority educator candidates through networking opportunities, hiring, supporting minority educators, and promoting multicultural and multiracial relations. The study explored the relationships between the factors of poverty, caregiver education, teacher and school counselor expectations, Black teacher exposure, and peer influence and enrollment in advanced placement coursework. Additional influences were examined to determine if a correlation could be drawn between the demographic information of building administration and AP enrollment. The study showed certified staff and personal/familial factors as having the greatest influence on Black student AP enrollment. Leveraging current staff, recruiting, and retaining a more diverse staff, and removing any financial barriers for minority students were all possible solutions offered to improve AP enrollment. The outcomes of this study benefitted school principals, other school administrators, teachers, school counselors, and community metembers to mitigate the negative impact of these barriers. In turn, addressing these issues will help to shrink the current opportunity gap found between Black and White students in AP courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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2رسالة جامعية
المؤلفون: Cecelia Estella Gillam
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, Southeastern Louisiana University.
Peer Reviewed: N
Page Count: 175
Descriptors: STEM Education, Social Capital, High School Students, Student Attitudes, Teacher Attitudes, Barriers, Administrator Attitudes, Counselor Attitudes, Disproportionate Representation, STEM Careers, Elementary Secondary Education, Stakeholders
مصطلحات جغرافية: Louisiana
مستخلص: There are many initiatives currently in place to increase representation in STEM in K-12 schools, however there is still a lack of representation in STEM courses and STEM careers. The purpose of this multi-strand parallel sequential mixed method study was to provide insight into the barriers and perceptions of STEM held by educators, counselors, administrators, and students. This study was designed to uncover the obstacles that are prohibiting underrepresented groups from entering STEM courses and STEM careers. Both quantitative and qualitative data were collected from educators, counselors, administrators, and students in Louisiana with some data being collected nationally from educators and administrators. The multi-strand parallel sequential mixed method involved surveying the students, educators, counselors, and administrators to perform a quantitative analysis. The parallel sequential strand was using the analysis from the quantitative analysis to develop questions for qualitative analysis. The qualitative analysis consisted of interviews with educators. The mixed approach led to triangulation and meta-analysis. The first strand began with a quantitative survey with stakeholders in K-12 spaces. The survey was administered to students, educators, counselors, and administrators via a direct link, social media posting, or email to gather data on perceptions and barriers to STEM. Demographic information was also collected. Following the administration of the survey, a structured interview was held via Zoom with two educators. Those who could not attend the Zoom participated via phone interviews. Data from the quantitative survey was discussed. This study revealed that there are some barriers in place that are prohibiting underrepresented students from entering STEM courses. Barriers such as current policies for placement into advanced level courses are a huge issue stopping from underrepresented groups to be represented in the advanced level courses. Students have a skewed understanding of what STEM is and what it is not. Funding for schools is not equally distributed and when funds are allocated there are some mismanagements and diverting issues causing the funds to not reach the target audience. Counselors in some districts have caseloads that do not afford them the opportunity to be more intentional with suggesting courses to underrepresented groups in turn enrollment in higher level STEM courses remain with a huge disparity of representation and diversity. Representation of the educator population remains problematic. Underrepresented groups are not able to see a reflection of themselves in higher level STEM courses. This causes those marginalized groups to feel a sense of belonging in those spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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3رسالة جامعية
المؤلفون: Michelle Sweezey
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, New York University.
Peer Reviewed: N
Page Count: 210
Descriptors: Multi Tiered Systems of Support, Public Schools, Charter Schools, Program Implementation, Barriers, Program Improvement, Social Emotional Learning, Elementary School Students, Secondary School Students, Suspension, Academic Achievement, Disproportionate Representation, Minority Group Students, Blacks, African American Students, Culturally Relevant Education
مستخلص: This problem of practice explores disproportionality and its relationships with K-12 student social emotional learning experiences, out-of-school suspensions, and academic outcomes at Choice Public Schools (a pseudonym) a Charter Management Organization (CMO). It examines properly implemented culturally responsive multi-tiered systems of support (MTSS) as a solution to disproportionate outcomes for students of color, particularly Black students, and describes the implementation status of the initiative in the region. The paper further examines principal experiences with MTSS implementation using survey items and SWIFT-FIA scores to understand regional gaps, trends, and needs. Key findings include statistically significant relationships between SEL, out-of-school suspensions, and academic outcomes, and SWIFT-FIA scores indicating that 75% of schools are at the stage of "laying the foundation" for MTSS implementation. The data overwhelmingly indicate the need for the development of an enabling context for change. Survey analysis indicated that technical challenges were present with regard to leadership capacity. These limitations clearly contribute to the region's adaptive challenge of poor teacher-leader relationships, limiting the ability to effectively implement MTSS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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4رسالة جامعية
المؤلفون: Victoria Symphony-Guillory Anderson
المصدر: ProQuest LLC. 2024Ph.D. Dissertation, Mercer University.
Peer Reviewed: N
Page Count: 133
Descriptors: Disproportionate Representation, Discipline, Punishment, Suspension, African American Students, Expulsion, Racism, Teacher Attitudes, Student Behavior, Ethnic Stereotypes, Misconceptions, Elementary School Teachers, Middle School Teachers, High School Teachers, Racial Differences
مستخلص: Disproportionate discipline, also known as the discipline gap, is the result of the frequent occurrence of punitive or exclusionary discipline measures. It represents a flaw in the educational system that negatively disrupts the African American student population more than any other demographic. This form of punishment removes students from the learning environment via in-school suspension, out of school expulsion, or expulsion. The impact of exclusion on students' academic trajectory can be devastating. Implicit bias is considered a driving force for the disparities in discipline data. How educators and school staff perceive African American students and their behavior is thought to be a result of stereotypes, misconceptions, and misjudgments stemming from historically adopted patterns of marginalization towards the African American population. This study sought to fill the dearth of research regarding the role of implicit bias in disproportionately assigning disciplinary sanctions to African American students. Using the lens of implicit bias theory and microaggression theory, this study sought to understand the nuances of implicit bias with connection to behaviors resulting from that bias. Both theories serve as a foundation for understanding the parallel between marginalization and racial prejudice. The researcher conducted virtual, semi-structured interviews with five participants via Zoom, then employed thematic analysis through narrative inquiry design. The participants consisted of two elementary teachers, two middle school teachers, and one high school teacher. Four themes demonstrated the impact of implicit bias. Through the data, the participants' experiences revealed that African American students are treated differently and often more harshly than other groups of students. Findings illustrated misconceptions and misjudgments associated with African. To mitigate personal bias in this study and improve trust, the researcher employed verification techniques including critical panel, peer review and debriefing as well as member checking. Recommendations for future research include continuing to explore the connection between the legacy of slavery and discrimination towards African Americans. Additionally, further research should be centered around the cultural awareness of educators, school administration and staff. Lastly, further exploration on this topic can provide a greater understanding of the positive impact of restorative justice and behavioral management training as a catalyst for equitable disciplinary procedures for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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5رسالة جامعية
المؤلفون: Jasmine Rebeca Pazmino
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, American College of Education.
Peer Reviewed: N
Page Count: 157
Descriptors: Teacher Attitudes, Teacher Shortage, Mathematics Teachers, Science Teachers, Academic Achievement, High School Students, Teacher Qualifications, At Risk Students, Disadvantaged Youth, Disproportionate Representation, Educational Quality
مستخلص: One in four teachers have left the profession due to the global pandemic causing a national shortage of quality teachers in science and math subjects. The problem that this qualitative case study investigated was a shortage of quality science and math teachers for underrepresented high school students. The gap in the literature was identified to be the absence of the different perspectives of science and math subject teachers on the problem of quality teacher shortages and the implications on the academic performance of underrepresented high school students in science and math subjects. The purpose of this qualitative case study was to explore teacher perceptions on the shortage of quality science and math teachers and the academic performance of underrepresented high school students. The theoretical framework for this study stemmed from both the structuration and transformational leadership theories. The research question guiding the study focused on the perceptions of science and math subject teachers concerning the shortage of quality teachers and the academic performance of underrepresented high school students in science and math subjects. Fifteen science and math teachers were recruited. Data was analyzed from questionnaires and interviews. Study findings found that the shortage of quality science and math teachers affects the academic performance of underrepresented high school students. As a result, recommendations include ensuring that underrepresented high school students have access to quality science and math teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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6رسالة جامعية
المؤلفون: Uriel Delgado
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, University of California, Los Angeles.
Peer Reviewed: N
Page Count: 102
Descriptors: Dual Enrollment, Equal Education, Program Implementation, Minority Group Students, Partnerships in Education, High Schools, Community Colleges, Success, Program Effectiveness, Access to Education, Electronic Learning, Asynchronous Communication, Attitudes, Disproportionate Representation, Barriers, Student Participation, Blended Learning
مستخلص: Dual enrollment allows high school students to participate in college courses, earning both high school and college credits. Although many high schools offer dual enrollment to all students, past research has demonstrated a significant gap in the participation of low-income students and students of color compared to their White and Asian counterparts (e.g., Friedmann et al., 2020). This study aims to understand the promising practices of one dual enrollment program that has a record of success in promoting the participation of Black and Brown students. Interviews were conducted with nine key program leaders--four from the high school partner and five from the community college partner. Interviews focused on key factors contributing to the program's success, specific efforts to promote equitable access (including support for Black and Brown students), and challenges related to the program implementation. The study participants highlighted three factors that program staff felt were important to the program's success: the enrollment of students in a College Success Course, the implementation of an online asynchronous model, and the presence of passionate personnel. The program has advanced equity by removing barriers to participation in dual enrollment, creating a college-sending culture, and prioritizing representation. Finally, the interviews revealed specific challenges arising in the collaboration between the two education systems: a technological divide and union oversight. Based on the study findings, it is recommended that the program implement a hybrid in-person/online model, expand opportunities for high school teachers to teach college-level courses, and strengthen collaboration between the participating colleges and high school districts. Given the many known benefits of dual enrollment, institutions must be intentional about ensuring equitable access to these opportunities. This study seeks to advance this goal by presenting lessons learned by the staff of one dual enrollment program that has been successful in promoting the participation of Black and Brown students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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7رسالة جامعية
المؤلفون: Shannyn Lynn Cahoon
المصدر: ProQuest LLC. 2024Ed.D. Dissertation, University of Southern California.
Peer Reviewed: N
Page Count: 103
Descriptors: African American Students, Discipline, Teacher Student Relationship, Secondary School Students, Power Structure, Social Justice, Suspension, Expulsion, Disproportionate Representation, Critical Theory, Educational Practices, Inclusion, Faculty Development
مستخلص: This study applies critical theory to examine the relationship that exists between teachers and students in the classroom and whether the classroom is a microcosm of social injustice, replicating the inequities between those in a position of power and those that are subject to them. The purpose of the study was to expose gaps in current practices used to manage student behaviors in secondary education to build capacity in staff and improve the perception of school culture to decrease suspensions and expulsions, specifically for African American students as they are disproportionately suspended and expelled from school. Also, this study sought to explore better strategies to reduce the oppressive practices associated with critical theory in education. Using qualitative research strategies by interviewing eleven core and special education, secondary teachers, evidence suggested practices that replicated social injustices in the classroom. Further, document review validated the participants responses. Findings from this study support the assertion that the classroom is a microcosm of social injustices associated with critical theory. Students in classrooms that a free from these injustices and have teachers that utilize pedagogical practices that are inclusive and equitable experience better social and academic outcomes. The study begins to bridge the gap between professional development opportunities that teachers need and what is currently being offered to enhance pedagogical practices that influence school culture as well as the role of teacher and administrator perceptions of equity when working with students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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8رسالة جامعيةUnderstanding Barriers to Online Dual Enrollment Programs for Historically Underrepresented Students
المؤلفون: Nyia Kim Kelly
المصدر: ProQuest LLC. 2023Ed.D. Dissertation, Wilmington University (Delaware).
Peer Reviewed: N
Page Count: 160
Descriptors: Barriers, Dual Enrollment, Disproportionate Representation, Minority Group Students, Online Courses, High School Students, Community Colleges, Charter Schools
مستخلص: This convergent parallel mixed method study was designed to identify obstacles that prevent historically underrepresented racial and ethnic student groups from taking online classes at Phi Beta County Community College and to determine what aid students perceive as necessary to remove these obstacles. This study included three Calloway Charter High School campuses. Data were collected through quantitative and qualitative means using closed-ended and open-ended questions. A cross-sectional electronic survey was completed by 41 historically underrepresented racial and ethnic students. The results of this study indicated five obstacles preventing historically underrepresented racial and ethnic student groups from taking online community college classes, college potential, social capital, financial, preferred class format, and future aspirations. This study also offered insight into how historically underrepresented racial and ethnic students believe the obstacles can be removed. Four themes emerged: uncertainty, request for financial assistance, information distribution, and instruction. Based on the study conducted and study results, recommendations for future practice and research were provided. Future research can expand this study by distributing this cross-sectional survey to traditional high school students, distributing the survey in the beginning of the school year, distributing the survey to high school students that took online dual enrollment classes, and allowing survey respondents to take the survey in either English or Spanish to avoid language barrier concerns. Additionally, the results of this survey can be used practically. Partnerships between secondary and community college institutions should establish strong networks through which postsecondary and secondary departments, counselors, staff, educators, and administrators collaborate to provide access to historically underrepresented racial and ethnic students that includes effective distribution of information and development of resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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9رسالة جامعية
المؤلفون: Holly Kay Ferguson Neal
المصدر: ProQuest LLC. 2023Ed.D. Dissertation, The Union Institute.
Peer Reviewed: N
Page Count: 176
Descriptors: African Americans, Males, Success, Achievement, Disproportionate Representation, Family Income, Experience, Adults, Educational Attainment, College Attendance, Disadvantaged, Middle Class, High School Graduates
مصطلحات جغرافية: North Carolina, South Carolina, Georgia
مستخلص: Enrollment of underrepresented African American (URAA) males in higher education has declined significantly over the last decades. Past studies have identified interrelated factors that impact degree attainment for underrepresented students. Researchers typically attribute those factors to African American males' success and degree attainment. This study examined the extent of success achievement, regardless of educational attainment, for the URAA male raised in a non-affluent household. This study explored lived experiences of participants over the age of 23 and currently living in the South, specifically Georgia, North Carolina, and South Carolina. Society has defined success based on higher education degree attainment. There has been little respect for educational opportunity, racial identity, diverse cultures, social interactions, and relationships that impact URAA males' success outcomes. This qualitative phenomenological research study utilized an intuitive-reflective methodology to discover paths to success for URAA men when a degree in higher education may or may not have been pursued. Additionally, this researcher gathered unstructured data during URAA males' transcribed phone interviews and examining their responses. Themes developed from qualitative data collected will help improve social interactions and engagements with the African American male within educational, communal, social, and workplace environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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10رسالة جامعية
المؤلفون: Stephen D. Rountree
المصدر: ProQuest LLC. 2023Ed.D. Dissertation, Drexel University.
Peer Reviewed: N
Page Count: 196
Descriptors: Violence, Prevention, Minority Group Students, Secondary School Students, School Administration, Administrator Attitudes, Discipline Policy, Correlation, Disproportionate Representation, Suspension, Educational Strategies, Academic Achievement, Minority Groups, Administrator Characteristics
مستخلص: Despite the disproportionate and controversial concern regarding the disparate impact of school disciplinary policies on minority youth, there is little known regarding the perspectives of minority secondary school administrators and their use of school discipline and violence prevention strategies. Especially concerning is a trend that shows minority youth are disproportionately suspended or disciplined at significantly higher rates than non-minority students. This quantitative descriptive study examined the attitudes and perspectives of minority secondary school administrators regarding their use of school discipline policies and their effect on minority students. Several research questions guided this study: (Q1) What are minority secondary school administrators' attitudes and beliefs about using disciplinary policies and violence prevention strategies in their school? (Q2) What factors influence the use of disciplinary measures and violence prevention strategies with minority students among secondary school administrators? (Q3) What is the relationship between minority secondary school administrators' beliefs about students' academic achievement and the administrator's use of school disciplinary measures? The study's results revealed differences among the minority secondary school administrators based on various demographic characteristics. Additionally, the secondary minority school administrators within this study were factorizable into three distinct components (high-suspenders, non-suspenders, and low-suspenders) based on their perspectives and beliefs regarding their use of disciplinary measures and violence prevention measures. The results indicate that the secondary minority school administrators were not influenced in their use of suspension measures based on their beliefs regarding a student's academic standing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
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