Education

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https://hdl.handle.net/10323/11888

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Browsing Education by Subject "Black students"

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    A Case Study of Trust and the Relationships between White Teachers and Their Black Students
    (2022-01-01) Trobaugh, Joseph M.; Smith, Julia; Klein, Suzanne; Martin, Robert
    The purpose of this study was to examine whether White teachers’ trust in theirBlack students would stimulate positive teacher-student relationships. One question guided my research: How do White teachers build trust with their Black students? This study used interviews of 5 White middle school teachers and 3 Black middle school students for the data set. Semi-structured interviews and a focus group were conducted to fully understand the lived experience of teachers and students within a middle school setting. All of the teacher participants worked in middle schools where they taught core content classes. Each teacher and student interviewed had at least 1 year experience teaching or attending middle school. Each interview and focus group was recorded via ZOOM and transcribed as soon as possible for accuracy and review. Important statements were extracted from the interview and focus group transcripts resulting in three major themes. Theme one, students and teachers’ definition of trust, presented how students and teachers viewed trust in developing positive relationships within the classroom. Theme two, teacher-student relationships, presented how trust impacts the interactions of students and teachers to effectively build strong relationships. Theme three, racial tension, presented how race and White norms impacted teaching practices and the development of teacher-student relationships. The researcher concluded that the participants had a perceived trust as an enabling factor for building positive relationships. However, students explained that building relationships could be improved by the teachers’ ability to adapt to their students.
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    A Different World: an Examination of the Relationship between Student Involvement and Student Well-Being in Black and White Students at a Predominantly White Institution
    (2023-01-01) Millet, Mackenzie Janelle; Smith, Julia; Close, Stacey; Sulé, V. Thandi
    The purpose of the study was to compare the relationship between student involvement and student well-being in Black and White students at a Predominately White Institution. Research has shown that students who are involved in organizations have more positive collegiate experiences. The primary areas of the study focused on student involvement, student well-being, and student racialized experiences and the relationship with anxiety, self-esteem, depression and psychological stress. Ultimately, this study examined the factors that contributed positively or negatively to the experiences of students on campus and provided recommendations for increasing the emotional well-being of Black students at Predominantly White Institutions. The methods for this study used a quantitative, cross-sectional approach. Data collection involved survey data which explored relationships between variables and the testing of differences between groups for significance. More specifically, it used descriptive statistics, cross tabulations (chi-square), one-way ANOVA, correlations between continuous measures and compared the size of correlations. The key findings of this study were that the majority of students were involved in at least one organization on campus. Both races of students stated their reasons for joining were due to enjoyment in the organizations, positive feelings of connectedness, sense of belonging, and celebration of cultural traditions. Additionally, students reported to have lower levels of depression and anxiety when they were involved in organizations on campus. This finding suggests that it is not the quality or number of organizations in which students are involved that impacts their emotional well-being; rather, it is the quality of experiences. Students indicated that negative experiences with microaggressions resulted in stress, anxiety, and depression, and a decrease in self-esteem. Furthermore, students reported having higher levels of self-esteem when they felt integrated within the university community