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Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience…
Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations.
A culturally responsive, asset-based approach emphasizes the importance of leveraging out-of-school practices that shape African-American males learning experiences. From a practitioner standpoint, the need to understand the importance of developing a STEM identity as a conduit to better improve STEM outcomes for African-American males is discussed.
To respond to the full continuum of the pipeline, the authors highlight the role of families and STEM programs that support African-American male students’ STEM identity development generally with an emphasis on how particular out-of-school programs (e.g. The Children’s Museum of Memphis [CMOM], MathScience Innovation Center [MSiC]) cultivate STEM trajectories. The authors conclude with how preK-12 settings can collaborate with local museums and other agencies to create opportunities for greater access and improve the quality of African-American males’ STEM preparation.
The intellectual value of our work lies in the fact that few studies have focused on the importance of examining the full continuum of the STEM pipeline with a particular emphasis on STEM development in early childhood (preK-3). Similarly, few studies have examined the role of identity construction and meaning-making practices as a conduit to better STEM outcomes for African-American males prek-12.
There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black…
There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU).
This research study is theoretically guided by selected tenets of Bush and Bush’s (2013) African American male theory and Goodman et al.’s (2006) transition framework and uses a qualitative approach to explore Frank’s transition experiences when coming to America, attending college and engaging in his student teaching experience.
Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching.
This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers.
Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately…
Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black colleges and universities (HBCUs) offer students safe spaces to deconstruct vital issues. However, they have struggled to keep pace with other colleges and universities committed to supporting LGBTQ students. As a result, LGBTQ students feel isolated and abandoned because of conservative ideas rooted in heteronormativity. This chapter will explore: (1) findings from a study that examined the perceptions and attitudes of undergraduate students from a public HBCU regarding the LGBTQ community; (2) how conservative tenets impacts LGBTQ students’ experiences; and (3) university support systems for LGBTQ students. In addition, the chapter includes recommendations and implications for HBCU administrators.
As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial…
As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or multiracial. Thus, this chapter seeks to fill this void in the literature. We discuss demographics for self-identified biracial/multiracial persons, share two biracial or multiracial identity development models, and describe the characteristics of gifted biracial/multiracial students. We conclude this chapter with recommendations for education professionals and families to support this unique group of students.
In this chapter, the editors provide a reflective anecdote describing the professional and personal journey which led to the production of the current volume. The chapter…
In this chapter, the editors provide a reflective anecdote describing the professional and personal journey which led to the production of the current volume. The chapter presents the aim and scope of the text, chapter descriptions, and the overall goal of the text which includes facilitating conversations around how historically Black colleges or universities (HBCUs) might best support underserved populations of students and faculty.
The role of corporate culture in relationship marketing is significantly under‐researched, although there is evident consensus in the literature about the importance of…
The role of corporate culture in relationship marketing is significantly under‐researched, although there is evident consensus in the literature about the importance of this topic. The purpose of this paper is to present a model for the corporate culture of a relationship‐marketing‐oriented company.
A qualitative methodology involving 58 in‐depth interviews that were analysed and interpreted from a grounded theory standpoint was adopted in order to build a conceptual model.
The two key shared values required to successfully put relationship marketing into effect are client orientation and a high degree of concern for employees. Furthermore, another six shared values (trust, commitment, teamwork, innovation, flexibility, and results orientation) also seem to facilitate the development of a relationship marketing orientation.
Although the research methodology is qualitative and does not allow statistical generalisation, the study provides valuable insights into the role of corporate culture in relationship marketing.
The paper offers a guide to the values that should be developed in order to be able to put a relationship marketing orientation successfully into effect.
The paper proposes a model for the corporate culture of a relationship‐ marketing‐oriented company.