No abstract

No abstract

The socioeconomic position of Blacks in America cannot be fully contextualized without considering the marginalization of their racialized social identities as minorities who have historically combated subjugation and oppression with respect to income, employment, homeownership, education, and political representation. It is not difficult to understand why the historical reference to “passing” primarily has been associated with Blacks who were able to—and many who did—claim to be White to secure the social, educational, political, and economic benefits that were reserved for Whites. Therefore, the majority of passing narratives have focused on Black to White passing. This article departs from the tradition in the literature by considering appropriation of various aspects of Black culture and White to Black passing. We evaluate the socioeconomic costs and benefits of being Black and inequalities in citizenship status between Blacks and Whites. Furthermore, we examine the socioeconomic and political capital of Blackness versus Whiteness in an attempt to explore the rationality of passing for Black.

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.