Browsing by Subject "Multicultural education"
Now showing 1 - 7 of 7
Results Per Page
Sort Options
Item Cultural Intelligence of Community College Presidents in Two Majority-Minority States(2019-03-31) Jones, Natalie Denise; Hicks, Wilbur; Gillett-Karam, Rosemary; Shorter-Gooden, Kumea; Community College Leadership Program; Doctor of EducationWith the growing diversification of the community college student body, as well as the nation, the level of cultural intelligence of the community college president of today is even more important than in times past. Based on research findings, cross-cultural leadership is cited as the number one management challenge of the twenty-first century and beyond. Research suggests that to lead and manage effectively, equitably, and excellently in our diverse and globalized world, leaders must possess a high level of cultural intelligence. Despite the growing recognition of the importance of cultural intelligence within the academy, there is a dearth of research studies on cultural intelligence in American higher education, and there are no studies on the cultural intelligence of the community college president. Thus, this quantitative study sought to explore the strongest and weakest cultural intelligence factors of community college presidents in two majority-minority states (California and Texas), as well as the relationship between their perceived multicultural competence and cultural intelligence. The theoretical framework used was cultural intelligence, a conceptualization of one’s capability to interact effectively across cultures. The Four-Factor Model, which includes metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ, undergirds the theory. Data was gathered using the Cultural Intelligence Scale (CQS) and the Multicultural Competency Questionnaire (MCQ). The MCQ self-asses multicultural competence in three subscales: multicultural awareness, multicultural knowledge, and multicultural skills. This research data were analyzed using descriptive statistics and parametric statistics. The thirty-nine community college presidents who participated viewed themselves as having a relatively strong level of skills (metacognitive CQ) to behave appropriately in cross-cultural situations but also viewed their knowledge (cognitive CQ) of other cultural groups at a weaker capacity level. Furthermore, respondents rated themselves highest in multicultural awareness and lowest in multicultural knowledge. There was also a direct correlation between total CQS scores and total MCQ scores. For future research on the community college president and cultural intelligence, the researcher recommends including other majority-minority states, as well as states with majority White populations and combining the CQS self-assessment with the CQS observer report, a survey used to rate the cultural intelligence capabilities of another person.Item Factors affecting retention of first-year Latino students in a private university.(2006-10-03) Chowdhury, Jamir; Haynes, James; Doctor of EducationItem Racism And The White Studies Experience At A Predominantly White Institution(2017) Diaz, Katherine Lloyd; Prime, Glenda M.; Shockley, Kmt; Advanced Studies, Leadership, and Policy; Doctor of PhilosophyThis research study examined black college students lived experiences with racism and white studies. A qualitative phenomenological study was conducted with five black college students. They participated in entrance interviews, a white studies workshop that incorporated a focus group, wrote reflective journals, had exit interviews, and a group debriefing session. The data were analyzed and interpreted through the theoretical lenses of Critical Race Theory and Transformative Learning Theory. A textual analysis of the data revealed two overarching themes. Those themes are the oppressive acts of racism and the revelations from white studies. The participants' white studies experience revealed the power of hearing other students' stories about their experiences with racism, opened their eyes to certain aspects and manifestations of whiteness, provided them with language to use, and fostered strategies about how to respond to racist offenders. Those findings led to a few implications for student affairs professionals, especially those who work with black and minority students, like those in multicultural student programs and services. Multicultural student programs and services are tasked with educating students about privilege and providing programs that address confronting prejudices and changing oppressive attitudes and behaviors on campus. Multicultural student programs and services professionals could use white studies as a tool to equip black college students with knowledge and language to use when responding to incidents of racism and racist offenders.Item Roger Mais's Protest Novels: A Revolt and Self-Affirmation Mandate for Marginalized BlacksRose, Denise Angela; Henzy, Karl; Brown, Leiza; N'gom, M'bare; English and Languages; Doctor of PhilosophyThe problem of this study was to examine how Black marginalized individuals in the Caribbean use hybrid cultural practices—religion, family life, and creative arts—to protest societal dictates and simultaneously affirm their identity. Specifically, the marginalized use hybrid practices to cope with and simultaneously challenge the status quo that relates to their social, economic, and political climate. Mais adjoins his artistic sensibilities and skills to his writing, illustrating his intertwined overt and covert agenda of passive aggression—to effect desired change. Thus, in seeking to understand the mentality of the downtrodden population in Jamaica and their coping mechanisms, the researcher evaluated the problem identified in this study by critically examining Mais’s three multi-faceted novels: The Hills Were Joyful Together (1953), Brother Man (1954), and Black Lightning (1955). Mais’s three novels illustrate overlapping reasons why deviating from traditional religious practices, family structures, and creative arts necessitate the fundamental changes that the marginalized, in their seeming defenseless and naïve state, demands. Mais unmistakably demeaned societal values through the subtlety of his craft, which was predominantly apparent in this discourse. To establish the premise for this exposition, the researcher delved into historical facts that pre-date Mais’s affirmation and protest mechanisms. Additionally, the researcher employed theoretical works on colonialism, postcolonialism, cultural, socio-economic, and religious theories to advance the scope of the discussion. Although Mais’s novels evidence postcolonial readings, a lingering colonial mode pervades, particularly illustrated through the projection of the social institution of marriage as the standard for decent family decorum and traditional religious practices as the preferred or acceptable norm. Likewise, Mais examines Jamaican cultural norms in the form of creative arts—traditional dances, folk music, and crafts—which were derived from African and other historical experiences that the indigent used as coping and revolting tools. Mais’s novels also discuss the correlation between poverty and rebellion. Notable is that these selected novels structurally raise a thorough awareness of the strategies that poor people use to protest the system and simultaneously affirm themselves. In addition, Mais uniquely magnifies and celebrates his characters, despite the eventualities that he realistically inserts into their everyday existence, while he deliberately undermines any possibility of dignifying the actions or inactions of the colonizers and their oppressive “Babylon” system.Item The Impact Of Immigration On Mother-Daughter Relationships And Identity Development In Six Novels Of The Caribbean Diaspora(2016) Latchman, Renee Sabrina; Khorana, Meena G.; English and Languages; Doctor of PhilosophyThe problem of this study was to analyze the mother-daughter relationships portrayed in six postcolonial female authored Caribbean novels, with an emphasis on how immigration affects the mother-daughter relationships and the psychological maturation and identity development of the adolescent daughters. Throughout the discourse, the writer examined the social, political, and economic forces that lead to immigration, as well as interrogated the mothers' choice of the United States of America as the host country in the novels being examined. In addition, the writer discussed the notion of mothers as evil step-parents who perpetuate colonial patriarchal values and try to impose these values on their daughters who, in turn, rebel against them. The researcher utilized a number of theories—economic, psychosocial, cultural, feminist, and postcolonial—to assess the identity development of the young adult female protagonists. To analyze the above problem, the texts employed in this study are Esmeralda Santiago's When I Was Puerto Rican (1994), Julia Alvarez's How the Garcia Girls Lost Their Accents (1992), Edwidge Danticat's Breath, Eyes, Memory (1998), Maryse Condé's Desirada (2003), Jamaica Kincaid's Lucy (1990), and Pamela K. Marshall's Barrel Child (2011). The six novels illustrate common factors that lead to the separation of Caribbean families. Although the selected novels are set in postcolonial Caribbean territories, remnants of colonization remain and are adhered to through the political system and sustained powerlessness of women. The selected novels also demonstrate that there are parallels between the experiences of Caribbean mothers and their young adult daughters, regardless of the linguistic and cultural dissimilarities of the countries they come from. Notably, all of the novels depict the importance of community and other mothers to the acculturation of mothers and daughters in American society. Those novels whose mothers and daughters were involved with a community of women and other mothers illustrated smoother transitions into the American mainstream and exemplified daughters who achieved a strong sense of Self. In contrast, those novels in which there was a lack of community for the women and a lack of other mothering portrayed the mothers and daughters as facing greater challenges in assimilating and developing a strong self-esteem, thus reinforcing the value of one's diaspora in America. These novels add to the literary tradition of Caribbean immigrant literature.Item The relationship between selected characteristics of teachers seeking certification and perceptions toward global and multicultural issues in education.(2004-10-07) Saunders, Hadassah Lynette; Haynes, James; Doctor of EducationItem The Student Scale Of Culturally Responsive Teaching: A Development And Validation Study Using The Rasch Rating Scale Model(2016) Payton, Tameka Leshina; Haines, R. Trent; Psychology; Doctor of PhilosophyThis study details the use of the Rasch Rating Scale Model (RRSM) to develop and validate a scale designed to measure students' perspectives of the importance of culturally responsive teaching practices. During the scale development and construct validation process, students' perspectives were capture through a series of focus groups. Students reviewed, created, and revised the 55-Likert-like items on the Student Scale of the Importance of Culturally Responsive Teaching Practice. In the operational administration, 222 middle and high school students from a Mid-Atlantic urban school district, a Midwestern suburban school district, and a Southeastern urban school district completed the scale. An analysis of the Rasch-Andrich Thresholds indicated that the rating scale categories are functioning, to some extent, properly. Acceptable fit statistics suggested that the data fit the RSM, and has met the model's specifications. Therefore, the Student Scale of the Importance of Culturally Responsive Teaching Practice is a quality measure that represents invariant measurement.