Year: 2020
Type: paratext
Abstract: Citation (2020), "Index", Chambers, C.R. and Crumb, L. (Ed.) African American Rural Education (Advances in Race and Ethnicity in Education, Vol. 7), Emerald Publishing Limited, Bingley, pp. 199-203. https://doi.org/10.1108/S2051-231720200000007015 Publisher: Emerald Publishing Limited Copyright © 2021 Emerald Publishing Limited INDEX Academic achievement, 55 behaviors, 56–57 preparation, 92–93, 95–96 self-efficacy, 25 self-esteem, 25 tracking, 71–72 Access, 68, 69, 74 Accessibility to postsecondary opportunities, 56 Accountability assessments, 57 Advanced Placement (AP), 26, 27 African American(s), 23, 88–89, 156–157 constructions of race and ethnicity by locale, 9–11 educational attainment of rural people, 3–5, 4 intersection of place and race, 8 official definitions of rural places, 5–6 recommendations for pedagogy, practice, and research, 11–12 rural students, 1–3 schools, 20 socially constructed meanings of “rural”, 6–7 urban–rural binary, 7–8 Alabama Black Belt, 156 positive change in education in Alabama, 161–163 Alabama HBCU, 157 doctor of education program, 157–161 American Counseling Association (ACA), 170 American School Counselor’s Association (ASCA), 33 Analysis of variance (ANOVA), 111 Appalachia(n), 170 outsider, 176–177 region, 170–171 Autoethnography, 178, 179 Belonging, 93 Black feminist autoethnography, 171–172 Black feminist thought (BFT), 171, 172–173 #BlackGirlMagic, 68 CRF and, 73–75 and educational resiliency, 75–79 intersection of place and race, 69 underrepresentation of black girls in gifted education, 70–73 Black girls in gifted education programs, 68, 70–73 Black males in rural contexts, 54 challenges, 60 issues, 60–61 literature review, 55–60 opportunities, 60–61 rationale, 54 recommendations, 61–62 rural community settings, 57–59 rural students, 59–60 Black rural people, 4–5 Black students, 59, 105–106, 134, 140 Black/African American education, 108 women, 171 Boykin model, 47 Brown vs. Board of Education , 20, 57–58 Career and technical education (CTE), 26 Classism as endemic to US society, 74 Clemson ES program, 130 Clemson University On-campus Summer Experiences, 122–123 Coautoethnography, 178 Cognitive strategies, 56–57 College access, 120 aspirations, 23–24, 32–33, 91–92 and career counseling, 33 education, 20 College and career readiness (CCR), 56–57 College choice, 20–21 context of study, 25–27 findings, 27–31 instrumentation, 23–25 literature review, 21–23 research method, 23 theoretical framework, 21 College experiences of rural African Americans, 88–89 data analysis, 90–91 data collection, 90 double consciousness theory, 93–94 findings, 94–97 future research, 99 limitation of current literature, 98–99 literature review, 91–93 participants, 89–90 researcher bias, 89 trustworthiness, 91 Community college, 104–105 Confirmability, 91 Content knowledge, 56–57 Contextual skills, 56–57 Correlation analysis, 29 Counseling groups, 77 Counselors, 78 Counterstories, 75 Credibility, 91 Critical multicultural pedagogy, 79 Critical race feminism (CRF), 69, 73–75 challenge to dominant ideology, 74–75 commitment to social justice, 75 experiential knowledge, 75 intersectionality, 75 racism, sexism, and classism as endemic to US society, 74 Critical race theory (CRT), 73–74 Cultural capital, 23–25, 29 culturally conscious definitions and measurements of achievement, 78–79 culturally responsive education for gifted black rural students, 46–48 diversity, 134 mismatch, 45 Culturally responsive classroom management (CRCM), 134 emphasis on content vs. classroom management, 141–142 lack of diversity and CRCM course content, 145–146 literature review, 135–137 quality of field experiences, 142–143 quality of program instructors, 143–145 recommendations for practice, 150–151 research method, 137–140 sample, 139–140 teacher personal experiences, 147–148 De facto segregation in American Education, 70–71 Deficit-oriented thinking, 71–72 Dependability, 91 Distance education programming, 45 Double consciousness theory (W. E. B. Du Bois), 88–89, 93–94 Economic disadvantage, 69 Education, 10, 20 Educational attainment of rural people, 2–5 Educational improvement, 159–160 Educational resiliency, 71, 75–79 of Black girls, 69 critical multicultural pedagogy, 79 culturally conscious definitions and measurements of achievement, 78–79 development of strong racial, ethnic, and social identities, 76 educator recruitment, preparation, and training, 78 family–school–community partnerships, 76–77 recommendations for future research, 79 Educator(s) of gifted students, 47–48 recruitment, preparation, and training, 78 Emerging Scholars (ES), 120 academics and college preparation experiences, 122–123 impact, 128–129 Jason personal experience and perspective, 127–130 measures of success, 126–127 participants, 121–122 program and community connections, 123–126 program overview, 120–121 Employment rates, 56 Enlistment, Employment, Enrollment (E3), 26 Equity, 74 Ethnicity, 4 constructions by locale, 9–11 Every Student Succeeds Act, 56 Experiential knowledge, 75 Extrafamilial encouragement, 25 Facebook, 125 Family–school–community partnerships, 76–77 Feelings of isolation and marginalization, 96–97 Free Application for Federal Student Aid (FAFSA), 22 Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), 34 Games-Howell post hoc test, 111–112 procedure, 109 Gifted education, 68, 70–73 Giftedness, 73 Graduation rates, 55 Habitus, 20–21, 23–24, 29, 32–33 Health sciences and engineering, 34 High School Longitudinal Study (HSLS), 107–108 Higher education. (see also Rural gifted education programs), 105 barriers to black student mathematics achievement, 106–107 data analysis, 109 definitions/variables, 108–109 implications for practice, 113–114 literature review, 104–107 mathematics in four-year college enrollment, 105–106 mathematics self-efficacy, 107 research method, 107–109 results, 109–112 Historically Black Colleges and Universities (HBCUs), 97, 134, 137–138, 156–157 Historically White Institutions (HWIs), 134 Home Community Academic Year Experiences, 123 Horizontalization, 90–91 Identity, 2, 9 Imbedded racism, 10 In-school counseling groups, 77 Instagram, 125 Institutional support, 25 Intelligence, 73 Intentional parent engagement, 77 Intersectionality, 75 Junior reserve officer training corps (JROTC), 26 Leadership experiences, 25 Linear multiple regression, 30 Mail, 125 Malcolm X, 20 Mathematics barriers to black student mathematics achievement, 106–107 in four-year college enrollment, 105–106 self-efficacy, 107 Micropolitan areas, 5–6 “Mirror and window books” phrase, 48 Multicultural counseling, 169–170, 170 Appalachian outsider, 176–177 Appalachian region, 170–171 black feminist autoethnography, 171–172 complex minoritized status, 173–175 implications and recommendations, 178–179 limitations, 178 method, 172–173 preempting manifestations of whiteness, 175–176 training, 170–171, 178 Multicultural gifted education scholars, 70 Multiple jeopardy, 70 Multiplicity, 75 National Center for Education Statistics (NCES), 2, 5, 6, 107–108 Nonmetro counties, 5–6 Office of Management and Budget (OMB), 5–6 One-way ANOVA, 109, 111 Online education programming, 45 P-12 educational experience, 127–128 Paired-samples t-test, 109 Parent Awareness Weekend (PAW), 124 Parental engagement, 55 Passport, 20 Persistent poverty, 10–11 Plessy v. Ferguson case (1896), 58 Postsecondary education, 91, 104 Postsecondary opportunities, accessibility to, 56 Poverty, 41, 59, 105 Precollegiate opportunities, 34–35 Predominantly White institution (PWI), 94, 98 Professional learning experiences, 46 Program advisor (PA), 128–129 Quality teachers, 134 Race, 4, 122 constructions by locale, 9–11 intersection of place and, 8 Racialized tracking, 70, 71–72 Racism as endemic to US society, 74 Relationship motivator, 31 Rural, 21–22 black families and community, 76 brain drain, 107 communities, 40–41 community settings, 57–59 schooling, 157, 163 schools, 41, 60 settings, 59 socially constructed meanings of, 6–7 students, 2, 59–60, 91, 108, 135 Rural gifted education programs. (see also Higher education) challenges facing by black, gifted, and rural students in America, 40–41 culturally responsive education for gifted black rural students, 46–48 lack of access to opportunities, 41–49 mediating isolation in rural schooling, 44–46 recommendations for research and improved practice in schools, 48–49 underrepresentation of black students in gifted education, 42–44 Rural places NCES, 6 official definitions of, 5–6 United States Census Bureau, 5 USDA, 5–6 Rurality, 108–109 School administrators, 156–157, 162 relationships with school personnel, 77 school-based mentoring relationships, 77 Self-efficacy, 107 Sexism as endemic to US society, 74 Social justice, 75 South East County High School (SECHS), 25–26, 33 State slave codes, 70 Student development, 12 Students for Fair Admissions Inc. v. Harvard College (2019), 33 Survey of Attitudes and Beliefs Influencing College Choice (SABICC), 23–24 Teacher(s), 134 education programs, 134–135 personal experiences, 147–148 preparation program, 143–144 Three-phase model, 21 Transferability, 91 Transracial teaching, 70, 72–73 Trustworthiness, 91 Twitter, 125 United States Census Bureau, 5 United States Department of Agriculture (USDA), 2, 5–6 Upward Bound, 34 Urbanormative thinking, 7 Urban–rural binary, 7–8 Westernized approaches to learning and achievement, 70, 73 White teachers, 43–44 Whiteness, 10 preempting manifestations of, 175–176 Book Chapters Prelims African American Rural Students: Exploring the Intersection of Place and Race Secondary Education Pathways Passport with No Access: The Habitus and Cultural Capital Influences of Rural, African American, and Low Socioeconomic Status Students' College Aspirations Black, Gifted, and Living in the “Country”: Searching for Equity and Excellence in Rural Gifted Education Programs Black Males in Rural Contexts: Challenges and Opportunities #BlackGirlMagic: The (Mis)education of Gifted Black Girls from Economically Disadvantaged, Rural Communities Postsecondary Education Pathways and Experiences The Privileged Rural: The College Experiences of Rural African Americans Rural Pathways to Higher Education: The Role of Mathematics Achievement and Self-efficacy for Black Students Rural, Black, and Distant: Building Relationships to Foster Higher Education Access The Culturally Relevant Classroom Management Competence of Novice Teachers Advancing Rural Administrators and Teacher Leaders: Educational Opportunity in the Alabama Black Belt Outsiders within: Critical Perspectives of Black/African American Women Teaching Multicultural Counseling in Rural Appalachia Afterword About the Series Editors About the Authors Index
Language: English
Open Access status: bronze
OpenAlex ID: W4256007863