Addressing The Importance Of Recruitment And Retention Of Black And Latinx Teachers: Strategies Designed To Diversify The Teacher Pipeline

The United States student demographic has shifted significantly, with minorities, particularly Black and Latinx students, now constituting almost half. However, the diversity of the teaching profession, historically led by White females, lags behind, with Black and Latinx teachers comprising less than 30%. This lack of representation poses challenges for students without culturally similar educators. My research explores the impact of teacher diversity on Black and Latinx students\u27 success, revealing positive outcomes. Yet, attracting and retaining minority teachers faces obstacles, including feelings of isolation and financial concerns. Recommendations include educational pathways, scholarships, mentoring programs, salary incentives, and professional learning communities to foster a more inclusive and diverse teaching environment

Teachers’ Doing Action Research, Learning and Changing: Claims and Practicality

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussion guides from teachers of English as a Foreign Language (TEFL) at three Ethiopian public universities. The results have shown that the teachers who did action research gained knowledge and skills for the betterment of themselves and their practices in various ways. The instrumental and catalytic roles of action research for enhancing the teachers’ learning experiences, knowledge, skills, thinking, teaching practices, and their students’ learning were highly valued. The fact that the teachers who did action research learnt from the research processes and the results changed themselves and their practices proved pragmatic validity of their claims. Pearson’s correlation analysis has also shown that there is a positive association between the teachers\u27 actual practice of action research and their change (r =.38, P \u3c .025). Doing action research and change, therefore, progressively move in the same direction. As P-value is low (i.e. below 5%), chance influence is unlikely, and the obtained correlation coefficient is statistically significant. The results imply that action research as a practical philosophy of teachers is a powerful tool for personal and professional development of those who engage in the research processes and those who have a stake in the results. This, therefore, calls for consistently doing the right things right by revitalizing action research as part and parcel of teaching-learning wherein teachers are empowered and committed to take the ‘driver’s seat and base their teaching on action research results with the purpose of transforming themselves, their practices and their learners for the better

An Exploration of the Effects and Clinical Presentations of Premature Birth within the Latinx Population

There are roughly ten percent, or 15 million, preterm births every year across the world. Therefore, it is vital to understand the impact on their development across cognitive, academic, socioemotional, and behavioral levels. A vast amount of research has shown that children who are born prematurely are more at risk of facing challenges across various areas of their development. However, the majority of the research samples have been limited within their scope, leaving behind a gap in research focused on specific subgroups within the population. By delving into the unique context of the Latinx population, this study endeavors to shed light on the specific challenges and considerations involved in neuropsychological assessment within this demographic group between the toddler years to middle childhood. This review seeks to evaluate current recommendations and resources for the support groups of preterm and low-birth-weight children, ranging from clinicians to families. Furthermore, it seeks to improve outcomes through early interventions among the Latinx population, given the unique factors that intertwine within their ethnic context

The Emotional Intelligence of Elementary Principals and the Impact on Culture

This study involved examining the emotional intelligence (EI) of elementary principals and then comparing their EI to their ratings on the Illinois 5Essentials survey. The main questions were: Is there a relationship between principal EI and school culture? How do principals create a positive working environment? What is needed to build and maintain a positive school atmosphere? Throughout this qualitative research, more specific questions centered around principal relationships and trust, creating supportive environments, having strong communication and accountability, professional development, and overall school atmosphere. Though the surveyed population was small, the results showed principals who were high in the relationship management competency of EI tended to have high and positive ratings within the areas of effective leaders and supportive environment as measured on the Illinois 5Essentials. It is recommended that district leaders and building principals deepen their understanding of EI and its significant impact on creating a positive school culture. Additionally, leaders should familiarize themselves with the EI competencies through training, professional development, and coaching sessions so they can better support and lead their elementary schools. It is suggested that an ongoing focus on EI will foster trusting relationships among all stakeholders in the school community, enhance school culture, and create more effective schools

Derogatory, Racist, and Discriminatory Speech (DRDS) in Video Gaming

Video games have been examined for their effects on cognition, learning, health, and physiological arousal, yet research on social dynamics within video gaming is limited. Studies have documented the presence of derogation, racism, and discrimination in this anonymous medium. However, gamers‟ firsthand experiences are typically examined qualitatively. Thus, this study aimed to establish a quantitative baseline for the frequency of derogatory, racist, and discriminatory speech (DRDS) in gaming. DRDS frequency, sexual harassment, and hate speech measures were administered to 150 individuals from online forums and social media groups. Descriptive and inferential analyses were used to gauge which factors affected DRDS rates. Sex, intergroup and fast-paced game types, time played with others, and identity portrayal showed positive correlations with DRDS. Results indicate an array of complex social and developmental factors contribute to experiencing, perceiving, and personally using DRDS. Implications include psychosocial health impacts similar to everyday harassment, with women being at a higher risk and age as a contributing factor

EXPLORING BLACK WOMEN\u27S MOTIVATIONS AND EXPERIENCES WITH HIGH-END SHOPPING

Over the years, many stereotypical negative archetypes have been created for and assigned to Black women, including Mammy, Matriarch, Sapphire, and the Strong Black Woman, and these images and labels continue to affect many Black women today. To counteract the adverse images associated with Black women, they may have developed unhealthy coping strategies such as participating in high-end shopping . The focus in this study was to explore Black women’s experiences with and motivation to engage in high- end shopping. Participants (N = 33) were Black women, over the age of 18 years, from various education backgrounds stemming from high school diplomas to graduate degrees. Participants were divided into two groups: one group completed a virtual interview (n = 10) and the second group completed an online survey (n = 23). Results indicated these Black women experienced excitement and happiness before, during, and after making high-end purchases. Quality, cost, and affordability were among the key motivators for these Black women to participate in high-end shopping. Image and status were rarely mentioned throughout the participants’ responses, which indicates Black women may not participate in high-end shopping as a means to combat historically negative images

A Program Evaluation of the Necessary Attributes, Accommodations, and Resources Neurodivergent Students Require for Success in Higher Education

Without academic resources and accommodations, neurodivergent students with mild to moderate Learning Disabilities (LD) may be unable to navigate the academic challenges and rigor associated with college success. I used a mixed-methods research design to collect data from various stakeholders to determine the supports neurodivergent students with LD need to be successful in college. My findings indicated students need accommodations for their learning differences, access to assistive technology, access to counseling or mental health services, and access to specialized support personnel to be successful. I recommended a policy to ensure neurodivergent students and their caregivers are aware of post-secondary institutions that are geared to their success through the mandatory inclusion of those colleges in high school College and Career fairs

Identity Development in Black Caribbeans: A Proposed Model

The paper is a critical review of the literature exploring factors contributing to Black Caribbean identity development. The paper sought to understand Black Caribbeans’ migratory history, views on mental health, and factors contributing to their identity development in the United States. Migrating to the United States can be a harsh reality for many migrants because they eventually realize that their Black skin is associated with negativity. An exploration of Black Caribbeans’ history and growing up in predominately Black societies could provide some insight that contributes to some of their ideologies and beliefs regarding forms of racism and believing that hard work and educational achievement are some factors needed to succeed in the United States. Their mental health is negatively impacted the longer they reside in the United States, and everyday discrimination is one of the negative contributing factors. Many first and second-generation Black Caribbeans highlight their ethnicity in an attempt to distance themselves from native-born Blacks because of the negativity associated with being Black in America. Black Caribbeans are often mistaken for Black Americans because they share similar physical characteristics, and this paper highlights some unique factors that contribute to Black Caribbean identity. This paper proposes an identity model for Black Caribbean immigrants, which could give insight into how Black Caribbean immigrant identity develops over time in the United States of America

First In My Family: Overcoming Obstacles And Utilizing Resources To Successfully Complete The Educational Journey

First-generation college students encounter many hardships when trying to persist throughout their educational journey. They are expected to be successful in navigating their careers, family life, and school – all without anyone else’s experience to reference. When a student is the first in their family to go to college, they are expected to succeed with a lack of understanding the process. This qualitative study explores what assets first-generation students have and apply in their college experience that contribute to their persistence. This research is guided by Dr. Tara Yosso’s Cultural Wealth Model which examines many forms of cultural capital that students adapt from a standpoint. First-generation students must be looked at as holistic individuals. Data was collected through structured interviews with eleven participants in the upper Midwest in the United States. The interview protocol for this study focused on four topics: obstacles, assets, resources and being first-generation. Three themes emerged from these data: determination, support systems, and overcoming challenges. Within support systems, two subthemes emerged and those were college support and networks. Within the theme of overcoming challenges, the subtheme of access emerged. The major findings from this research study are: parents, limited college knowledge, faculty and staff, financial literacy, and difficulty accessing support networks and resources