Laura L. Myers
Florida A&M University

Keyshawn C. McMiller
University of Michigan

Abstract

The LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, plus) community encompasses people who identify with a growing diversity of categories within the broader area of sexual identity, including sexual orientations, gender identities, gender expressions, and biological genders. In Florida, it is estimated that almost one million individuals identify as lesbian, gay, bisexual, transgender or queer, making it vitally important that LGBTQIA+ competency training be presented to social work students before they move into Florida’s professional social work arena. Safe Zone training attempts to increase people’s knowledge of the LGBTQIA+ community, as well as self-awareness regarding biases and prejudices toward members of this community. The purpose of this study is to evaluate the effectiveness of a Safe Zone training when implemented in an undergraduate classroom setting in the Department of Social Work at a southern historically Black university. Findings suggest that the classroom setting may be an effective way to reach these students.

Citation

Myers, L.L., & McMiller, K.C. (2021) Evaluation of an LGBTQIA+ Safe Zone Training at a Southern HBCU. Florida Journal of Educational Research, 59(1), 8-21.

Download: 2Myers.591.pdf (1341 downloads )

Cheron H. Davis
Florida A&M University

Alysia D. Roehrig
Florida State University

Tamara Bertrand Jones
Florida State University

Abstract

From pre-K to university, education can confer a host of personal and societal benefits to individuals and the nation. Because of the vital importance of education to civic and economic participation, democratic societies must ensure all citizens have equal and equitable access to education. However, despite broad support for the democratic ideals of equality and equity in education, minoritized populations, particularly in Florida, continue to face inequities due to multiple types of oppression, including racism, sexism, classism, and others, and their intersections in schools. We asked educators and researchers in Florida:

1. What are the most pressing social justice issues in Florida schools today, and how is education in Florida continuing to reproduce and reconstitute systems of oppressive power, no matter how unintentionally?
2. How do we address and redress social inequities?
3. What innovative programs, curricula, and community partnerships are being conducted in and with Florida schools that lead to increased social justice and emancipation?

We are inspired by our colleagues who are champions of social justice, whose activist scholarship highlights and undermines systematic forces of marginalization in Florida’s schools, colleges, and universities. We highlight their impactful work in this introduction, and we encourage you to share and apply the insights and recommendations contained in their policy critiques, program descriptions, literature reviews, research studies, and commentaries in this special issue.

Citation

Davis, C.H., Roehrig, A.D., & Bertrand Jones T. (2021).  Introduction to the Special Issue of the Florida Journal of Educational Research on Education Research for Equity and Social Justice in Florida. Florida Journal of Educational Research, 59(1), 1-7.

Download: 1Davis.591.pdf (2542 downloads )

Table of Contents

Download: 0FJERTOC.591.pdf (1628 downloads )

Cheron H. Davis
Florida A&M University

Novell E. Tani
Florida A&M University

Krystal Bush
Florida A&M University

Amelia Fields
Florida A&M University

Abstract

This study offers a preliminary investigation of gains in students’ early literacy reading scores when historically Black college or university preservice teachers facilitate letterbox lesson interventions during field clinical experiences with at-risk readers using culturally relevant pedagogy and materials. The aims of this study were to (a) assess overall gains in reading and (b) examine more specific gains in phoneme awareness, letter naming fluency, decoding, and spelling. Using t-test comparisons, results indicate significant gains between the administered pre- and post-reading assessments on phonemic awareness development, letter naming fluency, and spelling abilities. The findings suggest culturally relevant pedagogy combined with clinical letterbox interventions may particularly support the reading achievement of at-risk readers. Additional research is needed to better understand the impact of historically Black college or university preservice teachers’ use of culturally relevant materials and pedagogy and field clinical letterbox interventions with at-risk readers.

Citation

Davis, C.H., Tani, N.E., Bush, K., & Fields, A. (2020).  Reading Outside of the Box: HBCU Preservice Teachers, Culturally Relevant Pedagogy and Letterbox Lessons. Florida Journal of Educational Research, 58(8), 1-11.

Download: Davis.588.pdf (2275 downloads )

Courtney Russo
AD Henderson University School/FAU High School

Abstract

Anyone who has a first grader, or any first-grade teacher for that matter, understands how critical the subject of reading is within this grade level. The purpose of this study was to examine just how individual student conferencing during independent reading time has an effect on first grade readers’ academic successes and learning confidence. Individual student conferencing is when a teacher meets with individual students to discuss their current reading ability and to assist the student in coming up with ways to improve their reading skills. Conferencing also gives the teacher the ability to assess the student to view their strengths and weaknesses while working with them at their level. A collection of both qualitative and quantitative data was accumulated in this study to determine student growth as well as changes in confidence. Findings showed that student growth increased; however, confidence either decreased or remained the same. I found that even though confidence either showed no change or decreased, the student’s motivation to
read was there.

Citation

Russo, C. (2020). The Impacts of Individual Reading Conferences on Student Growth and Reading Confidence. Florida Journal of Educational Research, 58(7), 93-101.

Download: 9Russo.587.pdf (2230 downloads )