A Long Road to Travel: Narratives of African American Male Preservice Educators\u27 Journeys through a Graduate Teacher Eduaction Program

The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support. The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a “culturally sensitive practice” (Tillman, 2002, p. 3) and insure epistemological and research practices unfamiliar to many teachers of preservice teachers are approved and embraced. This study is situated in a cultural, racial, and gendered point of view seeking to highlight the individual and shared experiences of three African American male preservice teachers enrolled in a graduate teacher education program. Stabilized through the lens of critical race theory (CRT), the gathering of counter-narratives provided the context to allow the research participants a vehicle to name their own reality

Sometimes I Feel Like a Motherless Child

A daughter’s love, and a mother’s absence—that is the theme the author, Shawn Jones, shares in her bittersweet story. This narrative reflects on the challenges, conflicts, and feelings that a child goes through when coping with not having a mother physically present. Jones describes how as a child she saw things a lot differently compared to her thoughts now as a young woman. She struggles with the idea of accepting her situation and resenting the mother who brought her life. However, through the help of her family, she realizes that she is no different than those she grew up with. This realization brings her closer to understanding and coping with her feelings

Food Choice as a Signal of Racial Identity

Objectives: This study experimentally assessed food preference as one potentially important racial identity cue particularly for Black Americans, which in turn impacts interpersonal relations both between ethnicities/races (i.e., inter-group) and within ethnicity/race (i.e., intra-group). We hypothesized that preference for “Soul Food,” which is historically significant to Black Americans, as opposed to “Fresh Salad,” would be associated with stronger racial identity and induce more positive reactions among Black participants but more negative reactions among White participants. Methods: Undergraduate students (N = 365) viewed one of four online profiles that were ostensibly completed by a Black Student. Student gender (i.e., DeShawn vs. LaKeisha) and student food preference (Soul food vs. fresh salad) were manipulated experimentally within the online profiles. Results: Consistent with the prediction, preference for “Soul Food” was associated with stronger perceived racial identity, regardless of participant race. Additionally, Black participants responded more positively when “Soul Food” was preferred. In contrast, there was no evidence that White participants reacted differently to the Black students based on food preference. Conclusions: Food preference serves as one indicator of racial identity among Black Americans. Further implications are discussed.https://scholarscompass.vcu.edu/gradposters/1066/thumbnail.jp

Improving Collection Understanding for Web Archives with Storytelling: Shining Light Into Dark and Stormy Archives

Collections are the tools that people use to make sense of an ever-increasing number of archived web pages. As collections themselves grow, we need tools to make sense of them. Tools that work on the general web, like search engines, are not a good fit for these collections because search engines do not currently represent multiple document versions well. Web archive collections are vast, some containing hundreds of thousands of documents. Thousands of collections exist, many of which cover the same topic. Few collections include standardized metadata. Too many documents from too many collections with insufficient metadata makes collection understanding an expensive proposition. This dissertation establishes a five-process model to assist with web archive collection understanding. This model aims to produce a social media story – a visualization with which most web users are familiar. Each social media story contains surrogates which are summaries of individual documents. These surrogates, when presented together, summarize the topic of the story. After applying our storytelling model, they summarize the topic of a web archive collection. We develop and test a framework to select the best exemplars that represent a collection. We establish that algorithms produced from these primitives select exemplars that are otherwise undiscoverable using conventional search engine methods. We generate story metadata to improve the information scent of a story so users can understand it better. After an analysis showing that existing platforms perform poorly for web archives and a user study establishing the best surrogate type, we generate document metadata for the exemplars with machine learning. We then visualize the story and document metadata together and distribute it to satisfy the information needs of multiple personas who benefit from our model. Our tools serve as a reference implementation of our Dark and Stormy Archives storytelling model. Hypercane selects exemplars and generates story metadata. MementoEmbed generates document metadata. Raintale visualizes and distributes the story based on the story metadata and the document metadata of these exemplars. By providing understanding immediately, our stories save users the time and effort of reading thousands of documents and, most importantly, help them understand web archive collections

Avoiding Spoilers on Mediawiki Fan Sites Using Memento

A variety of fan-based wikis about episodic fiction (e.g., television shows, novels, movies) exist on the World Wide Web. These wikis provide a wealth of information about complex stories, but if readers are behind in their viewing they run the risk of encountering spoilers -- information that gives away key plot points before the intended time of the show\u27s writers. Enterprising readers might browse the wiki in a web archive so as to view the page prior to a specific episode date and thereby avoid spoilers. Unfortunately, due to how web archives choose the best page, it is still possible to see spoilers (especially in sparse archives). In this paper we discuss how to use Memento to avoid spoilers. Memento uses TimeGates to determine which best archived page to give back to the user, currently using a minimum distance heuristic. We quantify how this heuristic is inadequate for avoiding spoilers, analyzing data collected from fan wikis and the Internet Archive. We create an algorithm for calculating the probability of encountering a spoiler in a given wiki article. We conduct an experiment with 16 wiki sites for popular television shows. We find that 38% of those pages are unavailable in the Internet Archive. We find that when accessing fan wiki pages in the Internet Archive there is as much as a 66% chance of encountering a spoiler. Using sample access logs from the Internet Archive, we find that 19% of actual requests to the Wayback Machine for wikia.com pages ended in spoilers. We suggest the use of a different minimum distance heuristic, minpast, for wikis, using the desired datetime as an upper bound. Finally, we highlight the use of an extension for MediaWiki that utilizes this new heuristic and can be used to avoid spoilers. An unexpected revelation about Memento comes from the development of this extension. It turns out that an optimized two request-response Memento pattern for interacting with TimeGates does not perform well with MediaWiki, leading us to fall back to the original Memento pattern of three request-response pairs. We also conduct performance testing on the extension and show that it has a minimal impact on MediaWiki\u27s performance

The firm beyond the market

BYLUND, Per L. The problem of production: a new theory of the firm. Londres: Routledge, 2015. 194p

Let’s Talk: A Study of the Impact of Gendered Racial Socialization on African American Adolescent Girls’ Mental Health

Internalized racial oppression in African American girls is understudied within research. As people of color are victimized by racism, they may internalize it, developing ideas, beliefs, actions and behaviors that support or collude with racism (Bivens, 1995). This internalized racism has its own systemic reality and its own negative consequences in the lives and communities of people of color. Understanding the way negative racial messages influence the mental health of African American adolescent girls allows for the development of intervention and prevention methods to reduce symptomology of depression, anxiety, and stress. In order for African American girls and young women to develop a healthy sense of self, families must prepare them to cope with the realities of experiencing intersecting oppression (i.e., racism and sexism; Edmondson Bell & Nkomo 1998; Lewis et al. 2013). This may occur through an African American-specific process of gendered racial socialization (Brown et al. 2016). While some research has examined the relationship between racial discrimination and race related stress outcomes (Buford, 2009) or internalized racial oppression on ethnic identity and self-efficacy (La Mar, 2018), there are no current studies that have looked at the impact of internalized gendered racial oppression (IGRO) on negative affect of African American adolescent girls or possible ways to moderate this impact. This study identifies a relationship between IGRO and depression, anxiety and stress symptoms while isolating messages of gendered racial pride and empowerment (GRPE) that reduce these symptoms in Black adolescent girls. To test the hypothesis, GRPE socialization moderates the relationship between IGRO socialization and indicators of psychological wellbeing (i.e., depressive, anxiety, and stress symptoms) this study analyzed the responses of 287 Black adolescent girls (MAge = 15.40) who completed questionnaires assessing the study variables of interest as part of a larger parent-teen dyadic study. A series of hierarchical multiple regression analyses were conducted. Models of the main effects of IGRO and GRPE on depression (R 2 = .04), anxiety (R 2 = .04), and stress (R 2 = .04) were significant (all ps \u3c .001), suggesting these variables accounted for significant variance in the mental health symptoms. For depression, increases in both IGRO (b=.83, p \u3c .001) and GRPE (b=.20, p \u3c .05) were associated with increases in reported depression symptoms. However, examination of the interaction (b=-.16, p \u3c .01) via simple slopes suggested that the Black girls reported higher levels of GRPE, the negative impact of IGRO on depressive symptoms was attenuated. Indeed, at the highest levels of GRPE, the effect of IGRO on depressive symptoms was reduced to non-significance. Similar patterns emerged for teen anxiety and stress, with increased IGRO associated with increasing symptom endorsement and increasing GRPE attenuating this effect. These findings suggest that it is particularly important for African-American youth to receive messages conveying pride and empowerment on being a black girl to aid in reducing the mental health symptoms associated with IGRO. By identifying key messages of gendered racial socialization, this study has the potential to educate parents and teachers on the impact of their messages on children’s mental health. Implications and future directions regarding gendered racial socialization of Black teenaged girls are discussed.https://scholarscompass.vcu.edu/gradposters/1053/thumbnail.jp