Kendrick Scott
Lynn University

Abstract

This study explored the successful learning experiences of African American male studentathletes (AAMSAs) who participated in revenue-generating sports at Division I colleges and universities. The purpose of this qualitative study was to understand, from the perspectives of AAMSAs, their successful learning experiences, and those salient leadership experiences that influenced them. This study expands on previous qualitative research of AAMSAs by using appreciative inquiry as a philosophical approach to recognize their successful learning experiences. Five AAMSAs from Florida universities were interviewed to gather information about their learning experiences. A phenomenological hermeneutic analysis was used to determine the meanings of the participants’ experiences. The research indicates that successful learning of AAMSAs is supported by high leader beliefs and expectations. Practical implications from these results reveal that exploration of different learning methods remains necessary for AAMSAs. The findings may provide methods that leaders may use to engender the successful learning of AAMSAs.

Citation

Scott, K. (2021).  Understanding Successful Learning Experiences of African American Male Student Athletes to Address Deficient Scholarship. Florida Journal of Educational Research, 59(1), 90-105.

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Steven C. Williams, II
Florida A&M University

Novell E. Tani
Florida A&M University

Abstract

This study examines the capital identity projection (CIP) phenomena and the extent to which the presentation of “economic success” in historically Black college and university (HBCU) students contributes to their academic performance (students’ self-reported grade point average [GPA]). The present study adds to the literature by analyzing respondents’ financial literacy before graduation and examining the psychosocial desire for economic success, allowing for an understanding of said desires’ potential effect on collegiate success (e.g., academic performance/GPA). Findings indicate that positive CIP values (e.g., work-college balance and CIP for financial wellness) positively correlate with academic performance. Also, adverse CIP values (e.g., materialism, CIP for status projection, and CIP for ego inflation) negatively correlate with academic performance. Finally, the desire to display status indicative of acquired material goods, in an attempt to present an embellished or false image of economic success, coupled with financial literacy and wellness factors, proved predictive of students’ academic performance. Educational stakeholders are rightly working to afford all students equitable educational experiences, so we provide possible implications of CIP and offer possible solutions to address the social and educational inequities that operate outside the traditional realms of discussions around such topics.

Citation

Williams II, S.C., & Tani, N.E. (2021) Capital Identity Projection and Academic Performance Among Historically Black College and University (HBCU) Students. Florida Journal of Educational Research, 59(1), 72-89.

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L. Trenton S. Marsh
University of Central Florida

Kim M. Anderson
University of Central Florida

Jasmine D. Haynes
University of Central Florida

Itunu Ilesanmi
University of Central Florida

Norma E. Conner
University of Central Florida

Tasha Robinson-Banks
Boys & Girls Clubs of Orange County

Gary Wilcox
Boys & Girls Clubs of Orange County

Abstract

This empirical study describes a youth-led participatory action research project that engaged a majority Black student population facing adverse childhood experiences, including economic inequities, within their Florida communities. In 2019, one Orange County Boys & Girls Club (B&GC) surveyed its 1,400 members to assess their overall club experience. The needs assessment indicated that club members, ages 9–12 years old, reported more challenges than other age groups relating to emotional safety, physical safety, impulse control, teamwork, and conflict resolution. The B&GC director requested university partners to collaborate with older club leaders, ages 15–19 years old, to develop a means of addressing such concerns. Project results were two-fold: (a) the development of an innovative social and emotional curriculum consisting of skill-building and digital-storytelling for younger youth members, and (b) the elevation of voices and experiences of multiply-marginalized youth to spark club transformation through intergenerational mentoring.

Citation

Marsh, L.T.S., Anderson, K.M., Haynes, J.D., Ilesanmi, I., Conner, N.E., Robinson-Banks, T., & Wilcox, G. (2021) Participatory Methods and Narrative Tools: Fostering Youth-Led Social & Emotional Learning at One Orange County Boys & Girls Club. Florida Journal of Educational Research, 59(1), 57-71.

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David R. Fisher

Abstract

In the United States, only several, primarily Mid-Atlantic and Southern states legislate county-based school districts. Florida is one of them, and this legislation has created some of the largest school districts in the country. In order to combat the bureaucracy of large school districts, some smaller communities, such as “Buckland,” have turned to charter schools. In 2003, five of the seven schools in Buckland converted, creating a unique charter school district under one superintendent and one board. Tensions have ensued between the charter schools and the two schools that chose to stay with the county-based district. Using Veracini’s (2011) tenets of settler colonialism as a framework, I discuss how the practice of school choice in Buckland has resulted in the displacement of educators, families, and students, inequality between different racial and socioeconomic groups, and the disappearance of traditional neighborhood schools and their communities. I argue that the system of educational choice in the United States is a result of our history as a settler colonial society.

Citation

Fisher, D.R. (2021) Settler Colonialism in School Choice: A Story of Refusal and Survival From a Traditional Public Middle School. Florida Journal of Educational Research, 59(1), 37-56.

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Falon N. Thacker
University of Central Florida

Abstract

There has been a growing movement in counselor education to expand the counseling role from its traditional emphasis on solely psychological issues and concerns to a broader focus on social justice and the systemic circumstance that can affect one’s intellectual, social, and psychological development (Ratts et al., 2007; Singh et al., 2010; Sue et al., 1992). However, there is empirical evidence that candidates entering counselor education programs have limited knowledge about multiculturalism, social justice, and advocacy. This article provides an overview of the historical development of multicultural and social justice competence in counseling as well as how multiculturalism, social justice, and liberation are linked in counseling. Further, the article will provide suggestions for training future counselors in the state of Florida and implications for further research.

Citation

Thacker, F.N. (2021) Waking Up in Critical Incidents Within the Cycle of Liberation: A Review of the Literature and a Call to Action to the Field of Counseling. Florida Journal of Educational Research, 59(1), 22-36.

Download: 3Thacker.591.pdf (1101 downloads )