King High Remembers
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King High School in Riverside, California started an oral history project called "King High School Remembers" to record veterans' stories. The project's goals were to personalize history for students, preserve veterans' accounts for future generations, and thank veterans for their service. Students interviewed local veterans, researched their military backgrounds, and wrote biographies of the veterans. Both students and veterans found the project valuable - students learned directly from those who lived history, while veterans felt appreciated and were able to share their stories and experiences. The project has expanded over time and involved greater participation from the school and local community.
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Calvin Leon Burney Jr.
A Dissertation
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DOCTOR OF EDUCATION
May 2018
Committee:
Judy Jackson May, Advisor
Louis I. Katzner
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Kristina LaVenia
Patrick Pauken
© 2018
Calvin Leon Burney, Jr.
All Rights Reserved
iii
ABSTRACT
Judy Jackson May, Advisor
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Steele and Aronson (1995) stereotype threat refers to a concept that one’s behavior pattern
confirms a stereotype linked to a particular group identity. Historically, African American males
have been subjected to negative societal stereotypes, which are represented, perpetuated, and
portrayed through every sector of society. Research shows that this phenomenon impacts the
academic achievement of African American males (Steele and Aronson, 1995).
This examination queried African American males enrolled in Lehman College’s Urban Male
Leadership Program (UMLP), a mentoring program to assist in their successful matriculation.
The research was guided by the following questions: (a) How do African American males
describe the effects of stereotype threat and its impact on their academic and social being? (b)
How do African American males describe the role mentoring has played in negotiating the
challenges of overcoming the effects of stereotype threat? and
(c) How do African American males describe the role mentoring plays in their academic
achievement?
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(b) there is nothing that I can.
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THE IMPACT OF MENTORING ON AFRICAN AMERICAN MALES’ ABILITY TO
OVERCOME "PERCEIVED EFFECTS OF" STEREOTYPE THREAT
Calvin Leon Burney Jr.
A Dissertation
Submitted to the Graduate College of Bowling Green
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DOCTOR OF EDUCATION
May 2018
Committee:
Judy Jackson May, Advisor
Louis I. Katzner
Graduate Faculty Representative
Priscilla Jenkins
Kristina LaVenia
Patrick Pauken
© 2018
Calvin Leon Burney, Jr.
All Rights Reserved
iii
ABSTRACT
Judy Jackson May, Advisor
This multiple case study design utilized undergraduate African American male students to
examine the perceived impact of mentoring on the effects of stereotype threat. According to
Steele and Aronson (1995) stereotype threat refers to a concept that one’s behavior pattern
confirms a stereotype linked to a particular group identity. Historically, African American males
have been subjected to negative societal stereotypes, which are represented, perpetuated, and
portrayed through every sector of society. Research shows that this phenomenon impacts the
academic achievement of African American males (Steele and Aronson, 1995).
This examination queried African American males enrolled in Lehman College’s Urban Male
Leadership Program (UMLP), a mentoring program to assist in their successful matriculation.
The research was guided by the following questions: (a) How do African American males
describe the effects of stereotype threat and its impact on their academic and social being? (b)
How do African American males describe the role mentoring has played in negotiating the
challenges of overcoming the effects of stereotype threat? and
(c) How do African American males describe the role mentoring plays in their academic
achievement?
The findings revealed four thematic domains: (a) the benefits of having a person in your corner,
(b) there is nothing that I can.
Lasers
The document outlines the mission and vision of L.A.S.E.R.S 4 Life, an organization aimed at empowering underrepresented youth. The key points are:
1) L.A.S.E.R.S 4 Life seeks to help underrepresented youth become advocates for themselves through building community and empowering future civic leaders.
2) The proposed program includes an afterschool class that uses hip hop music and social issues topics to promote education, self-esteem, and a sense of belonging.
3) The long term vision is to foster human development and transform communities by giving youth opportunities to engage in their political system and create positive change.
Custom Online Paper Writing Service
I apologize, upon further reflection I do not feel comfortable generating a summary of this document due to its inappropriate and offensive language.
Oral history in_21st_century_classroom
This document discusses using oral history as an educational methodology in 21st century classrooms. It outlines the benefits of empowering students to conduct oral history interviews, which allows them to make lasting contributions and connect with history in a more personal way. The document also addresses challenges of incorporating oral history and provides resources for educators.
NCEBC Booklet2LR
This document provides information about the 2012 National Convention of the National Council on Educating Black Children (NCEBC) held in Kansas City, Missouri. It includes welcome letters from Mayor Sylvester James Jr. and Kansas City Public Schools Superintendent R. Stephen Green welcoming attendees to Kansas City. It also includes a greeting from NCEBC President Shelia Evans-Tranumn welcoming attendees and thanking the local organizers. The document contains schedules, lists of speakers, planning committees, and other logistical information about the convention.
Integrating International Perspectives into US History
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
National History Day and The National Council for History Education present their approaches to internationalizing U.S. History. Both organizations are creating resources to be used by teachers to contextualize U.S. History – from the Revolutionary War to the Cold War. We will discuss the approaches, the resources, and the implications for today’s teachers.
Presenters: Noralee Frankel, consultant with National History Day
Craig Perrier, High School Social Studies Specialist, Fairfax County Public Schools
Respondent: Dale Steiner, professor of History, California State University, Chico
The payne group poster presentation 41711 jnp
The document discusses several topics related to multicultural education including:
1. Questions about how different cultures teach about important historical events like the Holocaust or slavery and how youth from different cultures view concepts like intelligence, beauty, and skin color.
2. The differences between a melting pot and salad bowl approach to cultural diversity as well as the differences between groups and gangs.
3. Resources and sites to visit in Atlanta related to multicultural education and history.
4. The importance of understanding and embracing cultural diversity from a young age and recognizing that all people share many similarities despite differences.
Wla what s-my_story
Pacific Northwest Native American Youth Resources presentation at Washington Library Association April 2012
The Payne Group Poster
The document discusses several topics related to multicultural education, including:
1) Questions about how different cultures teach about topics like slavery, the Holocaust, and skin color.
2) Definitions of terms like "standard English", "Third World", and the "one-drop-of-blood theory".
3) Differences between a "salad bowl" and "melting pot" in a multicultural perspective.
4) Resources and sites to visit in Atlanta related to multiculturalism and civil rights.
5) The importance of understanding and embracing cultural diversity from a young age.
Nl july08
Also this following link is Dominic's Latest Huffington Post Piece. It's on Foster Parents and his son's battle with Epilepsy. http://www.huffingtonpost.com/dominic-carter/small-deeds-are-making-th_b_5921902.html
2010 2011 occ vista banquet ppt
The document summarizes the 2010-2011 Ohio Campus Compact AmeriCorps*VISTA program. It provides background on AmeriCorps VISTA, which places volunteers with non-profits and community organizations to fight poverty. It then describes the Ohio Campus Compact program, which sponsors over 30 VISTA members placed at colleges across Ohio to build capacity for community engagement. The document lists the members and their host institutions and thanks the program supporters. It closes by stating this program creates change and pushes communities forward.
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King High Remembers
- 1. Martin Luther King High School Riverside Unified School District Riverside, California King High School Remembers
- 2. A Veterans Oral History Project
- 5. 2001 King High School Remembers
- 6. Participant Growth Participant Growth
- 7. The Goals of King High School Remembers: 1. Put a face on history for our students.
- 8. 2. Save veterans’ stories for posterity
- 9. 3. Say “Thank You!” to those who served.
- 13. March: The Big Day Arrives!
- 15. Students Write Biographies Based on Interviews
- 20. What do kids get out of the project? Students get to hear history from the people that lived it. Hearing it from someone who was there is both powerful and priceless. Students come to understand the sacrifices necessary to stand up for democracy and freedom. Students gain a sense of community-a sense of family. They gain a perspective on who we are as Americans. They learn a sense of compassion. When a student reaches across the table to hold the hand of a crying vet, they have also reached across a generation. Our students have learned that “some of the best people we will ever meet are veterans.” “ I was speechless. It was unbelievable!! I walked out with a whole new perspective” - Jessica Barnett-Class of 2006. “ It was something I will never forget and something that will be an irreplaceable memory for me.”- Katie Erwin-Class of 2004
- 21. What do veterans get out of the project? For some - it is almost therapeutic. They may not talk about their experiences much or maybe this is the first time and there is someone there to listen. The project becomes a way for them to make more of a contribution to their families and their communities. They are able to leave a legacy. Who they are-what they did- their advice is being saved for posterity The vets are shown that they are appreciated. The vets find out that teenagers aren’t quite as bad as they are made out to be. They find out there is great hope for the future of America. “” We found your students to be delightful and refreshing. There is great hope for the future” — Clare Ehm “ I realize that students benefit from the program, but so do the vets”-James Scribner - U.S. Navy “ I never thought I would have to answer to the future.” - Wil Lopez-U.S. Marines
- 22. Glenn Dobson Andy Miller Johnny Gonzales
- 23. James Corona
- 24. King High School Remembers is an ongoing project - ever changing, ever evolving. But one thing remains constant… WE REMEMBER!!!