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Critical Multicultural Engagement with Children's Texts: Perspectives, Power, and Positioning
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In: Doctoral Dissertations (2021)
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| 42 |
Defining Inclusion: Surveying Educator Perceptions and Practices in Chile
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In: Doctoral Dissertations (2021)
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| 43 |
Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents
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In: Open Access Theses & Dissertations (2021)
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| 44 |
A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College
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In: Open Access Theses & Dissertations (2021)
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Abstract:
Exploring the In-Home Experiences of African American Students Pursuing STEM Degrees is a Phenomenological Case study that examines the experiences of five African American students at a Historically Black College. This study explores the internal (within oneself) and external (interactions with parents and siblings) attributes of the in-home experiences; Focusing on how the internal and external experiences impacted African American studentsâ?? decisions to pursue STEM degrees. Data was collected over a period of nine months, notes were transcribed, and analyzed for themes. The themes that emerged were (1) Conflict Experienced Early on Improves Character Development. (2) Your Focus Influences Who You Become, (3) The Power of Parental Persuasion in Student Achievement, and (4) A Positive Mindset Creates a Positive Self-Image. Findings from this study reveal that while African American students experience barriers that contribute to the underrepresentation of African Americans in STEM, these barriers can be overcome. However, to overcome these barriers, students need a supportive home environment that fosters creativity, exploration, and patience. All of which contribute to a positive mindset that creates a positive self-image. Equally important is the awareness that conflict and focus play just as important a role in student's growth and development.
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Keyword:
African Americans; and Multicultural Education; Bilingual; Black; Minorities; Multilingual; Science and Mathematics Education; STEM; Teacher Education and Professional Development
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URL: https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=4286&context=open_etd
https://scholarworks.utep.edu/open_etd/3287
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| 45 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 46 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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| 47 |
Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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| 48 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 49 |
A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters
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In: Australian Journal of Teacher Education (2020)
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| 50 |
Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education
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In: Educational Considerations (2020)
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| 51 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 52 |
A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
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In: Northwest Journal of Teacher Education (2020)
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| 53 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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| 54 |
Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920
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In: Electronic Theses and Dissertations (2020)
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| 55 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
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In: Reports (2020)
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| 56 |
Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction
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In: Professional Journal Articles (2020)
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| 57 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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| 58 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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| 59 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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