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Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination
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Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic
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Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
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The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick
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“Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions
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Abstract:
In this manuscript, I discuss the experiences of African American male scholars at Predominantly White Institutions (PWIs) in the American South and the impact of their academic and social experiences on their respective campuses. Furthermore, I discuss their utilization of code-switching or a lack thereof as a tool to navigate their post-secondary environment. I examine the challenges and successes of each individual scholar while allowing the participants to discuss their collective experiences in the post-secondary milieu. I view the groups’ collective experiences through the theoretical lens of Sellers et al.’s (1997) Black Identity Development theory. Using this conceptual framework, I review the experiences of the African American male participants characterized by stigma, internalized conflict, and resiliency within academic and social settings in the post-secondary environment and the opportunities for student affairs professionals to alleviate these struggles. I call upon post-secondary administrators, faculty, and staff to gain a better understanding of how their direct work with African American students in general, and with African American males in particular, as well as university officials’ ability to advocate for this group to promote systemic change, could have widespread implications for African American male student achievement.
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Keyword:
African American male college students; Code switching (Linguistics); Discrimination in higher education; Language and education
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URL: http://libres.uncg.edu/ir/uncg/f/Jackson_uncg_0154D_13383.pdf
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Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model
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Enhancing conversations with English language learners in communication centers
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Physical education for language acquisition in middle school ELLs
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Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina
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Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Operationalizing item difficulty modeling in a medical certification context
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Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education
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The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia
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Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics
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Claiming a family brand identity: The role of website storytelling
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