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You searched for subject:(racial insensitivity). Showing records 1 – 2 of 2 total matches.

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Clemson University

1. Glenn, Idella. THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES.

Degree: PhD, Educational Leadership, 2008, Clemson University

ABSTRACT This study examined the Chief Student Affairs Officer's (CSAO) role in addressing incidents of racial insensitivity on college and university campuses. The research methodology used for the study was a qualitative research design. Utilizing the collective case study method, within-case and cross-case analyses were completed for the study. Data were collected from eleven CSAOs at public institutions through their participation in telephone interviews. Five major themes emerged from the study. First, the CSAO must be multiculturally competent in order to address a variety of incidents of racial insensitivity. Second, the CSAO must understand the law and legal precedents regarding the right to free speech and expression. Third, the CSAO must be able to facilitate difficult dialogue among opposing groups. Fourth, the CSAO must collaborate with other professional staff to address incidents of racial insensitivity. Finally, the CSAO along with other campus administrators, should develop policies and procedures which facilitate the creation of a harmonious campus climate. The theoretical framework that guided the study was the dynamic model of student affairs competence. The study revealed that incidents of racial insensitivity created opportunities for CSAOs to raise their level of multicultural awareness, knowledge, and skill, thus enabling the CSAOs to be more effective in providing diversity leadership. The recommendations for CSAOs and other administrators who desire to be more effective in addressing racially insensitive issues were presented in four areas: policy, training, leadership, and practice. The study concluded with suggestions for future research. Advisors/Committee Members: Williams, Frankie K, Warner , Cheryl, Grimes , Lawrence, Flowers , Lamont, Cawthon , Tony.

Subjects/Keywords: CSAO; diversity; multicultural; racial incidents; racial insensitivity; Higher Education Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Glenn, I. (2008). THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/323

Chicago Manual of Style (16th Edition):

Glenn, Idella. “THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES.” 2008. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/323.

MLA Handbook (7th Edition):

Glenn, Idella. “THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES.” 2008. Web. 27 Oct 2020.

Vancouver:

Glenn I. THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/323.

Council of Science Editors:

Glenn I. THE EXPERIENCES OF CHIEF STUDENT AFFAIRS OFFICERS IN ADDRESSING INCIDENTS OF RACIAL INSENSITIVITY ON COLLEGE AND UNIVERSITY CAMPUSES. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/323


Wayne State University

2. Bloodsaw, Yolanda E. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.

Degree: PhD, Education Evaluation and Research, 2016, Wayne State University

This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between the predominantly White suburban teaching staff and African American students from urban core areas. Considering the vantage points of students and teachers via the perceptions of self, race, culture, and socioeconomics helped frame the principals’ understanding of the teacher-student interactions and provided opportunities to examine and discuss their leadership practices as well as advice to aspiring principals and district administrators. This study concludes with recommendations to improve school settings that are diversifying. Advisors/Committee Members: Karen L. Tonso.

Subjects/Keywords: cultural insensitivity; culturally relevant pedagogy; diversifying schools; economically disadvantaged; racial stereotypes; teacher-student interactions; Bilingual, Multilingual, and Multicultural Education; Junior High, Intermediate, Middle School Education and Teaching; Other Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bloodsaw, Y. E. (2016). Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1430

Chicago Manual of Style (16th Edition):

Bloodsaw, Yolanda E. “Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed October 27, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1430.

MLA Handbook (7th Edition):

Bloodsaw, Yolanda E. “Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.” 2016. Web. 27 Oct 2020.

Vancouver:

Bloodsaw YE. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Oct 27]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1430.

Council of Science Editors:

Bloodsaw YE. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1430

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