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  • The Color of Education: A Quantitative Examination of Racial Awareness, Multicultural Competency, and Professional Practices of Undergraduate Faculty and the Effects on Student Success

    Description:
    Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
    Keyword:
    Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
    Subject:
    Higher education
    Creator:
    Cippoletti, Nicole D.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/02/2024
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Diversity in Young Adult Literature

    Description:
    The issue of diversity in literature is one of the utmost importance. However, it is only after recent developments that publishers and consumers are seeking fair representation in their books. The focus on diversity is a product of social equity -- or rather, a lack thereof -- around the world. Unjust practices against marginalized groups are not new but the hyper-awareness of these atrocities are. Social media platforms and other digital spaces allow people to post, share, and interact with other people they may not otherwise. In 2015, NCTE (The National Council of Teachers in English) called for the immediate expansion of diversity in children and young adult literature. The resolution followed an assessment of the Cooperative Children's Book Center and their 2014 statistics on diversity in literature: "The absence of human, cultural, linguistic, and family diversity in children's and young adult literature attests to the growing disparity and inequity in the publishing history in the United States... Lived experiences across human cultures including realities about appearance, behavior, economic circumstance, gender, national origin, social class, spiritual belief, weight, life, and thought matter," (NCTE, 2015). Despite the call to action, there are still less than 4,000 books by or about people of color on the market (Cooperative Children's Book Center, 2020). From the fall of 2020 to the spring of 2021, a series of surveys and interviews were conducted to measure the difference in character representation in Young Adult literature and how the formation of such characters impact readers when they are young. The surveys allowed the researcher to determine how frequently participants read as children, their favorite books, the types of books they read, what components of character relation resonate with the subjects the most, and what criteria must be considered for a novel and its protagonist to be considered "good." The results of the study demonstrated that YA fiction is based on predominantly white and heterosexual protagonists. There were moderate correlations between ethnicity and reading habits, the shared experiences of readers and their protagonists, and varying differences between older and young participants. The study concluded that there has been a significant development in diversification in young adult literature during the past ten years.
    Subject:
    Communication and Media Culture
    Creator:
    Bell, Rickea
    Contributor:
    Dr. Cynthia Walker, Thesis Advisor
    Owner:
    lsquillante@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    06/09/2021
    Date Modified:
    06/09/2021
    Rights Statement:
    In Copyright
    Resource Type:
    Research Paper