Where Afrocentricity, Cultural Proficiency, and Emancipatory Pedagogy Enable Student Success

Autor/in	Tabor, Daniel Kenneth
Titel	Where Afrocentricity, Cultural Proficiency, and Emancipatory Pedagogy Enable Student Success
Quelle	(2022), (249 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-0140-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Administrator Attitudes; School Personnel; Community Colleges; Student Personnel Services; African American Students; Afrocentrism; Cultural Differences; Success; Academic Persistence; Cultural Awareness; Knowledge Level; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Schulpersonal; Community college; Community College; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Afro-centrisme; Afrozentrismus; Kultureller Unterschied; Erfolg; Cultural identity; Kulturelle Identität; Wissensbasis; Kalifornien
Abstract	This qualitative interview study explores the beliefs, feelings, and opinions held by the staff, faculty, and administrators who operationalize the Umoja student support programs on campuses within a southern California Community College district. Schiele's Afrocentric organization theory is the framework for this study. The six tenets derived from African and African American ethos provide an intentionally non-Eurocentric yet African American value profile to the data collection method and the stages of the data analysis. This study explicates the impetus of decisions and actions taken by those who operationalize the Umoja program. Umoja student success organizations/programs address African American students' matriculation, retention, and completion needs and aspirations. How the staff, faculty, and administrators utilize their Afrocentric disposition, cultural proficiency, and emancipatory pedagogical knowledge to achieve Umoja program goals and objectives is examined. The study findings are discussed discursively and model a replicable path for practices and policies that scaffold student success within Umoja programs, within other student success programs, throughout the individual community college campus, and within the Californian Community College system. Recommendations provide a way forward, conveying the need for a longer-term look at the success of Umoja students and the students' future impact on society. More work is required to inform the higher education community about Afrocentricity, cultural proficiency, and emancipatory pedagogies as education organization development tools and expand the methodology of the Afrocentric paradigm as andragogy in community college settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01