Parental involvement in college planning

Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.

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How can consumer involvement be changed through communication campaigns? An information content choice model applied to the olive oil case

British Food Journal ◽

10.1108/bfj-11-2020-1059 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Elisa Garrido-Castro ◽

Eva María Murgado-Armenteros ◽

Francisco José Torres-Ruiz

Keyword(s):

Olive Oil ◽

Information Content ◽

Choice Model ◽

Qualitative Comparative Analysis ◽

Consumer Involvement ◽

Computer Assisted ◽

Objective Knowledge ◽

Content Type ◽

Starting Point ◽

Communication Campaigns

PurposeInvolvement has been one of the most studied variables in the field of marketing due to its determinant role in consumer behaviour, but always as a contextual or mediating variable. Taking its relationship with knowledge as the starting point, in this work, the purpose of this paper is to examine how to use the choice of information content in communication campaigns to drive up the level of involvement. A new method based on Qualitative Comparative Analysis (QCA) models is applied to the case of olive oil.Design/methodology/approachQuantitative research has been used for the proposed objectives of this work. Specifically, a computer-assisted telephone interviewing (CATI) has been conducted in several Spanish provinces using a structured questionnaire. Data obtained from 829 consumers are used.FindingsThe results support that consumer involvement with the product is related to objective knowledge about the product and its demand. Moreover, involvement can be modified through objective knowledge or information. Specifically, consumer involvement can be increased by the choice and communication of an optimal combination of five specific pieces of information (SPIs)Originality/valueIn this paper, involvement is considered as a result variable, i.e. a variable that can be modified or increased. This greater involvement can be achieved by improving the level of objective knowledge about a product. In addition, a new model is used and its viability is demonstrated and its ease of application to agri-food context.

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“I’m going to prove you wrong”

Journal for Multicultural Education ◽

10.1108/jme-11-2014-0037 ◽

2015 ◽

Vol 9 (4) ◽

pp. 210-224 ◽

Cited By ~ 1

Author(s):

Desireé Vega ◽

James L. Moore III ◽

Antoinette H. Miranda

Keyword(s):

African American ◽

School Counselors ◽

School Psychologists ◽

Qualitative Methodology ◽

Service Providers ◽

Perceived Discrimination ◽

African American Youth ◽

Content Type ◽

Individual Interviews ◽

Health Service Providers

Purpose – This study aims to explore perceptions of discrimination among ten African American youths as part of a larger qualitative investigation. Design/methodology/approach – The qualitative methodology utilized the “Prove them Wrong Syndrome” as a theoretical framework. Individual interviews and biographical questionnaires were the primary sources of data collection. Findings – Four major themes emerged from data analysis: perceived discrimination from others, perceived discrimination from members of one’s own racial group, responses to perceived discrimination and buffers against perceived discrimination. Practical implications – Implications for educators including teachers, school psychologists and school counselors are discussed. Originality/value – This paper attempted to fill the void in the literature, as it explored the perceptions of discrimination among African American youth, their responses to perceived discrimination and the identification of buffers to compensate for negative experiences with discrimination. Prove them Wrong Syndrome emerged as a major finding in this study as a response to perceived discrimination; nonetheless, it should be further evaluated, as limited research has been conducted in this area. Teachers must be aware of issues students of color may experience at school such as discrimination and how this can harm them emotionally and academically. Moreover, school psychologists and school counselors should be utilized as mental health service providers to combat the potentially negative outcomes of discrimination.

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Access to gifted education among African-American and Latino males

Journal for Multicultural Education ◽

10.1108/jme-01-2017-0006 ◽

2018 ◽

Vol 12 (3) ◽

pp. 237-248

Author(s):

Desireé Vega ◽

James L. Moore III

Keyword(s):

African American ◽

Academic Success ◽

School Counselors ◽

School Psychologists ◽

Gifted Education ◽

Latino Males ◽

Gifted Identification ◽

Content Type ◽

Gifted Programming ◽

Implicit Biases

Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males. Findings African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males. Practical implications Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success. Originality/value There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

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Engaging African American parents: insights from a cultural arts after school program

Journal for Multicultural Education ◽

10.1108/jme-08-2020-0083 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Brenda Brand ◽

Mary Alice Barksdale ◽

Tamara Wallace ◽

Yolanda Latrice Avent

Keyword(s):

African American ◽

Comparative Method ◽

Research Question ◽

After School ◽

African American Parents ◽

Content Type ◽

Academic Challenges ◽

Exploratory Case Study ◽

Field Notes

Purpose Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school. Design/methodology/approach This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were the distinctions of alienation that challenged the parents’ relationships in the schools? and "How were the factors that challenged the parents’ relationships with teachers mitigated in Project ESTEEM faculty’s relationships with the parents?” A constant comparative method was used beginning with open coding, followed by identifying patterns, themes and subthemes reflecting the specific needs of the parents in relationship to the overall theme. Findings The stories highlight sociocultural contexts influencing the alienation of some African American parents in their children’s education through an analysis of the relationships fostered with Project ESTEEM faculty. Research limitations/implications This case study reports the experiences of two parents from one community and school, participating in a specialized program. Originality/value The significance resides in the representation of alternate viewpoints in understanding the alienation experiences of African American parents from schools.

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African American Parents and Their High-Achieving Students: Issues of Race, Class, and Community in the College Choice Process

Journal of African American Studies ◽

10.1007/s12111-018-9392-x ◽

2018 ◽

Vol 22 (1) ◽

pp. 31-48

Author(s):

Thandeka K. Chapman ◽

Frances Contreras ◽

Eligio Martinez

Keyword(s):

African American ◽

College Choice ◽

African American Parents ◽

College Choice Process ◽

Choice Process ◽

High Achieving Students ◽

High Achieving

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Population and Functional Genomics of Neisseria Revealed with Gene-by-Gene Approaches

Journal of Clinical Microbiology ◽

10.1128/jcm.00301-16 ◽

2016 ◽

Vol 54 (8) ◽

pp. 1949-1955 ◽

Cited By ~ 25

Author(s):

Martin C. J. Maiden ◽

Odile B. Harrison

Keyword(s):

Open Access ◽

Genome Sequencing ◽

Low Cost ◽

Rapid Analysis ◽

Whole Genome ◽

Conceptual Approach ◽

Content Type ◽

Analysis Techniques ◽

Starting Point ◽

Insight Into

Rapid low-cost whole-genome sequencing (WGS) is revolutionizing microbiology; however, complementary advances in accessible, reproducible, and rapid analysis techniques are required to realize the potential of these data. Here, investigations of the genusNeisseriaillustrated the gene-by-gene conceptual approach to the organization and analysis of WGS data. Using the gene and its link to phenotype as a starting point, the BIGSdb database, which powers the PubMLST databases, enables the assembly of large open-access collections of annotated genomes that provide insight into the evolution of theNeisseria, the epidemiology of meningococcal and gonococcal disease, and mechanisms ofNeisseriapathogenicity.

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