A New Perception of Placement Testing for Year One African American Students in Community College Settings

2020 ◽  
Author(s):  
Keziah Colon
Keyword(s):  
Community College ◽  
African American ◽  
African American Students ◽  
Placement Testing ◽  
American Students

scholarly journals African American Students in the Community College Classroom with White Teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 66-79
Author(s):  
Denise Erskine-Meusa
Keyword(s):  
Community College ◽  
African American ◽  
African American Students ◽  
Culturally Responsive ◽  
White Teachers ◽  
The United States ◽  
Pedagogical Practices ◽  
African American Student ◽  
American Student ◽  
American Students

The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom.

scholarly journals “This Is Where I Want To Be:” Pedagogical and Integrative Practices of African American Learning Communities and Their Impact on Students

2010 ◽  
Vol 3 (1) ◽  
pp. 35-50
Author(s):  
Tess Hansen
Keyword(s):  
Community College ◽  
African American ◽  
Critical Race Theory ◽  
Classroom Management ◽  
Learning Communities ◽  
Student Perceptions ◽  
Curriculum Design ◽  
African American Students ◽  
Structural Changes ◽  
American Students

This qualitative study explores pedagogical practices and student responses in three community college learning communities targeting African American students. Using classroom observations, instructor and student interviews, and student focus groups, the study examines how instructors teach in race-based programs and how students respond to these pedagogies. The study uses a conceptual model that integrates retention theory, critical race theory, and integration of instruction and student services theory. The study finds that culturally responsive pedagogical and classroom management techniques result in enhanced student perceptions of themselves as capable learners. Students also report developing a sense of African American identity through the experience of the curriculum and the racially homogeneous community of learners. This research has implications for policy and practice at community colleges by providing evidence that race-based programs are crucial for the academic and social integration of African American students into academia. The study also recommends that structural changes be made to community college practice, including integrating the role of student service professionals into curriculum design.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

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