Bibliography: African Americans (page 1199 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include Luke Andrew Smith, Shelia Antley Counts, Suzanne Mitchell, Bev Carlsen-Landy, Michael Casserly, Brad J. Porfilio, Robert Wayne Horton, Anita Balasubramanian, Rick Jenkins, and Therese Quinn.

Perreault, George, Ed.; Zellner, Luana, Ed. (2012). Social Justice, Competition and Quality: 21st Century Leadership Challenges. The 2012 Yearbook of the National Council of Professors of Educational Administration, NCPEA Publications. This is the 2012 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains the following papers: (1) Editors' Sidebar (George Perreault and Luana Zellner); (2) The Hour Glass Economy: The Social Justice Challenge for the 21st Century (Fenwick W. English); (3) Maintaining the Human Touch in Educational Leadership (Sandra Harris); (4) Activist Leadership (Rosemary Papa); (5) Lack of Shared Vision and the Unintended Consequences: A Case Study of Educational Leaders' Perceptions of Change (Lisa M. Evans and Bill Thornton); (6) Whose Social Justice Counts? A Discourse and the Everydayness of Language (Autumn Cypres); (7) Technical Knowledge and Values in Professions: Issues Related to Social Justice in Educational Administration (Theodore J. Kowalski); (8) An Examination of Individual and Collective Learning within a Cohort Model in Management Development (Lisa Rosh and Jane McDonald); (9) Not Yet Bought: Bill Gates' and Secretary Arne Duncan's Vision of the Education Master's Degree (Louis Wildman, Anthony Van Reusen and Jianjun Wang); (10) Perceptions of Practice: Challenges of Enhancing Teacher Supervision and Evaluation in the 21st Century (Jan Walker); (11) Teacher Motivation in Alabama's Public Schools: Some Empirical Findings and Their Potential Implications for School Leaders (Ronald A. Lindahl); (12) Quality Communication: A 21st Century Leadership Challenge (Carol Webb, Mary Hogg, Andy Borst and Jaynie Orendorff); (13) Outperforming Demographics: Factors Influencing Nine Rural and Urban Schools' Culture of Student Achievement (Candace Raskin, Courtney Stewart, and Jean Haar); (14) Leadership Dispositions and Skills for Ethnically Diverse (Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes); (15) Preparing Educational Leaders in the Pursuit of Social Justice: Practices and Processes for Culturally Proficient Leadership Development (Julia W. Balleng and Betty J. Alford); (16) Realizing Higher Education's Humanizing Potential: Assessment as a Dialogical Act (Matthew B. Fuller); (17) Racial Disparities in School Discipline: A Matter of Social Justice (Fred C. Lunenburg); (18) Factors that Increased Black Student Scores and Narrowed the Achievement Gap at One High Performing High School (Jacqueline Shuman, Sandra Harris, J. Kenneth Young, and Robert Nicks); (19) Is Value Added a Socially Just Route to Increased Student Learning? An Analysis of Tennessee's Value Added Assessment System (Kimberly Kappler Hewitt); and (20) Data Use and the Work of Social Justice Leaders to Remedy Injustice at Their Location of Practice (Charles McNulty). Individual papers contain tables, figures, footnotes and references.   [More]  Descriptors: Achievement Gap, Teacher Motivation, Social Justice, Management Development

Porfilio, Brad J., Ed.; Viola, Michael J., Ed. (2012). Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56, Peter Lang New York. Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities–globalization, migration, poverty, criminalization, and racism–youth are resisting through what individuals recognize as a decolonial cultural politic. The book contributes to current scholarship in multicultural education, seeking to understand the vilification of youth (of color) for the social problems created by a global system that benefits a small minority. In an age of corporate globalization, "Hip-Hop(e)" highlights the importance of research projects that link the production of educational scholarship with the cultural activities, everyday practice, and social concerns of global youth in order to ameliorate social, economic, and political problems that transcend national boundaries. Contents include: (1) Hip-Hop(e): Introduction: The Cultural Practice and Critical Pedagogy of International Hip-Hop (Michael Viola and Brad J. Porfilio); (2) Toward a Critical Pedagogy of Possibility: Arab American Hip-Hop and Spoken Word as Cultural Action for Freedom (Muna Jamil Shami); (3) An Empire State of Mind: Hip-Hop Dance in the Philippines (J. Lorenzo Perillo); (4) Hip-Hop in Sweden–Folkbildning and a Voice for Marginalized Youth (Ove Sernhede and Johan Soderman); (5) True Fuckin' Playas: Queering Hip-Hop through Drag Performance (Leslee Grey); (6) Hip-Hop Citizens: Local Hip-Hop and the Production of Democratic Grassroots Change in Alberta (Michael B. MacDonald); (7) Hip-Hop Pedagogues: Youth as a Site of Critique, Resistance, and Transformation in France and in the Neoliberal Social World (Brad J. Porfilio and Shannon M. Porfilio); (8) The Troubadour: K'Naan, East Africa, and the Trans-National Pedagogy of Hip-Hop (Crystal Leigh Endsley and Marla Jaksch); (9) Hip-Hop and Critical Revolutionary Pedagogy: Blue Scholarship to Challenge "The Miseducation of the Filipino" (Michael Viola); (10) Public Enemies: Constructing the "Problem" of Black Masculinity in Urban Public Schools (Darius Prier); (11) Rebellion Politik: A Tale of Critical Resistance through Hip-Hop from St. Paul to Havana (Brian Lozenski); (12) Is Hip-Hop Education Another Hustle? The (Ir)Responsible Use of Hip-Hop as Pedagogy (Travis L. Gosa and Tristan G. Fields); (13) Reading, Writing, and Revolution: Spoken Word as Radical "Literocratic" Praxis in the Community College Classroom (Lisa William-White, Dana Muccular, and Gary Muccular); (14) Taking Back Our Minds: Hip-Hop Psychology's (HHP) Call for a Renaissance, Action, and Liberatory Use of Psychology in Education (Debangshu Roychoudhury and Lauren M. Garder); (15) R.U.N.M.C. (Are You an Emcee?) or Rhetoric Used Now to Make Change (Jeremy Bryan); (16) Hip-Hop as a Global Passport: Examining Global Citizenship and Digital Literacies through Hip-Hop Culture (Akesha Horton); (17) Stupid Fresh: Hip-Hop Culture, Perceived Anti-Intellectualism, and Young Black Males (Don C. Sawyer, III); and (18) Hustlin' Consciousness: Critical Education Using Hip-Hop Modes of Knowledge Distribution (Decoteau J. Irby and Emery Petchauer).   [More]  Descriptors: Social Problems, Critical Theory, Multicultural Education, Cultural Activities

Horton, Robert Wayne (2012). Differences in Academic Achievement among Texas High School Students as a Function of Music Enrollment, ProQuest LLC. Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment were examined. Methodology: Participants were over 35,000 students in Grades 10 and 11 from two large (i.e., over 90,000 student enrollment) school districts in Texas. Students were classified as enrolled or not enrolled in high school music courses (i.e., Choir, Band or Orchestra). Findings: In both school districts, music students had statistically significantly higher mean TAKS Reading and Mathematics scaled scores than did their non-music peers in every category. Of the 28 MANOVAs conducted for students in Grade 10, 25 analyses were both statistically and practically significant. Reading and Mathematics scaled scores were compared for music students versus non-music students in the following ways: overall Grade 10, boys, girls, White Students, Hispanic students, Black students, and students who were economically disadvantaged. Grade 10 univariate ANOVAs revealed statistically significant results for each of the previous seven categories: 18 of the effect sizes were small, and 7 of the effect sizes were trivial. Results for students in Grade 11 were identical to the results for Grade 10 students. In both school districts, music students had statistically significantly higher mean TAKS Reading and Mathematics scaled scores than did their non-music peers in every category. Implications: Identifying relationships between music and student achievement may inspire further examination of the effects of music on cognition and academic performance. Although valuable, standardized testing has become a narrow lens through which success is measured. Administrators and policy makers are encouraged to examine the resources necessary to sustain music programs. School districts are encouraged to consider alternative forms of authentic assessment as viable means to gauge student development through music. Implications for music teacher preparation and the value of music as a shared human experience are also discussed. Finally, recommendations for future research are presented. [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:…   [More]  Descriptors: Academic Achievement, Music Education, Multivariate Analysis, Reading Tests

Balasubramanian, Anita (2012). The Complexity of Interweaving Mathematical and Sociopolitical Content in and through the Classroom Space, ProQuest LLC. This dissertation elaborates the findings of a qualitative investigation of a year-long mathematics classroom in an urban, untracked, neighborhood (i.e., non-selective-enrollment) public high school in Chicago where students (all Latino/a and Black, from low-income families) and teacher co-created a classroom to "read the mathematical word" (learn mathematics) and "read the world with mathematics" (understand social reality using mathematics) using "generative themes" (key social contradictions) from students' lives. It attempts to gain a deeper and more nuanced understanding of the complexities of this classroom where mathematical and sociopolitical dimensions were in a dialectical relationship. Using a theoretical framework synthesized from Vygotskian and Freirean perspectives, this study examines classroom interactions to understand how mathematical and sociopolitical dimensions were interwoven, how the teacher scaffolded these two dimensions, and the classroom features and student-teacher relationships that facilitated this interweaving. Data including field notes, teacher journals, video and audio recordings of classroom interactions, student work (homework, presentations, journal assignments, unit projects, etc.), and curricula from two of the year's units offer insights into the complexity of the dialectical relationship between mathematical and sociopolitical dimensions in this classroom. The analysis indicates that these two dimensions were interwoven (foregrounded, backgrounded, and interconnected) in multiple aspects of the classroom (content, teacher and student utterances, and teacher pedagogical decisions) across time (daily, over few days, and the entire unit). Each generative theme offered different possibilities and challenges for mathematical and sociopolitical analysis and connecting the two. Moreover, the relationship between the mathematical and sociopolitical dimension in each unit guided the teacher in making pedagogical decisions on when and how to either foreground one of the dimensions or connect the two. The interaction features that emerged primarily created and sustained a dialogic classroom environment and helped build political relationships between students and teacher, which in turn facilitated the mathematical-sociopolitical interweaving. Several instances from the classroom interactions of the two units are presented to illustrate these themes and the tensions that emerged therein. The findings from this study will inform and inspire practices for teaching mathematics for social justice based on generative themes. [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:…   [More]  Descriptors: Mathematics Instruction, Qualitative Research, Teaching Methods, Sociocultural Patterns

Smith, Luke Andrew (2012). Leveling the Playing Field: Using a One-to-One Laptop Initiative to Close the Achievement Gap, ProQuest LLC. The purpose of this study was to examine how the one-to-one laptop initiative affected student achievement gaps for students at a single high school in Mooresville, NC. The variable in this study was the preexisting End of Course exams for Algebra I and English I for the two school years prior to the one-to-one laptop implementation year (2006-2007 and 2007-2008) and the two years following the implementation year (2009-2010 and 2010-2011). The questions researched in this study were the following: (a) Has the achievement gap between black students and white students been narrowed as measured by the Algebra I End of Course exam? (b) Has the achievement gap between black students and white students been narrowed as measured by the English I End of Course exam? (c) Has the achievement gap between female students and male students been narrowed as measured by the Algebra I End Of Course exam? (d) Has the achievement gap between female students and male students been narrowed as measured by the English I End Of Course exam? (e) Has the achievement gap between limited English proficient students and students proficient in English been narrowed as measured by the Algebra I End Of Course exam? (f) Has the achievement gap between limited English proficient students and students proficient in English been narrowed as measured by the English I End Of Course exam? Single factor analyses of variance were used to determine whether differences in student achievement on the Algebra I and English I EOCs were statistically significant. The Algebra I scale scores for black students and white students of both genders combined were found to be statistically significant. The English I scale scores for black students and white students were also found to be statistically significant. There is no evidence that indicates the achievement gap between white students and black students has closed, according to the Algebra I and English I EOC tests. The Algebra I scale scores for female students were found to be statistically significant. This suggests that the Algebra I achievement gap between females and males narrowed from before the digital conversion to after the digital conversion. The English I scale scores for female students were found to be statistically significant. The presence of statistical significance along with increased average scale scores suggests that the achievement gaps between females and males have closed, according to the English I and Algebra I EOC tests. The Algebra I and English I scale scores for LEP students were not found to be statistically significant. No evidence from this study indicates that the achievement gap between LEP and non-LEP students has closed, according to either the Algebra I or the English I EOC. In addition, a Likert questionnaire was distributed by email to high school certified staff seeking to determine how they perceived the digital conversion. Specifically, the survey sought to know whether teachers believed the digital conversion was the single most important school based initiative to impact student achievement. A Chi Square was utilized to determine the statistical significance of the Likert items. Results of the Chi Square analyses indicated that more survey respondents believed over the last three years that they had attended more technology professional development than Capturing Kids' Hearts professional development. Also, more respondents believed since its inception they have received continuous support while implementing Capturing Kids' Hearts in their classroom more than any other school initiative. Lastly, more respondents believed that what they learned in the first year of technology professional development has increased in subsequent years. [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:…   [More]  Descriptors: Achievement Gap, Laptop Computers, High School Students, Algebra

Lindsey, DeLois (2012). College-Ready Urban Black, Hispanic, and Biracial Students: Why Are They Not Applying to College?, ProQuest LLC. The study explored reasons why Black, Hispanic, and Biracial, first generation high school seniors who wish to attend college, do not apply. The literature indicated that these populations have consistently lower rates of college enrollment and educational attainment than Whites and Asians (Ashburn, 2008). Enrollment challenges included deficiencies in the areas of academic readiness (Forster, 2006), college knowledge (Tierney & Venegas, 2009), parental engagement (Auerbach, 2007), access to guidance counselors (Farmer-Hinton & Holland, 2008), and social capital (Burleson, Hallett, & Park, 2008). Future growth rates in American higher education will be spurred by those who are least educated and most economically disadvantaged (Epstein & Parrot, 2009). Research was conducted through the lens of social capital acquired through resources internal and external to school environments. The research questions explored how environmental factors positively or negatively influenced college aspirations, knowledge of college admissions and financial aid processes, and other enrollment challenges. Phase one of this mixed methods sequential explanatory design study collected quantitative data from N=26 seniors from two high schools in New England using a 25 question college interest survey instrument. The survey results assisted with the selection of the final n = 18 first generation students were "college eligible", but had not yet applied. The survey results also facilitated the development of focus group questions for phase two. Participants for the focus groups totaled n = 11; five from one high school and six from the other. Focus group questions were designed to more fully examine quantitative data results. Results were analyzed with frequencies, percents, means, and standard deviations to describe levels of college knowledge, parental involvement of college processes, perceptions of college preparedness, participation in readiness activities, and counselor access. Primary findings indicated that concerns about college financing were constant, parents had low levels of involvement with college processes, few students had engaged in college support programs, and students relied heavily on counselors for college assistance. Potential actions focus on community based support networks to increase parent learning opportunities, developing a guide to assist with basic college processes, and access to college campuses to provide students with information and experiential learning opportunities. [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:…   [More]  Descriptors: African American Students, Hispanic American Students, Multiracial Persons, High School Seniors

Hughey, Aaron W.; Manco, Charlene M. (2012). An Examination of the Potential Relationship between Technology and Persistence among At-Risk College Students, Online Submission. Academically underprepared college students, i.e., those identified as needing developmental (remedial) English, mathematics and reading courses in order to maximize their potential for academic success at college-level studies, were provided with the opportunity to rent, for a minimal, subsidized fee, mini-computers bundled with digital course materials (e-books). The academic aptitude of the students who participated in the study was assessed when they entered the program, and their academic performance was assessed at the end of the semester in which they were provided with these resources. The aptitude, performance and retention of program participants were then compared with those of similarly underprepared prepared students who were not provided with these resources. Analysis of variance revealed no statistically significant differences between the academic performance or retention of the two groups.   [More]  Descriptors: College Students, Program Effectiveness, Academic Aptitude, At Risk Students

Counts, Shelia Antley (2012). Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges, ProQuest LLC. This narrative research study explored the experiences of two Black women executive-level leaders who started their careers within higher education, including two-year technical colleges located in the Southeast during the pivotal sociopolitical moments that occurred during the 1960s to the 1980s. The stories of these women revealed their perceptions of the barriers they faced as well as the opportunities they received for career advancement as their careers evolved parallel to the development of the technical college system itself. Qualitative procedures, including semi-structured interviews and a combined narrative analysis and analysis of narratives interpretative framework (Connelly & Clandinin, 2006; Creswell, 2009; Kramp, 2004; Polkinghorne, 1995, as cited in Kramp, 2004, and in Creswell, 2007; and Roberts, 2002), illuminated a richly descriptive and complex perspective of these women's lived experiences. The theoretical frameworks of critical race theory and Black feminist theory–viewed through the historical lens of Southern racial politics–served as the foundation for the research questions. The guiding research question that framed this study was: What are the experiences of Black women executive-level leaders in Southeastern two-year colleges? The secondary questions were: How do Black women leaders' constructed realities regarding social, theoretical, political, spiritual, familial, and other factors influence the participants' leadership development and their leadership style or approach? How did the civil rights and women's rights movements influence Black women leaders' career choices and desire for advancement? How do these Black women leaders perceive challenges to their career advancement? How do they describe the pivotal successes of their careers? How do they perceive the future for Black women who aspire to leadership within two-year colleges in the Southeast? In the moving and deeply personal stories of their lives, two Black women leaders shared concerns about the continued need for mentors to help Black women in developing fully their leadership potential; their commitment to enhancing and increasing diversity and awareness on their campuses; and their recognition of the dynamics of race and how race plays out in their lives, their professional roles, and in their perceptions of others and of themselves. The women also shared a commitment to "pulling all of the strengths together" for successful team building; their belief in the importance of faith and spirituality in maintaining a balanced perspective on work and life; and the joy they both found in their leadership lives when they embraced the mantra that "what's for you is for you," so it's important to always "put [yourself] in the way of a blessing." This study underscores the importance of exploring Black women's perceptions of their individual and collective leadership experiences within scholarly discourse, and recommendations will be made for future studies based on the implications of the study's findings. [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:…   [More]  Descriptors: African Americans, Leaders, Females, Two Year Colleges

Lachlan-Hache, Jonathon; Naik, Manish; Casserly, Michael (2012). The School Improvement Grant Rollout in America's Great City Schools: School Improvement Grants, Council of the Great City Schools. The School Improvement Grant (SIG) program, initially enacted as part of the "No Child Left Behind" amendments to the Elementary and Secondary Education Act, underwent a substantial transformation under the American Recovery and Reinvestment Act of 2009. Under the new program, states identified 2,172 persistently low-achieving schools nationally (Tier I and Tier II schools) and 12,947 low-achieving Tier III schools. The numbers of identified schools that were urban, poor, and enrolling high-minority populations were greater than national averages, and a high proportion of SIG-eligible schools were in districts that are members of the Council of the Great City Schools and were surveyed as part of this study. The "Round One" award process (grants that began in the 2010-11 school year) resulted in 831 Tier I and Tier II schools nationwide receiving awards for school improvement. The average grant award was $2.54 million across three years. Only 416 Tier III schools were awarded SIG funds, however, with an average award of $520,000. In Council districts, 298 Tier I and Tier II schools received an average award of $2.87 million (not including schools pursuing the closure model), and 91 Tier III schools received an average award of $366,000. Responses to the Council's survey also indicated that approximately one third of Tier I and II schools awarded SIG grants saw their three-year awards reduced by an average of $763,000 per school from the amounts for which they applied. Eighteen percent of Tier I and Tier II schools in responding districts that applied for SIG grants did not receive any funding. The most commonly used model nationwide among the four allowable options was the transformation model, which was used by 74 percent of SIG-awarded schools across the country. Some 20 percent of schools used the turnaround model. Survey responses from the Great City Schools indicated that only 54 percent of urban schools awarded SIG grants used the transformation model, while 36 percent of SIG-awarded schools used the turnaround model. Relatively few Great City Schools opted for the restart or closure models. The lack of timeliness in the first round of the SIG grants caused some problems for urban school districts pursuing reforms, according to survey responses. Some 26 percent of survey respondents indicated that award announcements were not made until after August, when the school year typically starts, and another 43 percent did not receive initial award announcements until July or August, after the regular Title I plans were due to the state and mere weeks before the beginning of the school year. For each of the six sample reform tasks listed in the survey, between 40 percent and 58 percent of respondents said they did not have "sufficient time to effectively plan and implement" each task. Information from the survey on previous school-turnaround efforts in urban schools suggest that most if not all of the components of the four turnaround models can be effective, although their configuration, timing, and implementation are key to successful reform work.  The most common challenges to the school turnaround process involved removing ineffective teachers; facing community resistance to closing schools; recruiting high-quality, reform-oriented teachers for these challenging schools; and having adequate school-level and district-level resources in place to effectively bring about a school turnaround. The SIG program appears to be an important tool in helping districts address these issues, according to survey respondents. Appended are: (1) Tier I and Tier II Schools by District; (2) Partners in School Turnaround; and (3) Useful Tools and Resources on School Turnarounds.   [More]  Descriptors: Urban Schools, Elementary Secondary Education, Federal Legislation, Educational Change

Meiners, Erica R., Ed.; Quinn, Therese, Ed. (2012). Sexualities in Education: A Reader. Counterpoints: Studies in the Postmodern Theory of Education. Volume 367, Peter Lang New York. With germinal texts, new writings, and related art, "Sexualities in Education: A Reader" illuminates a broad scope of analysis and organization. Composed of a framing essay and nine sections edited by established and emerging scholars and addressing critical topics for researchers and students of sexualities and education, the text provides a timely overview of sexualities considered through a variety of educational lenses and theoretical frameworks. Threads woven throughout include visual, literary, and performing arts; youth perspectives; and an emphasis on justice work in education. The volume provides entry points for students and practitioners at a range of levels. Research-based articles, essays, interviews, poetry and ready-to-reproduce visual materials from the Americas, Europe, and Asia are linked to a resource section to facilitate deep learning, on-going investigation, and informed action. Contents include: (1) Introduction: Love, Labor, and Learning–Yours in the Struggle (Therese Quinn and Erica R. Meiners); (2) Introduction: Bending the Terrain–Queer and Justice Issues Infiltrate the Education Map (Connie E. North); (3) From Here to Queer: Mapping Sexualities in Education (Elizabeth J. Meyer); (4) Sweatshop-Produced Rainbow Flags and Participatory Patriarchy: Why the Gay Rights Movement Is a Sham (Mattilda Bernstein Sycamore); (5) Differences and Divisions: Social Inequality in Sex Education Debates and Policies (Jessica Fields); (6) Pedagogy and the Sista' Professor: Teaching Black Queer Feminist Studies through the Self (Mel Michelle Lewis); (7) Introduction–Society Can Only Be as Free and Open as Its Schools (Lucy Bailey and Karen Graves); (8) How Sweet It Is! (Jackie M. Blount); (9) The Religious Right and Public Education: The Paranoid Politics of Homophobia (Catherine A. Lugg); (10) "We're Here and We're Fabulous": Contemporary U.S.-American LGBT Youth Activism (Warren J. Blumenfeld); (11) Introduction: Teaching as Whole Self (Isabel Nunez); (12) White Trash: Manifesting the Bisexual (Carolyn Pajor Ford); (13) Apple Jumper, Teacher Babe, and Bland Uniformer Teachers: Fashioning Feminine Teacher Bodies (Becky Atkinson); (14) Bound and Gagged: Sexual Silences, Gender Conformity, and the Gay Male Teacher (Eric Rofes); (15) Knot a Love Story (Jane Gallop); (16) Paper Machete (Coya Paz Brownrigg); (17) Introduction: Schooling Students in Gender and Sexuality Expectations (Darla Linville); (18) Walking the Line: Teaching, Being, and Thinking Sexuality in Elementary School (Erica M. Boas); (19) Becoming Mr. Cougar: Institutionalizing Heterosexuality and Homophobia at River High (C.J. Pascoe); (20) The Right Way to Be Gay: How School Structures Sexual Inequality (Kathleen O. Elliott); (21) Virtual, Welcoming, Queer, School Community: An Interview with Dave Glick (Darla Linville); (22) Introduction: Realidadesrealities, Palabraswords, yand Estudiosstudies: LGBTQIQ Youth in Schools (Jillian Ford); (23) Queer and Transgender Youth: Education and Liberation in Our Schools (Anneliese A. Singh and Ken Jackson); (24) "Being Queer Is the Luckiest Thing": Investigating a New Generation's Use of Queer within Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Student Groups (Jane Bryan Meek); (25) Let Me in! The Impact of the Discourse of Impossibility on Research and Curricular (Re)formation (Sandra J. Schmidt); (26) Introduction: Crossing Borders (Jukka Lehtonen); (27) Citizenship and Sexuality: What Do We Mean by "Citizenship"? (Diane Richardson); (28) What's Queer Got to Do with It? Interrogating Nationalism and Imperialism (Roland Sintos Coloma); (29) Under Construction: Sexualities in Rural Spaces (Jay Poole and C.P. Gause); (30) LGBT, to Be or Not to Be? Education about Sexual Preferences and Gender Identities Worldwide (Peter Dankmeijer); (31) Sexuality, Secularism, and the Nation–Reading Swedish School Policies (Irina Schmitt); (32) Drama Performances Address Stigma, Discrimination of MSM and HIV/AIDS Prevention (Silja Rajander and Phal Sophat); (33) Yogyakarta Principles–For the Rights of Lesbian, Gay, Bisexual, and Transgender People (Jukka Lehtonen); (34) Introduction: Another Telling Representational Effect (Karyn Sandlos); (35) Queer Pedagogy and Its Strange Techniques (Deborah P. Britzman); (36) Making the AIDS Ghostwriters Visible (Francisco Ibanez-Carrasco); (37) "A Different Idea" in the Sex Education Curriculum: Thinking Through the Emotional Experience of Sexuality (Brian Casemore); (38) Christmas Effects (Eve Sedgwick); (39) Feel Tank (Lauren Berlant); (40) Introduction: Educating to Affirm Life: Sexuality, Politics, and Education (Angel Rubiel Gonzalez); (41) Queer Youth of Color Organizing for Safe & Affirming Education (Sam Finkelstein, Lucky Mosqueda, Adrian Birrueta, and Eric Kitty); (42) Education in the Streets: ACT UP, Emotion, and New Modes of Being (Deborah B. Gould); (43) A Rainbow in Black: The Gay Politics of the Black Panther Party (Ronald K. Porter); (44) Who Is Asian? Representing a Panethnic Continent in Community Activism (Alan Wong); (45) Gender Sovereignty (Sendolo Diaminah); (46) Resource Guide for Educators (Tim Barnett); and (47) Teaching Sexuality and Relationships Education in Multicultural Classrooms in the Netherlands (Daphne van de Bongar).   [More]  Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Sex Education, Citizenship, Intimacy

Spatig-Amerikaner, Ary (2012). Unequal Education: Federal Loophole Enables Lower Spending on Students of Color, Center for American Progress. In 1954 the Supreme Court declared that public education is "a right which must be made available to all on equal terms." That landmark decision in "Brown v. Board of Education" stood for the proposition that the federal government would no longer allow states and municipalities to deny equal educational opportunity to a historically oppressed racial minority. Ruling unanimously, the justices overturned the noxious concept that "separate" education could ever be "equal." Yet today, nearly 60 years later, our schools remain separate and unequal. Almost 40 percent of black and Hispanic students attend schools where more than 90 percent of students are nonwhite. The average white student attends a school where 77 percent of his or her peers are also white. Schools today are "as segregated as they were in the 1960s before busing began." We are living in a world in which schools are patently separate. In "Brown" the Court focused on the detrimental impact of legal separation–the fact that official segregation symbolized and reinforced the degraded status of blacks in America. Today's racial separation in schools may not have the formal mandate of local law, but it just as surely reflects and reinforces lingering status differences between whites and nonwhites by enabling a system of public education funding that shortchanges students of color. Separate will always be unequal. But just how unequal is the education we offer our students of color today? This paper answers this question using one small but important measure–per-pupil state and local spending. This fraction of spending is certainly not the only useful measure of educational opportunity. How we spend our money is perhaps more important. But newly released data give us the opportunity to shed new light, specifically on inequity in spending from state and local sources. The new dataset is appended.   [More]  Descriptors: Equal Education, African American Students, Racial Segregation, White Students

Carlsen-Landy, Bev (2012). Identity, Age, Proportion of Online Classes, and Success among Students in a Predominantly Online Degree Program, ProQuest LLC. Most colleges and universities in the US offer at least some classes online, and a significant number of colleges and universities offer degree programs either all online or predominantly online. Many of the distance learning courses and programs emerge from traditional courses and programs; however, in the past decade we have seen the emergence of programs that are designed as degree completion programs. These programs tend to target older, nontraditional students who may have significant time lapses in their education. Students who enroll in these degree completion programs have a variety of roles and role-identities, and they exist within multiple social structures and must negotiate between, for example, family, work, community, and education–often after a significant time out of the classroom. This study examines the Bachelor of General Studies Program at Texas Woman's University as an example of a predominantly online degree program. Identity theory research has overlooked identity in online education. The intent of this dissertation is to begin to fill this gap in the literature. The results of this study suggest support for some hypotheses tested. Age is a significant predictor of success in predominantly online degree programs. The results indicate that those in their 20s have lower grade point averages than other age groups. The analysis also revealed that older students place significantly more importance on studying than younger students. Race is related to success in the program. Specifically, blacks are less successful than whites. Black students believe participating in activities related to being a student is less important than whites. However, blacks and Hispanics indicate studying is more important than white students believe. In addition, extensive commitment, measured by joining organizations related to being a student, has a statistically significant relationship with grade point average. Those who join organizations tend to have higher GPAs than those who do not join organizations. Finally, there is a significant, positive relationship between confidence and GPA; those who are more confident tend to be more successful. [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:…   [More]  Descriptors: Online Courses, College Students, Bachelors Degrees, Undergraduate Students

Pettett, Wendy Ruddell (2012). The Impact of the No Child Left Behind Act and School Choice on Student Achievement, ProQuest LLC. The No Child Left Behind (NCLB) act, signed into law in January 2002, established a decade of test-driven school reform in an attempt to increase student achievement and reduce the student achievement gap. The state of Georgia created the Criterion Reference Competency Test (CRCT) to align with the guidelines of NCLB. This study examined longitudinal student achievement data on eighth grade math CRCT in 25 middle schools from 2002-2007 and 2008-2011 in a large suburban school district in Georgia. The study found that all subgroups increased in student achievement from the onset of NCLB in 2002-2011. Furthermore, the study found a statistically significant difference between White and Black and White and Hispanic student achievement as measured by eighth grade math CRCT using mean scale score, and "exceeds" proficiency standard. This study indicates that even though Blacks and Hispanics have made greater gains overall than Whites from 2002-2011, the minority student gains were not great enough to compensate for the large preexisting achievement gap as measured by mean scale score and "exceeds" proficiency standard. Interestingly, the "meets" proficient category indicates a reverse achievement gap between Black and White students for 2002-2007 and no statistical difference between White and Hispanic students. Moreover, no achievement gap was demonstrated for any subgroup for "meets" proficiency for 2008-2011. The achievement gap has closed for minorities in the "meets" category, while the achievement gap is still large in the "exceeds" category between Whites and Blacks and Whites and Hispanics. Minorities must make greater gains than demonstrated in the "exceeds" proficient category for the achievement gap to close in a statistically significant manner. It also demonstrates that minorities are over represented in the below basic category and underrepresented in the "exceeds" or advanced proficient category. A statistically significant difference was found between choice receiving schools and choice sending schools and between non-school choice participating schools and choice sending schools. There was no statistical difference between non-choice participating schools and choice receiving schools. The study indicates that MCSD has reduced the number of failing schools, which is the opposite of national trends. [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:…   [More]  Descriptors: Correlation, Academic Achievement, School Choice, Achievement Gap

Martinez-Wenzl, Mary; Marquez, Rigoberto (2012). Unrealized Promises: Unequal Access, Affordability, and Excellence at Community Colleges in Southern California, Civil Rights Project / Proyecto Derechos Civiles. California community colleges are, by design, the only entry point to four-year institutions for the majority of students in the state. Yet, many of these institutions perpetuate racial and class segregation, thus disrupting the California Master Plan for Higher Education's promise of access, equity, and excellence in higher education. This report is an exploratory and descriptive examination of the pipelines to and from Southern California's 51 community colleges. Two central questions guide the analysis and discussion in this report. First, how does high school performance relate to the levels of racial and ethnic segregation in receiving community colleges? Second, how do transfer outcomes relate to the ethnic and racial composition of the community college? The authors find evidence of a harmful cycle of segregation, whereby students from low-performing high schools are funneled into racially isolated community colleges, which in turn fail to transfer students at high rates. And at more integrated community colleges, a racial transfer gap persists. The authors examine the flows of students in the region from the strongest- and weakest-performing high schools to community colleges by their levels of segregation. The high schools' performances are measured by three-year promoting power averages, or successful transitions from one grade to the next. Specifically, they look at the number of large pathways (flows of more than 50 students per year) to community colleges. These pathways can be thought of as large roads funneling students to specific community colleges year after year, and illustrate how certain community colleges in the region serve large numbers of students from weak-performing high schools, while others largely serve only those from high-performing high schools. This report also assesses how transfer rates vary between community colleges that are the most- and least-segregated in the region. Colleges are divided into the following categories by their levels of segregation: intensely segregated (n=5), majority underrepresented minority (n=17), highly diverse (n=4), majority white/Asian (n=14), and majority white (n=11). Five themes emerged from this analysis, summarized as follows: (1) Students from weak high schools are concentrated in community colleges where Black and Latino students are overrepresented; (2) Students from strong high schools are concentrated in community colleges where white and Asian students are overrepresented; (3) Most of the lowest transfer rate community colleges are majority underrepresented minority or intensely segregated; (4) Community colleges with the highest transfer rates are majority white or majority white/Asian; and (5) Many of these highest transfer rate community colleges have racial disparities. To summarize, it is at the extremes that one sees the starkest differences in levels of segregation and educational opportunity. Students who live near and attend community colleges that are intensely segregated, or majority Black and Latino, typically are in colleges where a great number of fellow students come from weak promoting high schools. Students from weaker high schools tend to have weaker academic preparation and require more remediation, and their colleges and faculty tend to focus more on those needs. In contrast, students from majority white and/or majority white/Asian colleges largely encounter students coming from schools with high promoting power. In consideration of these challenges, the authors offer the following recommendations: (1) Recognize and reward success; (2) Streamline the transfer process; (3) Alignment across institutional sectors; (4) Information and integration; and (5) Increase funding. Appended are: (1) Six-Year Transfer Rates by Race/Ethnicity, 2003-04 Cohort; (2) Transfers to UC and CSU from Colleges with at Least 20% Black Enrollment, 2008; (3) Transfers to UC and CSU from Majority Latino Community Colleges, 2008; and (4) Racial/Ethnic Composition of Southern California Community Colleges by County, 2008. (Contains 6 figures, 22 tables and 47 footnotes.)[Foreword by Gary Orfield.]   [More]  Descriptors: Community Colleges, Access to Education, Equal Education, School Segregation

Jenkins, Rick; Mitchell, Suzanne (2012). Report on STEM Graduation and Enrollment Trends. June 2012, Arkansas Department of Higher Education. The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant shortfall in its ability to meet the STEM education needs of its students which will have tremendous implications for the state's scientific and engineering workforce needed for the next decade. Addressing this issue is absolutely essential for the continued economic success of Arkansas. All Arkansas citizens must have the basic scientific, technological, and mathematical knowledge to make informed personal choices, to develop human capital, and to thrive in the increasingly technological global marketplace. This report provides five (5) years of data and it uses the new list of CIP Codes for all 5 years. Therefore, this report will not be comparable to reports from past years.   [More]  Descriptors: STEM Education, Graduation Rate, Enrollment Trends, Academic Degrees

Leave a Reply