Music Teachers as Role Models for African-American Students

1993 ◽  
Vol 41 (4) ◽  
pp. 303 ◽  
Author(s):  
Donald L. Hamann ◽  
Linda Miller Walker
Keyword(s):  
African American ◽  
Role Models ◽  
African American Students ◽  
Music Teachers ◽  
American Students

Reconstructing Reading for Students of Color

2022 ◽  
pp. 63-72
Author(s):  
Porchanee A. White
Keyword(s):  
African American ◽  
Students Of Color ◽  
Role Models ◽  
African American Students ◽  
Daily Basis ◽  
Black History ◽  
Learning Material ◽  
Classroom Learning ◽  
American Students

African American students face discrimination and inequalities in classroom settings on a daily basis. We often think of discrimination and inequality as something being done or said to someone in an inappropriate manner. However, classroom learning material and products should be considered as well. Curriculum, textbooks, and supplemental materials usually do not include information about black history, authors, or poetry. When they are included, they are often used as supplemental material that is not studied, examined, or discussed. In addition, the books they read in class or for pleasure do not necessarily have role models that resemble African American students.

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.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

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