Karl Reid, Senior Vice President of Academic Programs and Strategic Initiatives at the United Negro College Fund, gave a keynote presentation at the NPEA conference called All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence.
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
“Diverse Leadership + Expanding Opportunity: An Imperative for America”Nicholas Hartlep
Dr. Nicholas D. Hartlep is currently an Assistant Professor of Educational Foundations at Illinois State University. Prior to that, he was an Advanced Opportunity Program Fellow at the University of Wisconsin-Milwaukee, an “Urban 13” University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an “Outstanding Doctoral Student.” Dr. Hartlep also has a Master of Science Degree in K-12 Education and Bachelor of Science Degree in Teaching, both conferred from Winona State University. As a former public school teacher he has taught in Rochester, Minnesota and Milwaukee, Wisconsin, as well as abroad in Quito, Ecuador. Dr. Hartlep’s research interests include urban in-service teachers’ dispositions, the impact neoliberalism is having on schools and society, the model minority stereotype of Asians, and transracial adoption. His interest in transracial adoption stems from the fact he was adopted from Seoul, South Korea when he was approximately 16-months old. In 2011, Dr. Hartlep received a scholarship from the Global Overseas Adoptees’ Link (GOA’L) that allowed him to return to Korea to see where he was born. His scholarly books include Going Public: Critical Race Theory & Issues of Social Justice (2010), The Model Minority Stereotype: Demystifying Asian American Success (2013), Unhooking from Whiteness: The Key to Dismantling Racism in the United States (2013), and The Model Minority Stereotype Reader: Critical and Challenging Readings for the 21st Century (2014). He is currently editing two books, Killing the Model Minority Stereotype: Asian American Counterstories and Complicity, and Modern Societal Impacts of the Model Minority Stereotype. You can follow his work on Twitter @nhartlep or at www.nicholashartlep.com
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Student Services: More Than a Number: Supporting a Diverse Community of LearnersMarissa Lowman
Sheri Lyn Schmidt, Director of Equity and Social Justice at Ethel Walker School, outlined systemic racism the ways that racial ideology has shaped institutions.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
“Diverse Leadership + Expanding Opportunity: An Imperative for America”Nicholas Hartlep
Dr. Nicholas D. Hartlep is currently an Assistant Professor of Educational Foundations at Illinois State University. Prior to that, he was an Advanced Opportunity Program Fellow at the University of Wisconsin-Milwaukee, an “Urban 13” University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an “Outstanding Doctoral Student.” Dr. Hartlep also has a Master of Science Degree in K-12 Education and Bachelor of Science Degree in Teaching, both conferred from Winona State University. As a former public school teacher he has taught in Rochester, Minnesota and Milwaukee, Wisconsin, as well as abroad in Quito, Ecuador. Dr. Hartlep’s research interests include urban in-service teachers’ dispositions, the impact neoliberalism is having on schools and society, the model minority stereotype of Asians, and transracial adoption. His interest in transracial adoption stems from the fact he was adopted from Seoul, South Korea when he was approximately 16-months old. In 2011, Dr. Hartlep received a scholarship from the Global Overseas Adoptees’ Link (GOA’L) that allowed him to return to Korea to see where he was born. His scholarly books include Going Public: Critical Race Theory & Issues of Social Justice (2010), The Model Minority Stereotype: Demystifying Asian American Success (2013), Unhooking from Whiteness: The Key to Dismantling Racism in the United States (2013), and The Model Minority Stereotype Reader: Critical and Challenging Readings for the 21st Century (2014). He is currently editing two books, Killing the Model Minority Stereotype: Asian American Counterstories and Complicity, and Modern Societal Impacts of the Model Minority Stereotype. You can follow his work on Twitter @nhartlep or at www.nicholashartlep.com
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Student Services: More Than a Number: Supporting a Diverse Community of LearnersMarissa Lowman
Sheri Lyn Schmidt, Director of Equity and Social Justice at Ethel Walker School, outlined systemic racism the ways that racial ideology has shaped institutions.
Research, Policy, & Evaluation: Summer Learning Research 101Marissa Lowman
Staff from the National Summer Learning Association discussed research that demonstrates the need for quality summer learning programs, as well as how to communicate this important message to key stakeholders.
This session examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
We all have hidden biases (both favorable and unfavorable) that influence our behavior. How do we become aware of our biases? How can we show respect to the students/families from diverse cultures that we serve? Kazue McGregor teaches about Cultural Competency. Cultural competency is the ability to effectively deliver services to meet our client’s social, cultural, and sometimes linguistic needs and show families that you truly care.
Journal #2 Negotiation preparation -Name & Student #1. How wou.docxcroysierkathey
Journal #2 : Negotiation preparation - Name & Student #1. How would you define the situation or the problem? What is the “gap”?
Current situation (your view/their view)
Ideal situation (your view/their view)
2. Is there potential for negotiation? Why? Explain
Problem to solve? Whose problem is it?
Conflict to resolve?
Value to create?
Resources to share?
Is there interdependency between the parties?
3. Who are the stakeholders? Primary (P) or Secondary (S) What is at stake for them? Explain shortly
Stakeholder
P or S?
At stake?
What is at stake? Commodities (C): land, $, material / Principles (P) : Values, beliefs, ideas, reputation / Territory (T): Physical, psychological / Relationship (R): power, role, prejudice…4. What is your goal? What are your interests/needs/wants? What are the goals and interests of the counterpart?
YOU
YOUR COUNTERPART
Goal(s)
Interests
Needs
Wants
5. What are your fears/concerns/worries?
YOU
YOUR COUNTERPART
Fears
Concerns
worries
6. Is there shared interest? Why?
7. Human factors
YOU
YOUR COUNTERPART
Personality
Emotions
Perception/ framing
Stress
Conclusion
8. Situation assessment
a) Is it one-shot, long-term or repetitive?
b) Do the negotiations involve scarce resources, ideologies or both?
c) Necessity or opportunity? Exchange or dispute situation? Is agreement required?
d) Is it legal to negotiate? Are there time constraints or time-related costs?
e) Is third-party involved (or potentially involved)?
f) Are there conventions or norms in terms of the process of negotiation (e.g., who makes the first offer; fairness norms, etc.)?
g) Do negotiations involve more than one offer?
h) Is there a power differential between parties?
i) Is there a precedent? An history?
9. In light of the previous questions, do you see it as distributive situation or an Integrative one? Why?
Integrative or Distributive
Why?
10. What are the issues? = what is negotiable?
Issues/items to negotiate
details
tangible
Intangible
Bargaining mix / packages
11. OPTIONS AND PREPARATION
YOU
YOUR COUNTERPART
Options
BATNA
WATNA
TARGET (realistic point)
Resistance point (walk away)
Opening/initial offer /stance
Concession planning
12. In light of the previous questions, which strategy and tactics do you plan on implementing? Which communication style and communication strategy will you use?
Running head: ETHENIC GENOGRAM 1
5
Ethnic Genogram
Darnetta Glover
JeremyLormis
CCMH/510CA
October 14, 2019
Ethnic Genogram
Annie McDonald Bond Grandmother
Albert Bond
Grandfather
Clavin Bond Uncle Deceased at birth
Floria Bond Lipscom Mother Deceased
Glenda Bond Bolden Aunt
Jame Bond Uncle
Skephenie Bond Cousin
Clinton Bond Cousin
Rebia Bond Brother
Muslia Bond Cousin
Hasan Jacobs Brother
Howard Jacobs Brother Deceased
Rodeny Bond Brother
Darnetta Bond Glover Me
...
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
Research, Policy & Evaluation: If I Knew Then What I Know Now: Building Succe...Marissa Lowman
This workshop focused on evaluation tips and tools, lessons learned, and mistakes to avoid. It was designed for those charged with leading evaluation at their organizations.
Showcase Session: College Access And RetentionMarissa Lowman
The University of Washington Dream Project discusses the role of college students as mentors in their program in the context of college access and retention.
Matthew Chingos, Co-Author of Crossing the Finish Line: Completing College at America's Public Universities, highlighted the research that was done for the book.
Tools of the Trade: Financial Aid 101: Education is AffordableMarissa Lowman
John B. Leach, Associate Dean of Admission and Financial Aid at Davidson College, gave an overview of the principles behind financial aid and an in-depth investigation of the financial aid process.
Tools of the Trade: Financial Aid and the RecessionMarissa Lowman
Mark Mitchell, Vice President of the School Information Services Team at the National Association of Independent Schools (NAIS), discussed the impact of the recession on schools and their ability to continue to provide support to families in the independent school enrollment process.
This workshop discussed the content and instructional methodology of Harlem Educational Activity Fund's social identity class for high school students.
John Fanning, Director of The Partners Program at The College Preparatory School, spoke about College Knowledge, an innovative and effective curriculum developed at Jones College Prep that provides a template for you to take back to your school administrators and colleagues.
Bill Gellman, Director of Summerbridge Pittsburgh, compared two summer academic enrichment programs aimed at minority students: the Kinkaid/HISD Engineering-Math-Science Institute (EMSI) in Houston and Summerbridge Pittsburgh in Pittsburgh.
Program: Increasing and Diversifying the STEM Pipeline through Enrichment Pro...Marissa Lowman
Julian S. Green, Program Coordinator of the MIT Saturday Engineering Enrichment & Discovery (SEED) Academy and Shawna L. Young, Executive Director of the MIT Office of Outreach Programs, spoke about the initiatives the MIT Office of Engineering Outreach Programs (OEOP) has undertaken to create a pipeline for middle and high school students to enter the STEM fields.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Digital Tools and AI for Teaching Learning and Research
Karl Reid
1. All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence Karl W. Reid, Ed.D. Senior Vice President Academic Programs and Strategic Initiatives 2010 NPEA Conference
2. A National Crisis: Water Main Breaks in the K-16 Pipeline 7.5 million or 68% of White children under 5 years old will drop out of the system before completing college
3. Only ~870K of the 5.3M, or 16% of Latino children under 5 will graduate from college!
4. Only 12% of African American children under 5 will graduate from college!
5. Plugging the Holes New England minority and economically disadvantaged students who participate in pre-college programs are twice as likely to attend college and more likely to graduate than non-participants (The Institute for Higher Education Policy, 2001)
6. Best Practices: Creating a College-Going Culture Rigorous academic development Creating and fostering an achievement culture Reducing or eliminating financial barriers while developing financial literacy Intentionally developing positive identities
10. 50% of African American public school teachers earned degrees from HBCUs
11. 70% of African American dentists and physicians earned degrees from HBCUs
12. 50% of African Americans who graduate from HBCUs go on to graduate or professional schools
13. Five UNCF member institutions were among the top 25 producers of African American medical school applicants: Xavier University, Spelman College, Morehouse College, Oakwood University, and Tuskegee University (2004)
14. More African American science and engineering doctoral recipients began their education at UNCF institutions than at Berkeley, Harvard, University of Pennsylvania, MIT, Brown, Stanford, Princeton, and Yale combined (1997-2001)
15. 40% of the Congressional Black Caucus received at least one degree from an HBCU
38. Effort & resilienceSocial Cognitive Theory Self-Efficacy Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
39. Why Race Matters For some students, their racial or ethnic makeup somehow influences confidence(self-efficacy) in their abilities in certain contexts. 9
48. Effort & resilienceA Comprehensive Achievement Framework Self-Efficacy Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
49. “Identities are the stories we tell ourselves and the world about who we are, and our attempt to act in accordance with these stories.” (Dorothy Hollard)
50. Minorities of color are typically not able to choose an identity, but rather are pressed to internalize one by societal signals due to experiences with, and perceptions about discrimination and prejudice (Phinney & Rosenthal, 1992).
51. The Bottom Line You are not at your intellectual best when you are experiencing emotional or psycho-social stress!
52. Non-cognitive Variables associated with grades, retention, and graduation (Seldlacek 1986) Positive self-concept or confidence Realistic self-appraisal Understands and deals with racism “Is realistic based on personal experience of racism. Not submissive to existing wrongs, nor hostile to society, nor a ‘cop-out.’ Able to handle racist system. Asserts school role to fight racism.” Demonstrated community service Prefers long-range goals to short-term or immediate needs Availability of strong support person Successful leadership experience Knowledge acquired in a field Sedlacek, W. E. (2004). Beyond The Big Test. San Francisco: Jossey-Bass.
53. Primary Questions for Our Study Is there a combination of resistance strategies that explain academic performance of high achieving African American and Chicano/a students? If so, what can individuals who work with African American and Chicano/a students do to cultivate healthy resistance strategies?
55. In Their Own Words: Stereotypes “Being a Mexican American isn't easy. I think that if I was white I could have had more academic opportunities. There is a stereotype about Mexicans, which is that we aren't that academically applied in school. I personally think this is unfair because each individual is different and capable of doing his own thing. But for this very reason I have been inspired to do well and attend a university where I would have a successful career so I can prove to everybody that a Mexican can do just as well as any other person.”
57. In Their Own Words: Reactionary (RfLr) “I must work harder and better than the members of the majority in order to achieve my goals and to keep motivated in striving for more. I must show the world that I deserve to be recognized and respected by proving that, even though I am associated with a minority group, I am just as good if not better, than any other person. ”
58. In Their Own Words: Separation(RfLr) “When people find out that I am of Mexican descent, they often have a surprised expression on their face. As if they think "only gardeners are Mexicans, how can you be in AP Calculus?" Though I'm not embarrassed of my culture and where I come from, I don't want people to think just because of my ethnicity that I'm just like the woman who cleans their house for a living.I am the lone Mexican in Advanced Placement Calculus and AP Physics; I have so much more at stake than my peers.”
59. In Their Own Words: Internal (RfLi) “If anything, as an African American I am encouraged. I have a great sense of my history and I know that it is the story of a people who reached mountaintop after mountaintop in the face of seemingly insurmountable odds. It is the knowledge of this history that keeps me encouraged in the predominately white school that I attend.”
60. In Their Own Words: Internal (RfLi) “They faced many obstacles and, through the story of the hurdles they have faced, I have learned to have the desire to soar. It is this desire that is evident in my diligence in school and all the activities of which I am apart.”
61. In Their Own Words: Role Models “Periodically, I have had the opportunity to pick up one of San Antonio's monthly Hispanic magazines and have read about motivated people who have broken free of this mold. They aspired to be something great; and in the same way, I aspire to be a Hispanic who did not let other people's view of my ethnicity block out the light of my dreams.” -Francisco
62. An estimated 7,200,000 Black and Latino children will not be able to thrive in the increasingly global, technologically inspired marketplace!
63. Yes We Can! Attend to racial, ethnic and gender identity development Increase meaningful cross-cultural interactions while supporting their need to retreat to a place of “identity safety” Leverage mentoring relationships and role modeling “Engineer their Posse” Increase diversity of your staff Increase faculty and counseling staff awareness about racial identity schema Continue to push for policies that fix the water mains
64. Thank You! Karl W. Reid, Ed.D. Senior Vice President Academic Programs and Strategic Initiatives Steppingstone Foundation Board Member karl.reid@uncf.org