Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
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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, ....
Resisting Total Marginality: Understanding African-American College Studentsâ...QUESTJOURNAL
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ABSTRACT: This article explores collegiate Black identity development when African American students attend predominantly White institutions (PWIs) in the United States, considering the overall impact of total marginality. The term âtotal marginalityâ is used to describe the myriad, chronic, and often inescapable ways that African American college students attending PWIs are marginalized in a college setting. The focus of this paper is the impact of total marginality on Black identity development for those African American collegians who successfully complete their university studies at a PWI.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
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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, ....
Resisting Total Marginality: Understanding African-American College Studentsâ...QUESTJOURNAL
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ABSTRACT: This article explores collegiate Black identity development when African American students attend predominantly White institutions (PWIs) in the United States, considering the overall impact of total marginality. The term âtotal marginalityâ is used to describe the myriad, chronic, and often inescapable ways that African American college students attending PWIs are marginalized in a college setting. The focus of this paper is the impact of total marginality on Black identity development for those African American collegians who successfully complete their university studies at a PWI.
âDiverse Leadership + Expanding Opportunity: An Imperative for AmericaâNicholas Hartlep
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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 âUrban 13â University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an âOutstanding Doctoral Student.â 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. Hartlepâs research interests include urban in-service teachersâ 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 Adopteesâ Link (GOAâL) 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
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
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Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
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.
âDiverse Leadership + Expanding Opportunity: An Imperative for AmericaâNicholas Hartlep
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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 âUrban 13â University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an âOutstanding Doctoral Student.â 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. Hartlepâs research interests include urban in-service teachersâ 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 Adopteesâ Link (GOAâL) 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
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
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Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
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.
Personnel Issues - Presented by William Allan Kritsonis, PhDWilliam Kritsonis
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Personnel Issues - Presented by William Allan Kritsonis, PhD
The Region 6 Texas National Association for Multicultural Education honors Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on the campus at Texas A&M University, College Station, Texas
Today, Colombia has the highest number of displaced people in the world after Sudan.
Millions have been forced to flee their homes during decades of fighting between guerrillas, paramilitaries and the army. The conflict started when small farmers were driven off their land by large landowners, creating support for a guerrilla movement.
Through its Peace is Possible campaign, the Colombian Catholic Church is urging its government to provide victims of the conflict with the right to truth, justice and reparations they need and bring about a peaceful solution to this forgotten crisis.
127 African American Studentsâ Perceptions of Influentia.docxdrennanmicah
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127
African American Studentsâ Perceptions of Influential Factors
for Attendance in Doctoral Psychology*
JEFFERY M. VERGO
University of Indianapolis
MIXALIS POULAKIS
University of Indianapolis
TJ LESHER
University of Indianapolis
SAMREEN KHONDKER
University of Indianapolis
PANSORN BENYASUT
University of Indianapolis
SEBASTIAN DEL CORRAL WINDER
University of Indianapolis
ABSTRACT
This study explores African American undergraduate studentsâ
perceptions of factors influencing their decision to attend doctoral
programs in psychology. There is a scarcity of literature examining
perceptions held by specific minority groups in regard to influential
factors used to make a significant step toward their career development.
Eight undergraduate students interested in pursuing a doctoral degree in
psychology were interviewed. A semi-structured interview and two paper-
pencil measures were used. Interviews were analyzed utilizing the
consensual qualitative research (CQR) method. The following themes
* Correspondence concerning this article should be addressed to Mixalis Poulakis, University of
Indianapolis School of Psychological Sciences, 1400 East Hanna Avenue, Indianapolis, IN 46227.
128 Journal of the Indiana Academy of the Social Sciences Vol. 20 (2017)
emerged: reasons for pursuing a doctoral degree, navigating the
application process, factors influencing interest in psychology, perception
of a programâs commitment to diversity, importance of ethnic minority
representation in a program, financial concerns, family view of
psychology, most important factor for attendance, and prior school
experiences outside of psychology. The study found that issues related to
African American representation and research, as well as the presence of
financial aid, are highly relevant in studentsâ evaluation of which doctoral
programs they prefer to attend. This information will pave the way for
further studies focusing on how to increase the number of African
American students in doctoral programs around the country.
KEY WORDS Consensual Qualitative Research Method; CQR; African American;
Students; Psychology
The enrollment of African American students in graduate programs has been a struggle
despite continuing efforts. As professional psychology programs place greater emphasis
on training students to work with multicultural populations, it is necessary to increase
minority representation in the field. (Henceforth, the term âminorityâ in this article
represents racial minorities within the United States.) There are several important reasons
for increasing the minority representation in psychology. These include enhanced quality
and sensitivity of services to clients, increased quality of education programs to students,
new perspectives generated for theory development and application related to
contemporary social issues, and greater congruence with.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Qualitative Report 2015 Volume 20, Number 8, Article 6, 12.docxoreo10
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The Qualitative Report 2015 Volume 20, Number 8, Article 6, 1260-1269
http://www.nova.edu/ssss/QR/QR20/8/bell6.pdf
Understanding African American Malesâ Schooling Experiences:
A Qualitative Inquiry
Edward E. Bell
Independent Researcher, Raleigh, NC, USA
The purpose of this qualitative study was to understand how African American
males feel about their schooling experiences. This inquiry involved 18
participants located in eastern North Carolina. Many African American
males lack early learning experiences to adequately prepare for a positive
schooling experience. The findings from this study might prove helpful for
working with African American males in an educational setting. Keywords:
Black Males, Graduation, Qualitative Research, Education
African American males need early positive schooling experiences to prepare them
for lifelong learning in the classroom, yet many African American males do not attend
quality preschool programs or participate in early learning opportunities (McCall, 1993).
These types of early childhood experiences might better prepare African American males for
learning and foster a positive schooling experience. Rounds-Bryant (2008) concluded that
âschool is the first public place that many children get the opportunity to demonstrate mastery
and competence outside of their family environmentâ (p. 27). In addition, Rounds-Bryant
postulated that early failure in school typically leads to classroom frustration, academic
withdrawal, and negative behavior. Most important, early academic successes might promote
a long-lasting appreciation for schooling among African American males.
Literature Review
Historical Overview of African American Males
The experience of African American males in America is unlike any experience other
immigrants have faced (Douglas, 2007). During slavery, African Americans were
dehumanized and treated as inferior based solely on their skin color (Douglas; Anton, 2009).
Even today, individuals discriminate against African American males by assuming they
possess less-than-acceptable qualities, such as being lazy and irresponsible (Douglas;
Swanson, Cunningham, & Spencer, 2003). African American males may still be
experiencing the residual effects of slavery, and their academic performance may be linked to
biases (Douglas). Hallinan (2010) revealed that with âroots in history of slavery, civil war,
and racial segregation, Black-White differences in social status and resources have been
difficult to overcomeâ (p. 50). Hallinan further noted that for decades public schools enrolled
primarily non-Black students, making it essentially illegal for African American students to
read or write. Historically, African Americans have inherited generations of self-hatred and
the looming effects of slavery (Douglas). Many African American males have internalized
negative stereotypes about themselves, their appearance, ...
Faith-Based Organizations and African American Youth Development
Similar to Mary Ann Springs, Dissertation Proposal PPT, Dr. William Allan Kritsonis, Dissertation Chair, PV/Member of the Texas A&M University System (15)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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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.
Mary Ann Springs, Dissertation Proposal PPT, Dr. William Allan Kritsonis, Dissertation Chair, PV/Member of the Texas A&M University System
1. LIVING LEGACIES: A PHENOMENOLOGICAL STUDY OF FOUR AFRICAN AMERICAN MALE EDUCATIONAL LEADERS AT A HISTORICALLY BLACK COLLEGE AND UNIVERSITY IN TEXAS A Proposal Defense by Mary Ann Springs William Allan Kritsonis, PhD â Dissertation Chair 1
2. Defense Format I. Purpose of the Study II. Research Questions III. Significance of the Study IV. Review of Literature V. Research Design VI. Data Analysis 2
3. I. The Purpose of the Study The purpose of this study will be to give voice to four African American male educational leaders, by conducting a phenomenological research study that will examine the emergence of educational leadership as perceived, experienced and exercised by African American male administrators of a Historically Black College and University (HBCU) in Southwest Texas 3
4. II. Research Questions 1. What critical moments in history have impacted the educational leadership style(s) of four African-American male educational leaders from a Southwestern Historically Black College and University? 2. How has leadership style(s) evolved over the past three decades for four African American male educational leaders from a Southwestern Historically Black College and University? 4
5. II. Research Questions 3. Which leaders from the past have left an impression on four African-American male educational leaders from a Southwestern Historically Black College and University? 4. In the face of social, political, and racial adversities, what influenced the decisions for four African American male educational leaders at a Southwestern Historically Black College and University? 5
6. II. Research Questions 5. How has the leadership influence of four senior leaders helped in the mentoring of African American male students? 6. How has the leadership of four senior African American male educational leaders influenced the need for mentorship programs, policies that would promote African American leadership, and the recruitment of more African American male leaders in the future? 6
7. III. The Significance of the Study To foster the meaningful paternal relationships from senior educational leaders to succeeding generations To teach and share leadership characteristics with young male youth of all backgrounds To encourage African American males to complete graduation To inspire and motivate African American males aspiring leadership positions in public and higher education 7
8. IV. Review of Literature Critical Race Theory Resilience Theory A Historical Perspective of Black Education/HBCUâs Critical Moments in African American History African American Leadership from the Past Black Faculty and Administrators in Higher Education The Significance of Mentorship for African American Males Risk Factors that Threaten African American Male Youth 8
9. Critical Race Theory 9 CRT seeks to expose racial and discriminatory practices that negatively impact marginalized groups (Bell, 1995 & Delgado, 1999) Delgadoâs Centrality of Race- examines the impact of racism (Lee, 2008)
10. Resilience Theory 10 Seeks to identify factors that contribute to the rise and success of individuals experiencing oppression (Zimmerman, Ramaires-Valles, & Maton, 1999) The utilization of skills, abilities, knowledge, and insight that develops over a period of time, as people struggle to surmount adversity to meet challenges (Reivich & Shatte, 2002; Van Breda, 2001) The Protective Stabilizing model involves protective factors that help neutralize the risk of negative outcomes (Zimmerman, et al).
11. A Historical Perspective of Black Education and HBCU Grew-out of the aftermath of slavery and used as a tool to transition young black youth from slavery to mainstream society (Slavery and the Civil War, 2009) Viewed as the key for social, political, and economical mobility for Blacks (DuBois, 1903/2003) Placed under the jurisdiction of the state and local government (Woolfork, 1986) Funded by the government, White Philanthropists, and the Black community (DuBois, 1903/2003; Jackson, 2007; & Woolfork, 1986) 11
12. The Significance of HBCUs Valued/supported by the African American community, who believed they served as the path to overcoming political, social, and economic inequality (Jackson, 2007; Woolfork, 1986) HBCUâs contribute a significant number of African American graduates and professionals (Bennett & Yu Xie, 2003) Recruit, nurture, and retain a reasonable amount of their graduates and provide an educational environment that promotes trust and security (Bennett & Yu Xie, 2003) Have greater success in promoting race pride, African American history, and social interactions (Bennett & Yu Xie, 2003) 12
13. Critical Moments in African American History Black leaders rose to power out of duty to their race; they were undermined politically and had little or no protection under the law; the Jim Crow Laws perpetuated racism and discrimination especially in the South (DuBois, 1903/2003). Black Power/The Civil Rights Movements were the reprise to political, social, and economical injustice. The movements were organized by African American male leaders (Berry, 2001; Biographical profiles, 2010; Herton, 2006). 13
14. Critical Moments in African American History During slavery, many African American families were separated, therefore, leaving single mothers with the burden of leadership in a paternalistic society (DuBois, 1903/2003). The Black family and community became strong social networks that promoted spirituality and protection through the church (DuBois , 1903/2003; Woodson, 1933/2005). 14
15. Leadership styles of African American Men from the Past According to Biographical Profiles, African American male national leaders approached leadership from two dominant perspectives in how they would lead the African American community: Activism through non-violence /accommodation, while exposing the horrors of racism/inequality (Fredrick Douglass, Booker T. Washington, and Dr. Martin Luther King, Jr.) 15
16. Leadership styles of African American Men from the Past Nationalism (building race pride/self-sufficiency among oneâs race) and fighting for equality through violence, if necessary: Marcus Garvey, W.E.B. DuBois, and Malcolm X ( Biographical Profiles, 2010; DuBois, 1903/2003; Kritsonis, 2002) While national African American male leaders focused on how to best overcome negative barriers to success, leaders of HBCUâs were challenged with funding, legislature, and moving the school toward the mission of education and service to the community (Jackson, 2007; Woolfolk, 1986) 16
17. Black Faculty and Administrators in Higher Education African American faculty are underrepresented across the board among most U.S. colleges and universities. Allenâs data confirmed that African American faculty was systematically and significantly disadvantaged in measures such as opportunity structure, resources, appointed positions, and advancement opportunities (Allen, 2000). 17
18. The Significance of Mentorship for African American Males According to Foster (2005), mentorship was a strong predictor of success for African American males in Public and Higher education. Fosterâs study also revealed that Public White Institutions (PWIâs) rated poorly with African American male faculty, who felt PWIâs were not developing strong. mentor/mentee programs to help buffer isolation and racism among African American male students. While Fosterâs study had a positive impact on a small group of inner-city African American male youth, the overall effectiveness of mentorship programs remain questionable (Bashi, 1991). 18
19. Risk Factors that Threathen African American Male Youth as Potential Leaders High drop-out rates in Public schools and low scores on standardized tests Overrepresentation in the areas of Special Education High frequency of discipline referrals and expulsion Drug and Gang violence Homicide and incarceration (Childrenâs Aid Society ,2006,: Roderick, 2003) 19
20. V. Research Design Research Methodology Subjects of Study Instrumentation Validity and Reliability of the Study 20
22. Subjects of Study Four Participants Criterion Sampling African American Male Educational Leaders/Teachers 30 or more years of service Currently serving at a Southwestern HBCU Anonymity - lettering 22
24. Instrumentation Demographic Information Instrument 3 Sections: Familial Educational Occupational 30 Questions Distributed during the initial meeting with each participant. 24
27. Validity and Reliability of the Study Participants will review and provide feedback on the interview questions to check for ambiguity, repetition, or relevancy of the questions Triangulation will include: observation field notes, demographic information, artifacts, and vitas 27
28. VI. Data Analysis Researcher and participants collaborate interactively in shaping emerging themes (Creswell, 2007). Data Analysis Steps: 1. The researcher brackets/suspends personal bias. 2. The researcher will read, memo, and horizontalize (highlighting significant statements) the interview data will answer the research questions. 3. The researcher/participants develop emerging themes based upon âtextural and structuralâ descriptions. 28
29. VI. Data Analysis Data Analysis Steps, continued: 4. Textual and Structural descriptions will be detailed in paragraph form in order to capture the âessenceâ of the phenomenon. 5. Triangulation will help validate the study through observation field notes, demographic information, and artifacts will be scanned to help embellish key concepts for emerging themes. 6. After the data has been analyzed, the results will be reported through a combination of narration and tables. 29
30. Questions/Comments 30 âOur lives begin to end the day we become silent about things that matter.â â Martin Luther King, Jr.