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With the emergence of a diverse public school student population,
existing literature affirms the existence of a Black teacher
shortage and the low representation of teachers of color in U.S.
public schools. Although there are over 3 million public school
teachers, African American teachers only comprise approximately 8
percent of the public school teaching workforce. In fact, the
education field is dominated by White, middle-class teachers,
particularly, White female teachers. While the retention of all
teachers of color is a pertinent issue, an examination of Black
female teachers who can assist in diversifying the teaching field
is timely and warranted. Despite Black females' historic role in
public education and that teaching is a female-dominated
profession, Black female teachers represent only 7.7 percent of the
American teaching force, while students of color represent almost
49 percent of the total student enrolment. This important, timely,
and provocative book places recruitment and retention of Black
female teachers at the center. The contributions address not only
the recruitment of Black female teachers but also discuss
mechanisms necessary to retain them. Thus, this collection not only
focuses on recruiting and retaining Black female teachers for the
sake of having their representation in schools; rather, authors
consider some of the implicit (and overt) nuances that these
teachers experience in schools across the United States.
We live in a global society, wherein our dependence on our
neighbors is growing more intensely each year. Technology, travel,
and interdependent economic systems require that nations know more
and share more of their natural resources. Among the most precious
of these resources is the intellectual talent that resides in their
countries. This edited volume sheds light on the unique challenges,
trends, and intersecting issues related to identifying intellectual
potential of children of color around the world, providing access
to appropriate curriculum and instructional opportunities,
addressing the professional capacities of teachers working with
these students, and the role of diverse families and communities in
the talent development process in these communities. To achieve the
volume 'EUROs' objectives, the editors bring together expert
scholars from around the world who have a vested interest in gifted
children of color.
Black males face several active and inactive discriminations across
society. In education, they encounter stiffer disciplinary actions
such as out of school suspension and expulsion than their White
peers, are overrepresented in special education programs as well as
over diagnosed; are underrepresented in gifted in talented
programs; advanced placement and honors courses; and have the lower
college graduation rates compared to other racial groups. Although
these issues are barriers to Black male success, we know that for
every challenge, there is a solution to improving academic, career,
and life outcomes for Black males. Black Males in Secondary and
Postsecondary Education contributes to the existing literature on
this population with a focus on teaching, mentoring, advising, and
counseling Black boys and men, from preschool to
graduate/professional school and beyond into their careers. The
chapter authors address the gap on research from a strengths-based
perspective, around implications of the COVID-19 pandemic on Black
male educational attainment, the increased anti-black racism around
police racial profiling and disciplinary issues in education, and
academic and career outcomes of Black males. More importantly, the
chapter authors provide recommendations for policy, practice and
research.
African American Males in PreK-12 Schools: Informing Research,
Practice, and Policy presents a comprehensive viewpoint on preK-12
schooling for African American males. Including theoretical,
conceptual, and research based chapters, this edited volume offers
readers compelling evidence of the education challenges and
successes for this student population. Each chapter provides a
richer perspective of the experiences of African American males
throughout their elementary and secondary education. Additionally,
each chapter includes strong implications for education research,
practice, and policy, as well as concrete recommendations to
important stakeholders, such as educators, school counselors,
parents, etc. Collectively, the contributors communicate throughout
the edited volume that educational change is needed and that
educational success is attainable for African American males. It is
intended that the edited volume will help inform education
research, practice, and policy as they relate to African American
males. Equally important, it is envisioned that the readers will
develop a greater interest in the education of African American
males.
The point of departure for this new edition, as it was for the
first, is the unacceptable reality that, for students of color,
school is often not a place to learn but a place of low
expectations and failure. In urban schools with concentrations of
poverty, often fewer than half the ninth graders leave with a high
school diploma. This second edition has been considerably expanded
with chapters that illuminate the Asian American, Native American,
and Latina/o experience, including that of undocumented students,
in our schools. These chapters offer insights into the concerns and
issues students bring to the classroom. They also convey the
importance for teachers, as they accept difference and develop
cultural sensitivity, to see their students as individuals, and
avoid generalizations. This need to go beneath the surface is
reinforced by a chapter on adopted children, children of mixed
race, and hidden minorities .White and Black teachers, and teachers
of different races and ethnicities, here provide the essential
theoretical background, and share their experiences and the
approaches they have developed, to create the conditions in both
urban and suburban settings that enable minority students to
succeed. This book encourages reflection and self-examination, and
calls for recognizing and reinforcing students ability to achieve.
It also calls for high expectations for both teachers and students.
It demonstrates what it means to recognize often-unconscious
biases, confront institutional racism where it occurs, surmount
stereotyping, adopt culturally relevant teaching, connect with
parents and the community, and integrate diversity in all
activities. This book is replete with examples from practice and
telling insights that will engage teachers in practice or in
service. It should have a place in every classroom in colleges of
education and K-12 schools. Its empowering message applies to every
teacher working in an educational setting that recognizes the
empowerment that comes in celebrating diversity. Each chapter
concludes with a set of questions for personal reflection or group
discussion."
The point of departure for this new edition, as it was for the
first, is the unacceptable reality that, for students of color,
school is often not a place to learn but a place of low
expectations and failure. In urban schools with concentrations of
poverty, often fewer than half the ninth graders leave with a high
school diploma. This second edition has been considerably expanded
with chapters that illuminate the Asian American, Native American,
and Latina/o experience, including that of undocumented students,
in our schools. These chapters offer insights into the concerns and
issues students bring to the classroom. They also convey the
importance for teachers, as they accept difference and develop
cultural sensitivity, to see their students as individuals, and
avoid generalizations. This need to go beneath the surface is
reinforced by a chapter on adopted children, children of mixed
race, and hidden minorities .White and Black teachers, and teachers
of different races and ethnicities, here provide the essential
theoretical background, and share their experiences and the
approaches they have developed, to create the conditions in both
urban and suburban settings that enable minority students to
succeed. This book encourages reflection and self-examination, and
calls for recognizing and reinforcing students ability to achieve.
It also calls for high expectations for both teachers and students.
It demonstrates what it means to recognize often-unconscious
biases, confront institutional racism where it occurs, surmount
stereotyping, adopt culturally relevant teaching, connect with
parents and the community, and integrate diversity in all
activities. This book is replete with examples from practice and
telling insights that will engage teachers in practice or in
service. It should have a place in every classroom in colleges of
education and K-12 schools. Its empowering message applies to every
teacher working in an educational setting that recognizes the
empowerment that comes in celebrating diversity. Each chapter
concludes with a set of questions for personal reflection or group
discussion."
Recently, U.S. Secretary of Education Arne Duncan suggested that
placing Black men in the classroom as teachers is a critical need
in the American educational system. Many education policymakers and
researchers falsely believe that Black male teachers have a primary
responsibility to foster the social development of Black male
students. However, increasing the presence of Black male teachers
improves the diversity of the profession and should be viewed as a
benefit to the system, as they provide quality services to all
students regardless of race and/or gender. This edited volume
offers sound suggestions for advancing diversity in the teaching
profession. It provides teacher education programs with needed
training materials to accommodate Black male students, and school
district administrators and leaders with information to help
recruit and retain Black male teachers. Each chapter will feature
policy and practice recommendations and a case example to spur
action and increase opportunities for discussion.
A volume in Contemporary Perspectives on Access, Equity and
Achievement Series Editor Chance W. Lewis, University of North
Carolina at Charlotte, The field of education has been and will
continue to be essential to the survival and sustainability of the
Black community. Unfortunately, over the past five decades, two
major trends have become clearly evident in the Black community:
(a) the decline of the academic achievement levels of Black
students and (b) the disappearance of Black teachers, particularly
Black males. Today, of the 3.5 million teachers in America's
classrooms (AACTE, 2010) only 8% are Black teachers, and
approximately 2% of these teachers are Black males (NCES, 2010).
Over the past few decades, the Black teaching force in the U.S. has
dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, &
James, 2008; Milner & Howard, 2004), and this educational
crisis shows no signs of ending in the near future. As the
population of Black students in K-12 schools in the U. S. continue
to rise- currently over 16% of students in America's schools are
Black (NCES, 2010)-there is an urgent need to increase the presence
of Black educators. The overall purpose of this edited volume is to
stimulate thought and discussion among diverse audiences (e.g.,
policymakers, practitioners, and educational researchers) who are
concerned about the performance of Black students in our nation's
schools, and to provide evidence-based strategies to expand our
nation's pool of Black teachers. To this end, it is our hope that
this book will contribute to the teacher education literature and
will inform the teacher education policy and practice debate.
Community colleges serve as the open door to higher education for
marginalized, place bound, and/or financially challenged students
and communities. One of the key ways marginalization occurs in
diverse geographies is through access limitations: access to
affordable postsecondary education, access to curricula that lead
to viable professions, access to diverse educational role models,
and access to employment opportunities that can sustain
communities. This underscores the importance of understanding
"place" when addressing access and equity in higher education and
the role of community colleges. The discussion of access and equity
through the community college has implications for teacher
education. Considering the documented importance of having a
diverse teacher workforce in K-12 schools and the current mismatch
between the diversity of students and the teachers in their
schools, community colleges have a significant role to play. This
book explores many topics related to the community college role in
K-12 teacher education, including the community college mission,
the policy landscape, partnerships, the transfer function, the
community college baccalaureate, and others. Throughout the volume,
the authors explore implications of access, equity, and geography
and conclude with recommendations to guide future research and
practice.
Community colleges serve as the open door to higher education for
marginalized, place bound, and/or financially challenged students
and communities. One of the key ways marginalization occurs in
diverse geographies is through access limitations: access to
affordable postsecondary education, access to curricula that lead
to viable professions, access to diverse educational role models,
and access to employment opportunities that can sustain
communities. This underscores the importance of understanding
"place" when addressing access and equity in higher education and
the role of community colleges. The discussion of access and equity
through the community college has implications for teacher
education. Considering the documented importance of having a
diverse teacher workforce in K-12 schools and the current mismatch
between the diversity of students and the teachers in their
schools, community colleges have a significant role to play. This
book explores many topics related to the community college role in
K-12 teacher education, including the community college mission,
the policy landscape, partnerships, the transfer function, the
community college baccalaureate, and others. Throughout the volume,
the authors explore implications of access, equity, and geography
and conclude with recommendations to guide future research and
practice.
Since the U.S. Civil Rights era, the racial composition of higher
education has changed dramatically, resulting in an increase in the
number of African American students and African American faculty in
predominantly white institutions (PWI). Nevertheless, the number of
African American endowed or distinguished professors remains small.
Because it is difficult for African American faculty to attain
these prized positions, those who have done so possess invaluable
knowledge that may be beneficial to others. Reaching the
Mountaintop of the Academy: Personal Narratives, Advice and
Strategies from Black Distinguished and Endowed Professors, fills
an important niche in the canon of higher education literature. In
the autobiographical chapters that follow, numerous distinguished
and endowed professors (1) describe their personal journey to the
distinguished or endowed professorship; (2) explain important life
lessons that they learned during their journey; (3) describe their
current professional goals; and (4) offer suggestions and
recommendations for graduate students, untenured faculty, tenured
faculty, and college/university administrators. At a time when many
predominantly white higher education institutions continue to have
difficulty attracting and retaining African American faculty, and
African American faculty continue to struggle for full inclusion in
the academy, this book is timely and needed.
Since the U.S. Civil Rights era, the racial composition of higher
education has changed dramatically, resulting in an increase in the
number of African American students and African American faculty in
predominantly white institutions (PWI). Nevertheless, the number of
African American endowed or distinguished professors remains small.
Because it is difficult for African American faculty to attain
these prized positions, those who have done so possess invaluable
knowledge that may be beneficial to others. Reaching the
Mountaintop of the Academy: Personal Narratives, Advice and
Strategies from Black Distinguished and Endowed Professors, fills
an important niche in the canon of higher education literature. In
the autobiographical chapters that follow, numerous distinguished
and endowed professors (1) describe their personal journey to the
distinguished or endowed professorship; (2) explain important life
lessons that they learned during their journey; (3) describe their
current professional goals; and (4) offer suggestions and
recommendations for graduate students, untenured faculty, tenured
faculty, and college/university administrators. At a time when many
predominantly white higher education institutions continue to have
difficulty attracting and retaining African American faculty, and
African American faculty continue to struggle for full inclusion in
the academy, this book is timely and needed.
The purpose of this edited volume is to examine the historical and
contemporary dynamics of diversity as well as the realities,
challenges, and opportunities associated with diversity work at
Historically Black Colleges and Universities (HBCUs). This proposed
book will include four sections, focusing on the historical
developments and socio-political factors impacting diversity work
at HBCUs, organizational structure and philosophical approaches,
challenges and opportunities facing particular populations, and
analysis of best practices. This text is designed to provide an
overview and better understanding of diversity and multiculturalism
that exists in historically Black colleges and universities. The
contents of the text will examine equity and inclusion efforts in
these institutions, and will explore various theories and practices
utilized within the academy. Also, the text will examine race,
class, gender, ethnicity, nationality, religion, age, ability and
sexuality. The goal of the book is to assist students, faculty, and
staff in the higher educational landscape in developing their own
understandings of historical and contemporary issues related to
diversity at HBCUs. Critical analysis of the multiple worldviews
will be discussed as we explore the origin, nature and scope of
multiple ideologies within diversity, equity and inclusion at
HBCUs. In addition, this book will be an invaluable teaching
resource for faculty in Educational Leadership Programs, Student
Affairs Programs, or Sociology Programs, and other fields
interested in issues of retaining and supporting diverse college
students.
The purpose of this edited volume is to examine the historical and
contemporary dynamics of diversity as well as the realities,
challenges, and opportunities associated with diversity work at
Historically Black Colleges and Universities (HBCUs). This proposed
book will include four sections, focusing on the historical
developments and socio-political factors impacting diversity work
at HBCUs, organizational structure and philosophical approaches,
challenges and opportunities facing particular populations, and
analysis of best practices. This text is designed to provide an
overview and better understanding of diversity and multiculturalism
that exists in historically Black colleges and universities. The
contents of the text will examine equity and inclusion efforts in
these institutions, and will explore various theories and practices
utilized within the academy. Also, the text will examine race,
class, gender, ethnicity, nationality, religion, age, ability and
sexuality. The goal of the book is to assist students, faculty, and
staff in the higher educational landscape in developing their own
understandings of historical and contemporary issues related to
diversity at HBCUs. Critical analysis of the multiple worldviews
will be discussed as we explore the origin, nature and scope of
multiple ideologies within diversity, equity and inclusion at
HBCUs. In addition, this book will be an invaluable teaching
resource for faculty in Educational Leadership Programs, Student
Affairs Programs, or Sociology Programs, and other fields
interested in issues of retaining and supporting diverse college
students.
Established in 2006, the American Association of Blacks in Higher
Education (AABHE), formerly constituted as the Black Caucus
(American Association of Higher Education), has been the consistent
voice of Black issues in academe. According to the stated mission,
the AABHE pursues the educational and professional needs of Blacks
in higher education with a focus on leadership, equity, access,
achievement and other vital issues impacting students, faculty,
staff, and administrators. AABHE also facilitates and provides
opportunities for collaborating and networking among individuals,
institutions, groups and agencies in higher education in the United
States and internationally. This 2012 year will mark the beginning
of the AABHE research consortium, an arm of the organization that
will advance scholarly research and publications to highlight
critical issues pertinent to the success and uplift of Black
populations across the higher education diaspora. This book will
explore important issues across multiple fields-fields represented
by the scholars/members of AABHE. AABHE scholars will contribute
chapters based on their disciplinary expertise. The work of Earnest
Boyer as articulated in the book Faculty Priorities Reconsidered:
Rewarding Multiple Forms of Scholarship will be used as the
conceptual foundation to ground this important work. A particular
focus on the elements of Boyer's seminal work will include chapters
devoted to the Scholarship of Teaching and Learning; Scholarship of
Engagement; Scholarship of Discovery; and Scholarship of
Integration. This scholarly book is unique in that it provides
essential insight on how not only faculty, but also administrators
who are invested in insuring that the priorities of the
professoriate are aligned with the mission and vision of urban
postsecondary institutions.
Established in 2006, the American Association of Blacks in Higher
Education (AABHE), formerly constituted as the Black Caucus
(American Association of Higher Education), has been the consistent
voice of Black issues in academe. According to the stated mission,
the AABHE pursues the educational and professional needs of Blacks
in higher education with a focus on leadership, equity, access,
achievement and other vital issues impacting students, faculty,
staff, and administrators. AABHE also facilitates and provides
opportunities for collaborating and networking among individuals,
institutions, groups and agencies in higher education in the United
States and internationally. This 2012 year will mark the beginning
of the AABHE research consortium, an arm of the organization that
will advance scholarly research and publications to highlight
critical issues pertinent to the success and uplift of Black
populations across the higher education diaspora. This book will
explore important issues across multiple fields-fields represented
by the scholars/members of AABHE. AABHE scholars will contribute
chapters based on their disciplinary expertise. The work of Earnest
Boyer as articulated in the book Faculty Priorities Reconsidered:
Rewarding Multiple Forms of Scholarship will be used as the
conceptual foundation to ground this important work. A particular
focus on the elements of Boyer's seminal work will include chapters
devoted to the Scholarship of Teaching and Learning; Scholarship of
Engagement; Scholarship of Discovery; and Scholarship of
Integration. This scholarly book is unique in that it provides
essential insight on how not only faculty, but also administrators
who are invested in insuring that the priorities of the
professoriate are aligned with the mission and vision of urban
postsecondary institutions.
The purposes of this book are rooted in the move from invisibility
to visibility and silence to voice. This work uses auto ethnography
as an enterprise to break down traditional barriers that support
the invisibility of diverse epistemologies (Altheide &
Johnson,2011). The reality of invisibility and silence has plagued
scholars of colour in their attempt to make known the cultural
significance found in the planning and execution of research. As a
result, this book purposes to support the visibility and voice of
scholars of colour who conduct auto ethnographic research from a
racial, gendered, and critical theoretical framework. This work
further supports the research community as it examines and
re-examines culturally indigenous epistemologies as a viable
vehicle for rigorous and authentic inquiry (Dillard, 2000). The
significance of this book can be grafted from its attention to new
ways of thinking about doing research. While much of the previous
scholarship on auto ethnography highlights the importance of
personal narrative and voice, this book includes the latter but
also examines the concept of race and culture as undisputable
factors in the doing of research. Burdell & Swadener (1999)
contends that auto ethnography should interrogate the subjective
nature and question master narratives and empirical assumptions.
Spry (2011) emphasizes auto ethnography as a moral discourse that
foster intimate experiences grounded in historical processes.
Authoethnographic research then, has the potential to provide a
lens by which researchers can delve into research with a greater
sense of personal experiences and critical understanding of the
inquiry context.
The purposes of this book are rooted in the move from invisibility
to visibility and silence to voice. This work uses auto ethnography
as an enterprise to break down traditional barriers that support
the invisibility of diverse epistemologies (Altheide &
Johnson,2011). The reality of invisibility and silence has plagued
scholars of colour in their attempt to make known the cultural
significance found in the planning and execution of research. As a
result, this book purposes to support the visibility and voice of
scholars of colour who conduct auto ethnographic research from a
racial, gendered, and critical theoretical framework. This work
further supports the research community as it examines and
re-examines culturally indigenous epistemologies as a viable
vehicle for rigorous and authentic inquiry (Dillard, 2000). The
significance of this book can be grafted from its attention to new
ways of thinking about doing research. While much of the previous
scholarship on auto ethnography highlights the importance of
personal narrative and voice, this book includes the latter but
also examines the concept of race and culture as undisputable
factors in the doing of research. Burdell & Swadener (1999)
contends that auto ethnography should interrogate the subjective
nature and question master narratives and empirical assumptions.
Spry (2011) emphasizes auto ethnography as a moral discourse that
foster intimate experiences grounded in historical processes.
Authoethnographic research then, has the potential to provide a
lens by which researchers can delve into research with a greater
sense of personal experiences and critical understanding of the
inquiry context.
A volume in Contemporary Perspectives on Access, Equity and
Achievement Series Editor Chance W. Lewis, University of North
Carolina at Charlotte, The field of education has been and will
continue to be essential to the survival and sustainability of the
Black community. Unfortunately, over the past five decades, two
major trends have become clearly evident in the Black community:
(a) the decline of the academic achievement levels of Black
students and (b) the disappearance of Black teachers, particularly
Black males. Today, of the 3.5 million teachers in America's
classrooms (AACTE, 2010) only 8% are Black teachers, and
approximately 2% of these teachers are Black males (NCES, 2010).
Over the past few decades, the Black teaching force in the U.S. has
dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, &
James, 2008; Milner & Howard, 2004), and this educational
crisis shows no signs of ending in the near future. As the
population of Black students in K-12 schools in the U. S. continue
to rise- currently over 16% of students in America's schools are
Black (NCES, 2010)-there is an urgent need to increase the presence
of Black educators. The overall purpose of this edited volume is to
stimulate thought and discussion among diverse audiences (e.g.,
policymakers, practitioners, and educational researchers) who are
concerned about the performance of Black students in our nation's
schools, and to provide evidence-based strategies to expand our
nation's pool of Black teachers. To this end, it is our hope that
this book will contribute to the teacher education literature and
will inform the teacher education policy and practice debate.
Although STEM (Science, Technology, Engineering, and Mathematics)
has been diversely defined by various researchers (e.g. Buck
Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf,
2008), during the last decade, STEM education has gained an
increasing presence on the national agenda through initiatives from
the National Science Foundation (NSF) and the Institute for
Educational Sciences (IES). The rate of technological innovation
and change has been tremendous over the past ten years, and this
rapid increase will only continue. STEM literacy is the power to
"identify, apply, and integrate concepts from science, technology,
engineering, and mathematics to understand complex problems and to
innovate to solve them" (Washington State STEM, 2011, Internet). In
order for U.S. students to be on the forefront of this revolution,
ALL of our schools need to be part of the STEM vision and guide
students in acquiring STEM literacy. Understanding and addressing
the challenge of achieving STEM literacy for ALL students begins
with an understanding of its element and the connections between
them. In order to remain competitive, the Committee on Prospering
in the Global Economy has recommended that the US optimize "its
knowledge-based resources, particularly in science and technology"
(National Academies, 2007, p. 4). Optimizing knowledge-based
resources needs to be the goal but is also a challenge for ALL
educators (Scheurich & Huggins, 2009). Regardless, there is
little disagreement that contemporary society is increasingly
dependent on science, technology, engineering, and mathematics and
thus comprehensive understandings are essential for those pursuing
STEM careers. It is also generally agreed that PK-12 students do
not do well in STEM areas, both in terms of national standards and
in terms of international comparisons (Kuenzi, Matthews, &
Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, &
Kim, 2011). The question then becomes what might PK-12 schools do
to improve teachers' and students' STEM knowledge and skills? This
book will look at equity and access issues in STEM education from
PK-12, university, and administrative and policy lenses.
Although STEM (Science, Technology, Engineering, and Mathematics)
has been diversely defined by various researchers (e.g. Buck
Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf,
2008), during the last decade, STEM education has gained an
increasing presence on the national agenda through initiatives from
the National Science Foundation (NSF) and the Institute for
Educational Sciences (IES). The rate of technological innovation
and change has been tremendous over the past ten years, and this
rapid increase will only continue. STEM literacy is the power to
"identify, apply, and integrate concepts from science, technology,
engineering, and mathematics to understand complex problems and to
innovate to solve them" (Washington State STEM, 2011, Internet). In
order for U.S. students to be on the forefront of this revolution,
ALL of our schools need to be part of the STEM vision and guide
students in acquiring STEM literacy. Understanding and addressing
the challenge of achieving STEM literacy for ALL students begins
with an understanding of its element and the connections between
them. In order to remain competitive, the Committee on Prospering
in the Global Economy has recommended that the US optimize "its
knowledge-based resources, particularly in science and technology"
(National Academies, 2007, p. 4). Optimizing knowledge-based
resources needs to be the goal but is also a challenge for ALL
educators (Scheurich & Huggins, 2009). Regardless, there is
little disagreement that contemporary society is increasingly
dependent on science, technology, engineering, and mathematics and
thus comprehensive understandings are essential for those pursuing
STEM careers. It is also generally agreed that PK-12 students do
not do well in STEM areas, both in terms of national standards and
in terms of international comparisons (Kuenzi, Matthews, &
Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, &
Kim, 2011). The question then becomes what might PK-12 schools do
to improve teachers' and students' STEM knowledge and skills? This
book will look at equity and access issues in STEM education from
PK-12, university, and administrative and policy lenses.
Black Males in Postsecondary Institutions: Examining their
Experiences in Diverse Institutional Contexts offers a
comprehensive examination of the experiences of Black males in our
nation's higher education institutions. In recognizing the role of
institutions in fostering distinctive educational experiences, this
volume systematically explores the status, academic achievement,
and educational realities of Black men within numerous
institutional types (i.e., community colleges, For-profit colleges,
Liberal arts colleges, historically Black colleges and
universities, ivy league institutions, religious-affiliated
institutions, private institutions, Hispanic-serving institutions,
research intensive institutions, and predominately White
institutions). In line with a core commitment towards
transformative change, chapter authors also provide recommendations
for future research, policy, and practice aimed at fostering
enhanced personal, academic, and career outcomes for Black men in
college.
Black Males in Postsecondary Institutions: Examining their
Experiences in Diverse Institutional Contexts offers a
comprehensive examination of the experiences of Black males in our
nation's higher education institutions. In recognizing the role of
institutions in fostering distinctive educational experiences, this
volume systematically explores the status, academic achievement,
and educational realities of Black men within numerous
institutional types (i.e., community colleges, For-profit colleges,
Liberal arts colleges, historically Black colleges and
universities, ivy league institutions, religious-affiliated
institutions, private institutions, Hispanic-serving institutions,
research intensive institutions, and predominately White
institutions). In line with a core commitment towards
transformative change, chapter authors also provide recommendations
for future research, policy, and practice aimed at fostering
enhanced personal, academic, and career outcomes for Black men in
college.
Yes We Can: Improving Urban Schools through Innovative Educational
Reform is a empirically-based book on urban education reform to not
only proclaim that hope is alive for urban schools, but to also
produce a body of literature that examines current practices and
then offer practical implications for all involved in this arduous
task. This book is filled with real-world strategies to implement
in your quest to inspire and bring about reform. Additionally, we
hope that you garner hope from the school personnel, school
campuses, and school resources used as examples within the body of
this work. We offer this book to all stakeholders who find
themselves associated with urban schools: teachers, administrators,
parents and even students. Consider this book an empirically based
roadmap as you consider being a part of this transformation. We
hope that it not only inspire you to adopt the"Yes We Can" spirit,
but also empower you to be the beacon of light for urban students
whose very future relies on people like you to keep the torch
alive.
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