Amanda Wilkerson
University of Central Florida

Marcelo Julio
University of Central Florida

Marjorie Ceballos
University of Central Florida

Kimberly Brown-Pellum
Florida A&M University

Abstract

First-Year Seminar (FYS) is a retention tool post-secondary institutions utilize to motivate matriculation from the first to second year of college for first-time in college students (FTIC). Yet, very little knowledge has been published about the pedagogic and teaching methods of FYS instructors, particularly at Black colleges and universities who have a history of centering social justice practices holistically. The emphasis of this analysis is to disaggregate the approaches and perceptions of historically Black colleges and universities (HBCUs) FYS academic instructional practitioners. Additionally, this work clarifies the forms in which these academic agents, primarily instructors, leverage tenets of culturally appropriate pedagogy to actualize social justice in their instructional methods. Six participants were interviewed, and data were coded and analyzed. Thus, the researchers contend that HBCU FYS instructors enact a curriculum of instruction that is influenced by culture and the historic heritages of the universities as an articulation of social justice in teaching.

Citation

Wilkerson, A., Julio, M., Ceballos, M., & Brown-Pellum, K. (2021 Pedagogic Practice as a Form of Social Justice: Exploring Conceptions of Engaged Pedagogy Among Florida HBCUs. Florida Journal of Educational Research, 59(1), 224-238.

Download: 17Wilkerson.591.pdf (1216 downloads )

Janet K. Keeler
University of South Florida

Dustin Lemke
University of South Florida

Tiffany Young
University of South Florida

Abstract

Working collaboratively, a three-person team of student researchers developed The Dismantling Racism Project: Change through Radical Programming to reimagine the University of South Florida’s first-time-in-college student experience through a series of “What if?” scenarios. The project adheres to the tenets of critical race theory (CRT) to challenge dominant ideology with an eye toward social justice—an aim that is stifled by the underrepresentation of people of African, Native, and Latin American descent. While the project uses the University of South Florida as its real-world laboratory, others could institute it elsewhere following the model provided: (a) firsttime-in-college student orientation programming that sets a stage for anti-racism education, (b) required general education courses that dismantle racism, and (c) collaborative ceremonies constructed through nontraditional power sources.

Citation

Keeler, J.K., Lemke, D., & Young, T. (2021) The Dismantling Racism Project: Change Through Radical Programming. Florida Journal of Educational Research, 59(1), 210-223.

Download: 16Keeler.591.pdf (1195 downloads )

Chelsea T. Morris
University of West Georgia

Lindsey A. Chapman
University of Florida

Stacey M. Kesten
University of Miami

Batya Elbaum
University of Miami

Abstract

To ensure access to education for students with disabilities, U.S. federal law specifies requirements for developing students’ Individualized Education Program (IEP; Individuals with Disabilities Education Act, 2004). In particular, provisions are outlined for parents of students with disabilities to be included as members of the decision making process. However, studies continue to find that full participation in IEP meetings is an unrealized ideal. The present study was undertaken in order to better understand Florida parents’ perspectives on the decision making and outcomes associated with IEP meetings. A qualitative analysis of written comments provided by parents (n = 614) highlights seven descriptive categories that provide insights about the who, how, and why of IEP decision making and the power dynamics that impede equal, meaningful participation and partnerships. Implications are drawn for practitioners and schools.

Citation

Morris, C.T., Chapman, L.A., Kesten, S.M., & Elbaum, B. (2021) Exploring Parent Perceptions of Shared Decision Making and Outcomes of IEP Meetings: Power in Play. Florida Journal of Educational Research, 59(1), 197-209.

Download: 15Morris.591.pdf (1224 downloads )

Inika Pierre-Williams
Florida State University

Abstract

The capital of Florida engulfs and neighbors some of the most impoverished zip codes in the state. Through a university and community partnership, college access programs have been instituted at local Title I middle and high schools to provide a continuity of academic provisions—creating early college access opportunities for low-income students through afterschool programs. Aiming to narrow the socioeconomic college enrollment disparities between underserved students and their wealthier counterparts, the program has provided students with academic support, mentorship, a three-week residential college-prep summer program, and college and cultural tours at no cost to participants. These efforts are fiscally and logistically made possible through the federal community service work-study program, grants, and university campus partnerships. The success of the program highlights the practicality of designing and improving college readiness and student success efforts through university and community collaboration. To date, the university program has served over 2,500 low-income middle and high students—rising to the call of civic engagement to strengthen the college pipeline for underserved communities.

Citation

Pierre-Williams, I. (2021) Mobilizing University Capital to Foster Pathways of College Access for Underserved Youth. Florida Journal of Educational Research, 59(1), 189-196.

Download: 14Pierre-Williams.591.pdf (1780 downloads )

Alishea S. Rowley
Florida A&M University

Yarneccia D. Dyson
University of North Carolina Greensboro

Abstract

Historical oppression and stereotypes impact the way African American children from female headed single-parent homes are viewed and perceived in today’s society. Often, their families are judged as unstable, low income, and minimally educated. Stereotypes are impactful and can influence the way people in power interact with children and families. The examination of the role stereotypes play in the lives of Black women is a concept that has been explored and the research has broadened in the past 24 years. This research, however, seldom focuses on the impact of stereotypic images in conjunction with racial identity development in Single African American Mothers (SAAMs) and their children. An investigation of this topic is important because there is a need to highlight oppressive images that impact racial development and academic success in children of color. The outcomes are relevant to educators, counselors, and school leaders in Florida and beyond. This topic is vital to helping professionals and academic leaders to better understand the needs of the population and effective ways to help them. Further, the study highlighted relevant theories to explain racial identity development.

Citation

Rowley, A.S., & Dyson, Y.D. (2021).  Understanding the Impact of Negative Stereotypic Images on Identity Development in African American Children and Single Mothers: Implications for Educators, School Counselors, and Administrators. Florida Journal of Educational Research, 59(1), 179-188.

Download: 13Rowley.591.pdf (1357 downloads )