An Ethnographic Study: The Influence of Culturally Relevant Pedagogy on Student Agency

This research study aimed to investigate and analyze the methods and practices of teaching within urban educational settings, with a specific focus on the culturally relevant practices that should be integrated into the learning experiences for Black learners. The primary goal was to highlight the necessity for educators within urban educational settings to adopt a culturally relevant pedagogy within their context that promotes higher academic excellence and meaningful learning experiences for Black students through the cultivation of agency. Using an ethnography qualitative research design, the study worked to answer two questions: RQ1: What culturally relevant pedagogical practices are used to teach Black middle school students in an urban educational setting? RQ2: How do culturally relevant pedagogical practices develop agency among Black middle school students within an urban educational setting? The research study captured the perspectives and experiences of Black educational stakeholders (students and educators) within urban education to identify the influence of culturally relevant pedagogy on the tenets of student agency: identity, belonging, mastery, and efficacy

Mathematics Teacher Certification Status and Student Achievement: A Quantitative Analysis

Sixty years ago, James Coleman (1966) released a report called Equality of Education where he focused on inequalities in education between Black and White students. Today, continued research has built on Coleman’s findings particularly on teacher quality and its effects on student achievement (Coleman et al., 1966). The purpose of this quantitative analysis was to explore if any relationship exists between 8th grade math and 10th grade geometry teachers’ certification status and 8th grade math and 10th grade geometry students’ achievement. By utilizing Pedagogical Content Knowledge Theory (PCK) and Mathematical Knowledge for Teachers Theory (MKT) as the theoretical frameworks, the study identified connections between teacher certification status and student achievement. The findings have significant implications for policy makers to invest in professional development for math teachers that focuses on pedagogical content knowledge and mathematical content knowledge. Furthermore, the findings provide insight the importance of subject-specific certification especially in secondary mathematics

Missense Mutation of Msh6 Leucine 696 Has No Apparent Effect on the DNA Mismatch Repair Process

Lynch Syndrome and Constitutional Mismatch Repair Deficiency are human diseases implicated in mutations of DNA mismatch repair (MMR) genes. This experiment tested a mutation of an MMR gene, MSH6, and evaluated how the mutation affected overall MMR effectiveness. Using the yeast Saccharomyces cerevisiae, we performed the CAN1 forward mutation assay to study msh6-L696F and its implications in the MMR process. We hypothesized that there would be a significant change in molecular function in the Msh6 protein in the presence of this mutation. Bioinformatic tools predicted that this amino acid change would have deleterious effects on MMR function. However, this allele seems to have no apparent effect on the proficiency of overall DNA MMR capabilities

Assessing the Potential Impact of Educational Aid as a Form of Reparations for the African American Community in the United States: A Single Exploratory Case Study

The primary aim of this qualitative single exploratory case study was to examine educational aid as a potential reparation that could address the economic and social inequalities that have been a burden to the African American community since the beginning of slavery. A Normative Theory of Reparations in Transitional Democracies served as the theoretical framework used to guide this study. The three concepts that make up this framework is recognition, reconciliation, and redistribution. When these three concepts are combined, reparations are said to be achieved (Verdeja 2006). In this study, reparations are defined as the act or process of making amends for a wrong (Merriam-Webster, n.d.). To better understand how reparations can most effectively benefit African Americans, an implementation and impact evaluation of reparation programs given to Native Americans was conducted. The researcher utilized two instruments to obtain data: a document analysis of the Bureau of Indian Education Higher Education Grant Program and a content analysis using individual semi-structured interviews of Native Americans from both federally and state-recognized tribes. This study revealed that even if educational aid was implemented as a form of reparation for the African American community, all the long-lasting effects of slavery and the Jim Crow era may not be resolved entirely. Although it would not solve every problem faced by the descendants of the enslaved, the findings suggested that educational aid can be a viable form of reparation if modernized correctly. The findings in this study revealed that the educational aid given to Native Americans could be very beneficial for the African American community if certain factors are improved upon. The main factors to be considered are the identification of who should receive reparations, defining what reparations are not, and developing a commission that consists of both government leaders and community leaders to govern and maintain these policies. These implications can be useful in closing the racial wealth gap between African Americans and White Americans

Campus Ministry and Spiritual Self-Efficacy: A Phenomenological Study of Academic Achievement among Black Male Students at an Historically Black College and University

Bandura’s self-efficacy theory, which emphasizes the importance of self-efficacy in motivation and achievement (Bandura, 1994), provided a lens through which to analyze the influence of Historically Black Colleges and University’s (HBCUs) campus ministry on the development of spiritual self-efficacy and academic achievement among Black males. Historically Black colleges and universities (HBCUs) have a long history of providing higher education opportunities to Black students, and they have been instrumental in fostering academic, personal, and social growth (Smith & Allen, 2014). However, little is known about the specific impact of campus ministry programs on the development of Black males’ spiritual self-efficacy and academic success at HBCUs. In response to this gap in knowledge, this phenomenological study explored the role of Historical Black Colleges and University’s (HBCU) campus ministry in the development of spiritual self-efficacy and academic achievement among its Black male students. Comprehensive data on the experiences of Black males engaged in HBCU campus ministry programs were collected using surveys and semi-structured interviews. The study participants were 14 Black male students enrolled at Brotherhood University, a historically Black college or university located in the Southeast United States. These participants, aged 19 to 26 years, were actively involved in the campus ministry and ranged from sophomores to seniors in their academic standing. Previous studies concluded that campus ministry programs create supportive environments that foster self-belief, resilience, and a sense of purpose through a combination of mentorship, spiritual guidance, community engagement, and personal development opportunities (Palmer et al., 2011). Similarly, this study’s findings suggested that campus ministry at HBCUs played a pivotal role in fostering a sense of community and belonging and significantly enhanced the spiritual self-efficacy and academic performance of vii Black male students. By offering targeted mentorship, spiritual guidance, and opportunities for personal development and community engagement, these programs were instrumental in supporting students’ journeys toward academic success and personal growth, illustrating the critical intersection of spirituality and education at HBCUs. Based on this study’s findings, future research should include longitudinal studies that explore the long-term effects of campus ministry engagement, comparative analyses across different types of higher education institutions, and intersectional examinations of factors like gender, socioeconomic status, and sexual orientation with spirituality and campus ministry engagement among Black male students

Teachers’ Self-Efficacy and Cyberbullying: A Qualitative Investigation of Teacher Perspectives

This qualitative study explored the self-efficacy of middle school teachers as they address cyberbullying in the classroom. A phenomenological research design using a purposive sampling method was used. To understand the teachers’ lived experiences and perspectives on cyberbullying, open-ended semi-structured interviews were conducted with seventh-grade teachers from two parochial schools and three charter schools. Participants completed a demographics questionnaire, which was used to gather additional information regarding the teachers’ background and experience. Seven themes emerged from coding the data collected from the teacher interviews and focus group session: 1) collaboration and communication, 2) professional development and training, 3) support and intervention, 4) self-efficacy and confidence, 5) impact based on feedback, 6) challenges, and 7) coping mechanisms. Results from this study will provide school leaders and policymakers with recommendations and data to help create safer learning environments, which will benefit the entire school community

Factors Influencing Student Persistence through Undergraduate Degree Completion: A Case Study of the Social Engagement of Black Students at a Private Historically Black College and University.

This qualitative exploratory single-case study examined the social engagement strategies utilized by one HBCU and the influences of these strategies on Black undergraduate students\u27 sense of belonging and social engagement, which have been found to support and improve student persistence. Previous research on Black undergraduate students\u27 social engagement and persistence has been primarily conducted at predominately White institutions (PWIs), with few studies explicitly focusing on social engagement and persistence at HBCUs. The site selected for this study was an HBCU under the pseudonym Fillmore State University (FSU). A qualitative exploratory case study was utilized as this methodology allowed the researcher to answer a how question exploring the complex social phenomena of the influence of the social engagement of Black undergraduate students on student persistence. The researcher collected and triangulated data from individual interviews with seven staff and five student government leaders to understand the institutional strategies utilized to engage students at FSU socially. A survey of 50 Black undergraduate seniors and a focus group of 10 undergraduate students were used to understand the social engagement experiences and the influence of these experiences on student persistence. This study produced four themes and 12 subthemes related to institutional engagement strategies and the impact of these strategies on student persistence based on the viii perceptions and experiences of Black undergraduate students. Based on research findings, social engagement strategies play an integral role in bolstering motivation and a sense of belonging, improving student persistence

Representations of State-Recognized Tribes: A Content Analysis of Social Studies Standards

This qualitative study analyzes social studies standards across the 11 states that recognize Native American tribes on the state level. The researcher seeks to determine the explicit and implicit representations of state-recognized tribes in the social studies standards required by 11 states. Research on educational issues that impact state-recognized tribes is limited and creates a gap in the literature for these communities. This study is significant because it promotes awareness of the lack of representation of state-recognized tribes in the social studies standards and sub-standards of the 11 states that recognize tribes on the state level. Tribal Critical Race Theory serves as the theoretical framework utilized to analyze the issue of Native American representation in social studies standards. Data has been collected utilizing a conceptual content analysis and a coding scheme developed by the researcher and verified by trained independent raters. Throughout the 4,113 social studies standards of the 11 states covered in this study, one explicit representation and 201 implicit representations of state-recognized tribes were identified. This limited representation of state-recognized tribes contributes to negative stereotypes against Native Americans, increases the lack of awareness of state-recognized tribes, and further alienates Native American students in social studies classrooms while dismissing the historical and modern significance of Native Americans

Here to Stay: Why Black Male Teachers Choose to Remain in the Classroom

This phenomenological study explored the experiences, perceptions, and motivations of Black male high school teachers who have chosen to remain in the high school classrooms. By focusing on factors that drove their commitment to the teaching profession, this study aimed to identify key elements that influenced their longevity in the classroom. The study employed a purposive sampling method and collected data through semi-structures interviews using Zoom, a focus group, and survey results from participants across the southern region of the United States. Six major themes emerged from the individual interviews: (1) impact, (2) representation, (3) relationship building, (4) recruitment, (5) Black male rarity, and (6) supportive administration. Two additional themes: (1) classroom longevity, and (2) strategy implementation, emerged from the focus group session. This in-depth analysis of the lived experiences of Black male teachers provided insight into their commitment, sustainment, and motivation for choosing a lifelong career in teaching

Mutating lysine 336 in Msh6 does not appear to affect DNA mismatch repair in Saccharomyces cerevisiae

Defects in the DNA mismatch repair process results in the accumulation of mutations and disease. Mutations in MSH6 and MSH2, encoding for the subunits of the MutSα complex, are often responsible for Constitutional Mismatch Repair Deficiency (CMMRD) and Lynch Syndrome (LS), respectively. This work focused on DNA mismatch repair through analysis of the MSH6 missense variant msh6-K336T. The mutation examined in this study is msh6-K336T in Saccharomyces cerevisiae, which is equivalent to msh6-K431T in humans. The mutation results in the replacement of lysine with threonine, an amino acid with different properties. It was therefore hypothesized that the mutation would prevent MutSα complex interaction, effectively hindering recognition and subsequent repair of mismatches. Based on Sorting Intolerant from Tolerant (SIFT) Analysis, it was predicted that the amino acid change will be tolerated in humans and not tolerated in yeast. Combination of Different Properties of Msh6 Protein (CoDP) Analysis predicted that the mutation would likely impair molecular function. Investigation of msh6-K336T was carried out by transforming a plasmid containing the msh6-K336T into yeast lacking the MSH6 gene. Diploid cells containing the msh6-K336T and a wild-type copy of the MSH6 gene were also analyzed. The responses to the CAN1 forward mutation assay were examined to understand the severity of the mutation in MMR. It was determined that msh6-K336T yeast strains behaved very similarly to wild-type strains in the assay, indicating this allele displays a wild-type phenotype and is not defective in the DNA MMR process