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Racial Battle Fatigue in Faculty examines the challenges faced by
diverse faculty members in colleges and universities. Highlighting
the experiences of faculty of color-including African American,
Asian American, Hispanic American, and Indigenous populations-in
higher education across a range of institutional types, chapter
authors employ an autoethnographic approach to the telling of their
stories. Chapters illustrate on-the-ground experiences, elucidating
the struggles and triumphs of faculty of color as they navigate the
historically White setting of higher education, and provide
actionable strategies to help faculty and administrators combat
these issues. This book gives voice to faculty struggles and arms
graduate students, faculty, and administrators committed to
diversity in higher education with the specific tools needed to
reduce Racial Battle Fatigue (RBF) and make lasting and impactful
change.
Racial Battle Fatigue in Faculty examines the challenges faced by
diverse faculty members in colleges and universities. Highlighting
the experiences of faculty of color-including African American,
Asian American, Hispanic American, and Indigenous populations-in
higher education across a range of institutional types, chapter
authors employ an autoethnographic approach to the telling of their
stories. Chapters illustrate on-the-ground experiences, elucidating
the struggles and triumphs of faculty of color as they navigate the
historically White setting of higher education, and provide
actionable strategies to help faculty and administrators combat
these issues. This book gives voice to faculty struggles and arms
graduate students, faculty, and administrators committed to
diversity in higher education with the specific tools needed to
reduce Racial Battle Fatigue (RBF) and make lasting and impactful
change.
This book was born during the Omicron surge of the COVID-19
pandemic. While it is uncertain what the pandemic will hold, one
thing is for certain; this book will stand the test of time. Work
Colleges do not receive the scholarly attention they ought to, and
the student authors would like to think they fought for a little
more attention by writing this book. Work Colleges are indeed
institutions of higher learning where students earn while they
learn but also learn through hard work. This book is comprised of
chapters written by students who discuss the magic Berea College
holds for personal growth, opportunity, and life-changing
experiences.
This book was born during the Omicron surge of the COVID-19
pandemic. While it is uncertain what the pandemic will hold, one
thing is for certain; this book will stand the test of time. Work
Colleges do not receive the scholarly attention they ought to, and
the student authors would like to think they fought for a little
more attention by writing this book. Work Colleges are indeed
institutions of higher learning where students earn while they
learn but also learn through hard work. This book is comprised of
chapters written by students who discuss the magic Berea College
holds for personal growth, opportunity, and life-changing
experiences.
Berea College, founded in 1855 on the principles of
socio-educational equality, is an institution devoted to giving
voices to the oppressed. This book, Critical Storytelling during
the COVID-19 Pandemic, is a tribute to giving students from a
variety of backgrounds a voice for the displacement they felt
during the raging spikes of the early pandemic period. Each student
offers their take on the pandemic itself, how it affected their
education, as well as how it displaced them. From stories of exile
to those of triumph, this work is a heralding account of dozens of
students' experiences.
Berea College, founded in 1855 on the principles of
socio-educational equality, is an institution devoted to giving
voices to the oppressed. This book, Critical Storytelling during
the COVID-19 Pandemic, is a tribute to giving students from a
variety of backgrounds a voice for the displacement they felt
during the raging spikes of the early pandemic period. Each student
offers their take on the pandemic itself, how it affected their
education, as well as how it displaced them. From stories of exile
to those of triumph, this work is a heralding account of dozens of
students' experiences.
Researchers, higher education administrators, and high school and
university students desire a sourcebook like The Model Minority
Stereotype: Demystifying Asian American Success. This second
edition has updated contents that will assist readers in locating
research and literature on the model minority stereotype. This
sourcebook is composed of an annotated bibliography on the
stereotype that Asian Americans are successful. Each chapter in The
Model Minority Stereotype is thematic and challenges the model
minority stereotype. Consisting of a twelfth and updated chapter,
this book continues to be the most comprehensive book written on
the model minority myth to date.
Researchers, higher education administrators, and high school and
university students desire a sourcebook like The Model Minority
Stereotype: Demystifying Asian American Success. This second
edition has updated contents that will assist readers in locating
research and literature on the model minority stereotype. This
sourcebook is composed of an annotated bibliography on the
stereotype that Asian Americans are successful. Each chapter in The
Model Minority Stereotype is thematic and challenges the model
minority stereotype. Consisting of a twelfth and updated chapter,
this book continues to be the most comprehensive book written on
the model minority myth to date.
The SoJo Journal: Educational Foundations and Social Justice
Education is an international, peer-reviewed journal of educational
foundations. The Department of Educational Leadership at California
State University, East Bay, whose mission is to prepare and
influence bold, socially responsible leaders who will transform the
world of schooling, hosts the journal. It publishes essays that
examine contemporary educational and social contexts and practices
from critical perspectives. The SoJo Journal: Educational
Foundations and Social Justice Education is interested in research
studies as well as conceptual, theoretical, philosophical, and
policy-analysis essays that challenge the existing state of affairs
in society, schools, and (in)formal education. The SoJo Journal:
Educational Foundations and Social Justice Education is necessary
because currently there is not an exclusively international
foundations of education journal. For instance, three of the
leading journal in education foundations journals (e.g., The
Journal of Educational Studies, British Journal of Sociology of
Education, The Journal of Educational Foundations) solicit
manuscripts and support scholarship mainly from professors who
reside in Britain and the United States. This journal is also
unique because it brings together scholars and practitioners from
disciplines outside of educational foundations, who are equally
committed to social change and promoting equity and social justice
inside and outside of K-16 schools.
A school is only as good as its principal. This quip forms the
thesis of Better Principals as it provides a bird's eye view on the
enactment of Haberman's eleven core functions of a star principal.
Better Principals is imperative for two main reasons. First, the
achievement gap between 20 million children in poverty and their
mainstream counterparts is continuing to become even wider. Many
students are constantly subjected to inequality of educational
opportunity, which limits their future opportunities. Second,
Haberman is one of the most prolific producers of administrators of
the twentieth century (and into the twenty-first century). He
reminds us that quality school systems, with quality leaders,
benefit our society. Haberman explained that there is often
selection blindness when it comes to identifying school leaders,
and this deficiency has many negative consequences for education in
general, and learners in particular. Haberman has generated
theories, training programs and tools to engender substantive
changes needed to produce better schools. Each chapter in this
volume contains reflection questions for discussion to remind us
all why selecting quality principals must be paramount when hiring
school leaders. These illustrative book chapters emphasize the
execution of Haberman's star principal ideology.
The SoJo Journal: Educational Foundations and Social Justice
Education is an international peer-reviewed journal of educational
foundations. The Department of Educational Leadership at California
State University, East Bay, whose mission is to prepare and
influence bold, socially responsible leaders who will transform the
world of schooling, hosts the journal. It publishes essays that
examine contemporary educational and social contexts and practices
from critical perspectives. The SoJo Journal: Educational
Foundations and Social Justice Education is interested in research
studies as well as conceptual, theoretical, philosophical, and
policy-analysis essays that advance educational practices that
challenge the existing state of affairs in society, schools, and
(in)formal education. The SoJo Journal: Educational Foundations and
Social Justice Education is necessary because currently there is
not an exclusively international, Foundations of Education journal.
For instance, three of the leading journal in Education Foundations
journals (e.g., The Journal of Educational Studies, British Journal
of Sociology of Education, The Journal of Educational Foundations)
solicit manuscripts and support scholarship mainly from professors
who reside in Britain and the United States. This journal is also
unique because it will bring together scholars and practitioners
from disciplines outside of Educational Foundations, who are
equally committed to social change and promoting equity and social
justice inside and outside of K-16 schools.
A school is only as good as its principal. This quip forms the
thesis of Better Principals as it provides a bird's eye view on the
enactment of Haberman's eleven core functions of a star principal.
Better Principals is imperative for two main reasons. First, the
achievement gap between 20 million children in poverty and their
mainstream counterparts is continuing to become even wider. Many
students are constantly subjected to inequality of educational
opportunity, which limits their future opportunities. Second,
Haberman is one of the most prolific producers of administrators of
the twentieth century (and into the twenty-first century). He
reminds us that quality school systems, with quality leaders,
benefit our society. Haberman explained that there is often
selection blindness when it comes to identifying school leaders,
and this deficiency has many negative consequences for education in
general, and learners in particular. Haberman has generated
theories, training programs and tools to engender substantive
changes needed to produce better schools. Each chapter in this
volume contains reflection questions for discussion to remind us
all why selecting quality principals must be paramount when hiring
school leaders. These illustrative book chapters emphasize the
execution of Haberman's star principal ideology.
This collection focuses on Asian Americans as a frequently
overlooked ethno-racial and ethno-cultural group, examining how
stereotypes about Asian Americans are harmful both to students and
their teachers. The material helps students gain a deeper
understanding of the model-minority stereotype and its
implications. The first three sections address academic
achievement; myths surrounding Asian-American parenting; and
sexualization, athleticism, and racialization. The fourth section,
devoted to counter-narratives, discusses neocolonialist attitudes,
unrealistic expectations, and the idea of the perpetual foreigner.
Questions following each chapter can be tailored to undergraduate
and graduate audiences for classroom discussion or as written
assignments. With contributions from notable scholars who have
researched and written extensively on the topic, The Model Minority
Stereotype Reader provides the first comprehensive exploration of
Asian American stereotypes and their impact on student populations.
How do some teachers manage to expertly engage students in deep
learning, harmonize mandated standards with individual student
needs, and create trusting relationships in the classroom? What
typically sets these ""star teachers"" apart from other teachers?
In What Makes a Star Teacher: 7 Dispositions That Support Student
Learning, Valerie Hill-Jackson, Nicholas D. Hartlep, and Delia
Stafford provide a framework that can help ensure that you are your
students' greatest asset-and a star teacher in your classroom. The
book is grounded in studies conducted and ideas developed over a
half-century by educational theorist Martin Haberman, whose models
are used in hundreds of school districts across the United States.
It's designed to help you assess, develop, and reflect upon seven
key dispositions of Haberman's star teachers: 1. Persistence. 2.
Positive values about student learning. 3. The ability to adapt
general theories into pedagogical practices. 4. An encouraging
approach to students classified as at risk. 5. A professional
versus a personal orientation to learners. 6. The ability to
navigate school bureaucracy. 7. A willingness to admit one's
shortcomings. Full of insightful authentic examples, practical and
ready-to-use strategies, and numerous suggested resources, What
Makes a Star Teacher offers what every teacher-and every
student-needs to thrive in any classroom.
This second edition of Asian/American Scholars of Education: 21st
Century Pedagogies, Perspectives, and Experiences shares an updated
number of Asian/American luminaries in the field of education. The
updated collection of essays and national data analyses
acknowledges the struggle that Asian/American education scholars
have faced when it comes to being regarded as legitimate scholars
deserving of endowed or distinguished status in the field of
education. The chapter contributors in this second edition include
postdoctoral mentees, former students, and colleagues of the newly
added Asian/American endowed and distinguished professors featured
in the book: Hua-Hua Chang, Nicholas D. Hartlep, Guofang Li, Justin
Perry, and Kui Xie. Asian/American Scholars of Education makes an
important impact by continuing to ask: Why are there so few
Asian/American endowed and distinguished faculty members in
education?
This book advances the debate about paying "student" athletes in
big-time college sports by directly addressing the red-hot role of
race in college sports. It concludes by suggesting a remedy to
positively transform college sports. Top-tier college sports are
extremely profitable. Despite the billions of dollars involved in
the amateur sports industrial complex, none winds up in the hands
of the athletes. The controversies surrounding whether colleges and
universities should pay athletes to compete on these educational
institutions' behalf is longstanding and coincides with the rise of
the black athlete at predominately white colleges and universities.
Pay to Play: Race and the Perils of the College Sports Industrial
Complex takes a hard look at historical and contemporary efforts to
control sports participation and compensation for black athletes in
amateur sports in general, and in big-time college sports programs,
in particular. The book begins with background on the history of
amateur athletics in America, including the forced separation of
black and white athletes. Subsequent sections examine subjects such
as the integration of college sports and the use of black athletes
to sell everything from fast food to shoes, and argue that college
athletes must receive adequate compensation for their labor. The
book concludes by discussing recent efforts by college athletes to
unionize and control their likenesses, presenting a provocative
remedy for transforming big-time college sport as we know it.
Examines the longstanding controversy regarding whether colleges
must "pay to play" when it comes to being competitive in
high-profile sports and how this debate intersects with perceptions
of race Suggests a remedy for transforming big-time college sports
that can simultaneously benefit colleges and universities,
non-revenue generating sports, elite college athletes, and
professional sports teams Presents provocative and insightful
information for scholars and students in the fields of sociology,
kinesiology, education, gender studies, black history, sports
management, urban studies, communications, and labor relations as
well as for current athletes, former athletes, and fans of college
sports
Breaking away from the historically dominant narrative that White
females make the best teachers, this book contends that effective
teachers can be both "windows" and "mirrors" for students. Teachers
should reflect the student population in racial and cultural terms
while also serving as windows for students to see opportunities
that lie outside of their immediate circumstances. Employing a
critical storytelling framework, respected scholars share the
teaching practices of influential teachers that they learned from.
Chapter authors are diverse teacher educators from the fields of
education, educational psychology, administration, policy, and
curriculum and instruction. Each storyteller identifies key
concepts and principles that explain why the selected teacher was
so memorably effective. This inspirational volume provides a series
of templates that help pinpoint the attitudes and behaviors of
those teachers who make a positive difference in the lives of their
students. Book Features: Highlights contributions from diverse
teacher educators, including Asian American, African American,
Latinx, and Native American. Examines the long-lasting impact that
a teacher's race, ethnicity, and/or indigeneity can have on the
lives of their students beyond high school and college. Includes
analyses drawn from research on identity in teacher education,
theory, and research in education, psychology, and human
development. Contains photographs, images, charts, and diagrams to
assist readers.
Breaking away from the historically dominant narrative that White
females make the best teachers, this book contends that effective
teachers can be both "windows" and "mirrors" for students. Teachers
should reflect the student population in racial and cultural terms
while also serving as windows for students to see opportunities
that lie outside of their immediate circumstances. Employing a
critical storytelling framework, respected scholars share the
teaching practices of influential teachers that they learned from.
Chapter authors are diverse teacher educators from the fields of
education, educational psychology, administration, policy, and
curriculum and instruction. Each storyteller identifies key
concepts and principles that explain why the selected teacher was
so memorably effective. This inspirational volume provides a series
of templates that help pinpoint the attitudes and behaviors of
those teachers who make a positive difference in the lives of their
students. Book Features: Highlights contributions from diverse
teacher educators, including Asian American, African American,
Latinx, and Native American. Examines the long-lasting impact that
a teacher's race, ethnicity, and/or indigeneity can have on the
lives of their students beyond high school and college. Includes
analyses drawn from research on identity in teacher education,
theory, and research in education, psychology, and human
development. Contains photographs, images, charts, and diagrams to
assist readers.
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