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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...11 Hits 1 – 20 of 204 1 The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students? Smith, John Franklin. - 2021 BASE Show details 2 Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions Catanzarite, Nicole Crystal. - 2021 BASE Show details 3 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 4 From Academic English to School Discourses: Reconceptualizing Academic Language Sewall, Ethan McDermott. - 2021 BASE Show details 5 The Association Between Parental Executive Function and Children’s Language Skills at 18 Months McKee, Kelsey. - 2021 BASE Show details 6 Invisible Identities: The Selective Racialization of Iranian Students Sabihi, Samantha Sama. - 2020 Abstract: Southwest Asian and North Africans (SWANAs) are racially marked as white in the United States, despite their negative representation in the media resulting in their marginalization, similar to other Communities of Color (Tehranian, 2009). This study specifically focuses on the experience of second generation Iranian immigrants due to their religious, ethnic, and linguistic diversity; the timing of their parents’ mass migration to the U.S.; the increased political tension between Iran and the U.S.; and, because of an Aryan myth perpetuated by first generation Iranians who perceive themselves as white (Maghbouleh, 2017). Little research exists to highlight the discriminatory experiences of SWANAs, or Iranians, with a racial lens as opposed to a religious one. Even fewer studies explore this in the context of higher education. This study explores the messaging second generation Iranians receive from their parents, peers, institutions such as universities, and society about their racial identity. This research relies on John Tehranian’s (2009) conceptual framework, selective racialization, which views racialization as the sum of actions occurring from systemic and individual levels. This study is guided by the following questions: (1) What messages do second generation Iranians receive about their racial identity? (2) How do they respond to these messages? (3) How do they perceive the university playing a role in their racial identity development, if at all? Using a critical constructivist epistemology (Kincheloe, 2005) and a narrative inquiry methodology, this study interviewed how five second generation Iranian immigrants understood and navigated their racial identity. Participants shared different messaging they received at the interpersonal, institutional, and societal levels. These messages had impacts on their visibility which depended on their representation, cultural retention, and their proximity to whiteness. This study concludes with implications for both research and practice based on detailed findings provided by participants. Keyword: Higher education; Iranian; Middle Eastern; racial identity; racialization; second generation immigrant; SWANA URL: https://doi.org/10.13016/g0vv-dfiq http://hdl.handle.net/1903/26160 BASE Hide details 7 THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM Joo, Riah. - 2020 BASE Show details 8 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners Guzman, Natalia. - 2020 BASE Show details 9 AN EVALUATION OF YOUTH MENTAL HEALTH FIRST AID TRAINING FOR AMERICORPS CLASSROOM EDUCATORS Ross, Ana-Sophia. - 2020 BASE Show details 10 CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY Solovyeva, Ekaterina. - 2020 BASE Show details 11 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 12 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 13 Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs Marcus, Margaret Sullivan. - 2020 BASE Show details 14 I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope Tobin, Leah Kreimer. - 2020 BASE Show details 15 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 16 AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN Guevara, Sandra Stephanie. - 2020 BASE Show details 17 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details 18 Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms Lee, Yewon. - 2019 BASE Show details 19 CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs Beato, Carlos Manuel. - 2019 BASE Show details 20 Environmental Advocacy Messages: Relationships Between the Messages that Constituents Send to Decision Makers and Organizational Engagement Choy, David F. - 2019 BASE Show details Page: 1 2 3 4 5...11

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