College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Portraits of the (In)visible: Examining the Intersections of Race, Religion, and Gender for Black Muslim Women in College(2017) Daoud, Nina; Griffin, Kimberly A.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although anti-Islamic sentiments have existed before 9/11, the past 15 years have brought about a distinct set of challenges for Muslim Americans, ones that have seldom been explored within the context of college campuses. Further, higher education scholarship has not addressed diversity among Muslims and the reality that students facing numerous forms of oppression often have unique challenges negotiating their multiple identities. This project recognizes the distinct subjectivities of Black Muslim women, examining how they navigate college at the intersections of their racial, religious, and gender identities. Through the qualitative methodology of portraiture and a Black feminist lens, this dissertation utilizes Patricia Hill Collins’s matrix of domination to present portraits of four Black Muslim women, focusing on how they make decisions about which of their identities to embody throughout their undergraduate years. Data were collected between October 2016 and March 2017, the months leading up to and following the 2016 Presidential Election. As such, this study’s primary contribution lies in uncovering how contextual influences shape the college experiences of students from marginalized backgrounds. More specifically, findings from this study reveal the significance of Henri Cartier-Bresson’s notion of the decisive moment as well as how Erving Goffman’s conceptualization of impression management can be used to explicate Black Muslim women’s resistance. As it relates to the decisive moment, or the specific time in which an artist is able to capture a snapshot of a broader image, participants discussed how political discourse about each of their social groups (e.g., Black, Muslim, woman, immigrant) shaped their campus interactions. Additionally, the decisive moment galvanized participants to fight against racial injustices. Relatedly, participants engaged in impression management, employing strategies to resist stereotypes related to one or more of their marginalized identities. In particular, participants intentionally performed their racial and/or religious identities (e.g., through wearing a headscarf, being vocal about racism) as an act of resistance. Overall, findings illuminate issues of power and privilege in different spaces, including the Muslim community, the Black community, college campuses, and the U.S., thereby disrupting narratives of universality among those who identify as Black or Muslim, within higher education and beyond.Item Not your terrorist: Case studies examining the intersectional identities and aspirations of Arab American Muslim middle school boys(2017) Shafey, Dina; Turner, Jennifer D.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Arab Muslim boys living in the United States have experienced varying levels of public scrutiny since 9/11 and prior to. Public perceptions of these experiences are centered on media-driven representations; often inaccurate depictions of the nuanced lives of these boys. While Arab Muslims have lived in the United States more than a century, their lived experiences, particularly experiences while in school are missing. This research study examined how Arab American Muslim Middle School boys perceived their intersecting identities while navigating instances of bias. To address this, one overarching research questions guided this study: “How do key intersecting social classifications race, gender, culture, and religion, impact Arab American middle school boys’ ethnic identity perceptions?” To further explicate on these nuances four sub-questions were addressed, including: “How do these boys define success and achievement in relation to schooling?”; “How have middle school Arab American boys experienced cultural bias/or how have they perceived cultural bias?”; To what extent do Arab American boys seek out resources (community family, religion), through their social networks?” and “How have they navigated schooling as framed by these experiences of cultural bias?” Using an Intersectional Identities Theoretical Framework (Crenshaw, 1989; Phelan, 1991; Collins, 2009), this study explored the multifaceted nature of identity perception, namely the boys’ experiences with power relationships resulting from these identifiers. Four themes surfaced including how they operationalized power and oppression across identity categories namely, Religion, Culture, Gender and Race. To delve into these questions and to represent the experiences of each boy with detail, a qualitative case study design (Bodgen & Biklen 2003; Erickson & Shultz, 1992; Merriam, 1998; Yin, 2006) was used to analyze and produce rice and detailed narratives. This study will promote discussion about the very nature of the lived experiences of Arab Muslim boys growing up in the United States. It will also serve as a platform for administrators and policy makers in the daily decisions, for example curriculum decisions, impacting this scrutinized population.Item A DIFFERENT WORLD: AFRICAN AMERICAN, FIRST GENERATION COLLEGE WOMEN AT A SELECTIVE UNIVERSITY(2013) Johnson, Jennifer Michelle; Fries-Britt, Sharon L.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to gain a better understanding of the academic and social experiences of African American, first generation college students attending a selective university. Following interpretive case study methodology, the major research questions guiding this study were: How do African American, first generation college students describe their academic and social experiences attending a selective institution of higher education? And How do African American, first generation college students mitigate barriers to college persistence? Through demographic questionnaire responses and individual semi-structured interviews with five African American women attending the University of Pennsylvania, participants identified the ways that their collegiate experiences were shaped by their social identities, precollege academic and social experiences, and interactions with members of their campus and home communities. Findings indicated that African American, first generation college women graduate from high school with a strong academic sense of self, developed after years of parental encouragement for academic achievement and positive precollege experiences with teachers and counselors. This academic sense of self contributed to students' ability to adapt to the academic competiveness and classroom expectations of their given major upon matriculation. With time and self-reflection, students began to engage in academic behaviors linked with success. Socially, early experiences of isolation or alienation primarily occurred during students' first semester, but were mitigated through interactions with peers or engagement in campus organizations and activities. Students identified availability of financial resources, their strong support networks, and their intrinsic motivation and academic self-efficacy as factors that contributed to their college persistence within the setting of a selective university. Finally, students specifically described how five salient aspects of their identity - their race, class, academic sense of self, gender, and spirituality, influenced not only the ways they individually engaged with the college environment, but also their perceptions of various members of the campus community. The findings of this study contributes to the complexity of understanding how African American, first generation college women experience a selective campus environment. Implications for campus policies and practices, as well as recommendations for future research are presented.Item DEFINING AND ASSESSING PARENT EMPOWERMENT AND ITS RELATIONSHIP TO ACADEMIC ACHIEVEMENT USING THE NATIONAL HOUSEHOLD EDUCATION SURVEY: A FOCUS ON MARGINALIZED PARENTS(2012) Kim, Jungnam; Bryan, Julia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Marginalized parents experience multiple and complex challenges in terms of social isolation, exclusion, and powerlessness. This empirical study investigated the effects of parent empowerment on academic outcomes using a large national representative sample and should provide insights about the importance of parent empowerment in education and counseling. Further, the study investigated the effect of the intersectionality of race/ethnicity, home language and income on parent empowerment. This first attempt at analyzing intersectionality in the context of parent empowerment may provide some guidance for future researchers in addressing the complex nature of intersecting identities. This study was a correlational study that used data from the Parent and Family Involvement Survey of the National Household Education Surveys (PFI-NHES: 2007) to investigate the relationship between parent empowerment and academic achievement as measured by parents' reports of students' grade point average(GPA). Using multiple linear regression and logistic regression, the findings of the current study demonstrated that some aspects of parent empowerment were related to children's academic achievement, namely, parents' competence, self-determination, community belonging, and community participation. Interestingly, parents' sense of meaning and consciousness were not related to children's academic achievement. Moreover, intersections of race/ethnicity, home language and income were also related to parent empowerment. The results are significant in that they provide empirical information for school counselors, teachers, administrators and counselors for working with parents. Furthermore, these data may begin to provide support for the conceptual framework of parent empowerment provided this study in order to guide future research and practice.Item Spoken Stories: A Narrative Inquiry on the Lives and Experiences of "Outsider Teachers"(2012) Makris, Sara; Valli, Linda R; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)When a teacher enters a classroom, a story begins. The plot is informed by its characters and setting--the students, faculty, and the surrounding community. If a teacher comes from outside this community--whether in terms of race, class, gender identity, sexual orientation, ethnicity, ability status, or culture--the plot thickens. Existing literature examines the roles that these identity characteristics play in the classroom. Literature currently addresses "outsider teachers"--those whose identity characteristics cause them to stand out among their school communities, and in some cases, within many other communities--but it does so often at the exclusion of a holistic view of the teacher. The research tends to focus on teacher experiences in terms of only a single facet of teacher identity within any given study. This study looks at the experiences of "outsider teachers" with the intention of creating a more layered narrative by encompassing the many facets of identity that interact to create the intricate experience of an individual human being. The experiences of these outsider teachers, the ways in which they characterize their identities, and in particular, the ways that they articulate their approach to pedagogy, provide valuable insight for the teaching community at large. Using narrative inquiry, this study explores the experiences of a group of six "outsider teachers," including the researcher. The images of the participants present a more complex picture than those found in studies that examine teacher identity based upon only one or two identity categories, to the exclusion of others. Informed by intersectionality theory--which emphasizes the nuanced interaction of identity categories--the study seeks to portray depth and subtlety in descriptions of participants. This effort has implications for the viability of intersectionality theory in the discipline of education. In the telling of their stories, participants described the use of proactive inclusiveness, in which they sought to create safe spaces within their classrooms for all students. This proactive inclusiveness emerged from participant experiences of their own intersecting identities. They had felt the complexity of belonging to multiple groups--some of which did not accept the existence of others. Because of this, they came to understand that a group of students might seem cohesive on the surface, but that outsiderness often dwells just below. Proactive inclusiveness, thus, represents a mindset that acknowledges the invisible barriers and struggles that exist within all groups of individuals. They leveraged insider characteristics, using common identity characteristics to gain student trust and challenge embedded stereotypes. Participants stressed the importance of accessing memory as a tool for connecting with students whose characteristics are different from their own, arguing that the existence of an adverse experience in one's life provides some ground for connection with others. In addition, participants described a commitment to giving their students access to broader points of view in an effort to combat the inherited bigotry that can feed societal inequality. Findings also include a potentially expanded definition of "outsider teacher," to describe one who employs a teaching philosophy guided by a desire to focus on inclusion of marginalized students and the development of empathy, acceptance, and open-mindedness among students.