Current Search: African American (x)
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- Title
- THE IMPACT OF MOTIVATION ON PRE-COLLEGE LEVEL STUDENTS ENROLLED IN A LEARNING COMMUNITY AT AN HISTORICALLY BLACK COLLEGE/UNIVERSITY.
- Creator
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White, Jontoinette, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated...
Show moreIt is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated Measures One-Way ANOVA revealed a statistically significant difference in COMPASS score change between groups with the comparison group demonstrating a greater change than did the learning community group. In addition, Analysis of Covariance test was used to answer the research question regarding differences in final grades between the two groups. After adjusting for the COMPASS pre-test, there was no difference in final grades between groups. Using the Motivated Strategies for Learning Questionnaire (MSLQ), a Likert-type scale based on the Eccles et al. (1983) expectancy-value motivational model, three components of students motivation were investigated: task value, extrinsic value, and test anxiety. The Independent Samples t-Test was used to compare the means. There was a statistically significant mean difference in extrinsic value with the students enrolled in traditionally taught pre-college level English courses demonstrating more extrinsic motivation. There was a statistically significant mean difference in task value with students enrolled in the learning community demonstrating higher task value than the comparison group. Finally, there was a statistically significant mean difference in affect with students in the learning community group demonstrating more test anxiety. Conclusions and recommendations were presented for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0002992, ucf:47934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002992
- Title
- Teach them to eat: Complexities of Community Based Organization and Nutrition Education Initiatives in the Prevention of Chronic Disease.
- Creator
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Matos, Allison, Mishtal, Joanna, Matejowsky, Ty, Reyes-Foster, Beatriz, Harris, Shana, University of Central Florida
- Abstract / Description
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This thesis examines how participants of an eight-week nutrition education class utilize disseminated information to manage chronic disease, as well as explores the challenges a community based nutrition education resource center faces in the arena of chronic disease prevention. Per the World Health Organization's Global Report on Diabetes, 422 million adults currently live with a diagnosis of type 2 diabetes, a four-fold increase since the 1980s. Within the U.S., approximately nine percent...
Show moreThis thesis examines how participants of an eight-week nutrition education class utilize disseminated information to manage chronic disease, as well as explores the challenges a community based nutrition education resource center faces in the arena of chronic disease prevention. Per the World Health Organization's Global Report on Diabetes, 422 million adults currently live with a diagnosis of type 2 diabetes, a four-fold increase since the 1980s. Within the U.S., approximately nine percent of the adult population suffers from diabetes, and obesity, a major contributor to the disease, afflicts nearly thirty-five percent. While medical professionals frame the controlling of chronic disease from a pathophysiological perspective by promoting self-care methods and using language rooted in personal responsibility for successful treatment plans, implementation of such strategies by patients is more nuanced. In Orlando, Florida, staff at a community based, non-profit, nutrition resource center, Hebni Nutrition Consultants Inc., has played a key role in advocating for African-American community health in Central Florida, educating clients about chronic disease prevention and management since their establishment in 1995. Using ethnographic methods of participant-observation and semi- structured interviews, this project explores the challenges the staff of Hebni face operating at the intersection of the public and private sectors, as well as how participants of Hebni's programming understand discourses of empowerment, neoliberal ideas of self-care, and individual versus collective identity, when navigating the biomedical world. This project contributes not only to the growing body of research surrounding health disparities in minority communities, but also how neoliberal policies have shifted responsibility of community health and wellbeing from the state and onto private organizations.
Show less - Date Issued
- 2016
- Identifier
- CFE0006478, ucf:52893
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006478
- Title
- Career Decision-Making Patterns of Undecided African-American Male Transfer Students: A Qualitative Approach.
- Creator
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Daniels, Lavious, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Blank, William, University of Central Florida
- Abstract / Description
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The career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens...
Show moreThe career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens of social cognitive career theory, this qualitative study was conducted to examine the experiences of undecided, African-American male transfer students at a large, four-year metropolitan university. Upon analyzing data from the interviews, themes were developed according to three research questions. Themes that offered insight into major selection process included: (a) choosing a major that offered potential job stability/security, (b) experiences related to academic ability, and (c) experiences with gender relative to career decision-making. Participation in the Direct Connect program was the minor theme found related to experiences encountered in the transfer process that influence major and/or career development. Themes related to the development of career decision-making self-efficacy included: (a) choosing careers believed to be consistent with one's person, (b) indecision while at the community college, (c) engagement in practical experiences, (d) solving problems, (e) meeting with advisors and counselors at the community college, and (e) involvement in extracurricular activities.
Show less - Date Issued
- 2012
- Identifier
- CFE0004274, ucf:49513
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004274
- Title
- Hard Luck Baby.
- Creator
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Lipscomb, Tanya, Thaxton, Terry, Roney, Lisa, Nwakanma, Obi, University of Central Florida
- Abstract / Description
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Hard Luck Baby is a collection that elucidates the life of a southern, black mother as she grapples with her culture, family, love and the complex reality of black life in America. Hannah, is a woman who was born in the bubbling 40s, raised in the racial 60s and raptured in the drug-infested 80s. It is through these decades that the rough edges of America are exposed. She discusses her life experiences in a manner that allows readers to touch, as much as empathy will allow, the feelings that...
Show moreHard Luck Baby is a collection that elucidates the life of a southern, black mother as she grapples with her culture, family, love and the complex reality of black life in America. Hannah, is a woman who was born in the bubbling 40s, raised in the racial 60s and raptured in the drug-infested 80s. It is through these decades that the rough edges of America are exposed. She discusses her life experiences in a manner that allows readers to touch, as much as empathy will allow, the feelings that contour the deepest areas of her barrel. She shares her first example of love and its reverberations along with various accounts of growth. With minimal mention that demands acknowledgment, Hannah achieves an accurate description of American culture, as it relates to poor black people. She juxtaposes multiple societal and familial norms that contributed to her personal development. She is participating in a self-assigned purge of gripping hard-truths, but the crowning moment starts to take shape as she begins to understand herself and her children. Hard Luck Baby is the music of pained grandparents, parents, siblings, and children played over an American landscape. It is a platform for a woman who has been silenced to speak. Written in first person, many of the poems are stories that might have been told from other perspectives with venom, malice or sorrow, but the speaker takes ownership of her role in creating such emotions. As Hannah speaks, the audience may as well, be sitting crossed-legged on a front porch as she rocks in her chair recalling events from her life. She speaks about love, loss, rejection, disappointment, growth, friendship, fight, and forgiveness. At its close, Hard Luck Baby is an elderly woman giving stern-faced lessons to anyone who would dare to sit and listen.
Show less - Date Issued
- 2015
- Identifier
- CFE0005827, ucf:50900
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005827
- Title
- African American Head Football Coaches at Division I FBS Schools: A Qualitative Study on Turning Points.
- Creator
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Rivers, Thaddeus, Cintron Delgado, Rosa, Owens, J. Thomas, Duke, Jeff, Harrison, Carlton, University of Central Florida
- Abstract / Description
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This dissertation was centered on how the theory 'turning points' explained African American coaches ascension to Head Football Coach at a NCAA Division I FBS school. This work (1) identified traits and characteristics coaches felt they needed in order to become a head coach and (2) described the significant events and people (turning points) in their lives that have influenced their career.This study employed a Constant Comparative method in which participants answered interview questions...
Show moreThis dissertation was centered on how the theory 'turning points' explained African American coaches ascension to Head Football Coach at a NCAA Division I FBS school. This work (1) identified traits and characteristics coaches felt they needed in order to become a head coach and (2) described the significant events and people (turning points) in their lives that have influenced their career.This study employed a Constant Comparative method in which participants answered interview questions designed for them to elaborate on their educational and athletic careers, and those events and people who were major influences in their careers. Commonalities and discords from participant responses resulted in the discovery of five major themes. The themes identified were: Faith, Family, Graduation from college and participation in sport, Joining professional associations, and Previous coaches/administrators worked for/under.The identification and explanation of specific turning points suggest a blueprint for African American assistant coaches aspiring to become a head coach while also providing opportunities for current athletic administrators to increase their attempts at expanding their own networks to include more African Americans as strong candidates for potential open positions for Head Football Coach.
Show less - Date Issued
- 2015
- Identifier
- CFE0005991, ucf:50781
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005991
- Title
- The Normalization Process of Multimodal Composition: "Unseeing" People of Color in Multimodal Composition Scholarship.
- Creator
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Davis, Yumani, Rios, Gabriela, Roozen, Kevin, Pigg, Stacey, University of Central Florida
- Abstract / Description
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This study attempts to identify normalization cues within multimodal scholarship to highlight moments of (")un-seeing(") multimodal composing practices and theoretical contributions from non-Western traditions. Advocates of this approach to teaching composition understand it as an effective way for incorporating other voices into the curricular structures of composition courses. However, the instructional resources do not include or cite research that does not lend itself easily to dominant...
Show moreThis study attempts to identify normalization cues within multimodal scholarship to highlight moments of (")un-seeing(") multimodal composing practices and theoretical contributions from non-Western traditions. Advocates of this approach to teaching composition understand it as an effective way for incorporating other voices into the curricular structures of composition courses. However, the instructional resources do not include or cite research that does not lend itself easily to dominant views of composing within academia. I assert that academia must go further with how value is assessed. There is research that acknowledges the multiliteracies practices found within subcultures of America, and plenty of work that deems the communicative practices observed in these subcultural communities as valuable. However, it is more than just including and citing scholarship from and about people of color's compositional practices, academia must also employ these ways of knowing and being to fully empower students and utilize the knowledge that the students bring with them to the FYC classroom. The dominant assignment genre in academia is the academic essay. Other dominant methods of communication and transferring scholarship are the journal article, annotated bibliography, proposal, and personal essay. Not to mention the many scholars who have critiqued academia for privileging print literacies, which although may be multimodal, promotes a multimodality of one culture and ideological standpoint. Although the seminal texts from the study offer exceptional multimodal composition research and classroom resources, if we can agree that (")the mission of education is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life(") and that literacy pedagogy, essentially what the FYC course offers, (")is expected to play a particularly important role in fulfilling this mission,(") then failing to see the value and utilize the scholarship from and about people of color ensures those that are marginalized continue to be (")un-seen(") and students remain unprepared for the tasks of composing and communicating outside of school (New London Group 60).
Show less - Date Issued
- 2015
- Identifier
- CFE0005779, ucf:50071
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005779
- Title
- A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School.
- Creator
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Vong, Trung, Boote, David, Vitale, Thomas, Robinson, Edward, Hayes, Grant, University of Central Florida
- Abstract / Description
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The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons...
Show moreThe purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students.Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.
Show less - Date Issued
- 2014
- Identifier
- CFE0005438, ucf:50387
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005438
- Title
- ESSENTIAL COMPONENTS OF PARTICIPATION FOR AN EXERCISE PROGRAM FOR UNDERSERVED, OLDER, AFRICAN-AMERICAN FEMALES.
- Creator
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Meinert, Marina, Garcia, Jeanette, Valdes, Anna, University of Central Florida
- Abstract / Description
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Physical activity (PA) is beneficial to people of all ages and ethnicities. Regular physical activity can reduce the risk of multiple chronic diseases, improve mood and sleep and allows your body to function better overall (CDC, 2018). However, populations that are more vulnerable to adverse health risks may benefit more than others from regular physical activity. This study was designed to identify the motivating factors for physical activity in a sample of older, African-American women of...
Show morePhysical activity (PA) is beneficial to people of all ages and ethnicities. Regular physical activity can reduce the risk of multiple chronic diseases, improve mood and sleep and allows your body to function better overall (CDC, 2018). However, populations that are more vulnerable to adverse health risks may benefit more than others from regular physical activity. This study was designed to identify the motivating factors for physical activity in a sample of older, African-American women of lower socioeconomic status (SES). This particular subgroup was chosen because of their increased risk of obesity and cardiovascular disease due to unhealthy lifestyle factors, specifically low levels of PA. (CDC, 2017). A secondary aim of this study was to determine the essential components necessary to create a successful PA program within this population. By determining the feasibility and acceptability of a PA program to target this specific population, further PA programs can be designed to promote adoption and sustainability of PA in this high-risk population. This study consisted of 8 African-American women of lower SES at an average age of 65 and average BMI of 32 kg/m^2 . The participants volunteered to participate in an 8-week exercise program for this study. The exercise class lasted 45 minutes and consisted of light aerobics, weight training, and mobility/flexibility exercises. After the 8 weeks, the participants were given questionnaires, surveys and participated in a focus group to collect data about their experiences. The Hebni staff and exercise instructors observed that there was 100% attendance and compliance throughout the 8 weeks. They also noted that the participants had positive attitudes and stayed actively engaged throughout the classes. After reviewing the data, it was noted that the necessary components to a successful exercise program for this population was a sense of community, cultural considerations, a community and familiar setting, and a reliable and open-minded instructor. The data showed that 100% of the participants continued participating in PA outside of the program and felt less stressed after exercising. This study is unique and important in that it looks at physical activity and its motivating factors in this population versus the ample research that focuses on why this population is sedentary but offers no solution to the problem.
Show less - Date Issued
- 2018
- Identifier
- CFH2000429, ucf:45785
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000429