Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population

Louis, Dave A.; Thompson, Keisha V.; Smith, Patriann; Williams, Hakim Mohandas Amani; Watson, Juann

doi:10.1007/s11256-017-0414-0

Cited by 36 publications

(39 citation statements)

References 34 publications

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“…The SPN protocol was developed based on guidelines provided by Nash (Nash, ). These guidelines, as seen in action within the work of Louis, Thompson, Smith, Williams, and Watson (, p. 676), suggest that narratives should be written ‘in a free‐flowing manner with no parameters placed on length or language’ and that participants should be ‘encouraged to discuss topics and experiences that they perceived as important’ in relation to the theme or focus of the study. Our SPN protocol in this study therefore consisted of six questions based on these guidelines and was divided into three sections.…”

Section: Methodsmentioning

confidence: 99%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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Teacher-educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K-12 schools and classrooms. It is less visible as a requirement for teacher-educators, despite the ever-increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher-educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in-service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students' writing practices in diverse K-12 literacy classrooms within a research-practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs' literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.John, a middle-school English language arts (ELA) teacher for five years, was recently asked to transfer to a 'turnaround' campus to support the diverse literacy needs of this student population, using the balanced literacy model. As John quickly realised, the demographics of the campus were quite different from his previous experiences. Challenged by the new setting, John's principal offered the support of a literacy teacher-educator from a nearby university with whom her school had previously worked. While John felt eager to learn, he also wondered whether the educator would have sufficient 'hands-on' experience with the culturally and linguistically diverse students (CLDs) 1 in his setting to be able to help him implement balanced literacy for this diverse student population.Teacher-educators who are aware of differences presenting themselves in diverse student populations must increasingly work to help teachers connect with students in ways that allow them to improve literacy outcomes (Haddix, 2017;Risko et al.,

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Section: Methodsmentioning

confidence: 99%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

Self Cite

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show abstract

“…Department of Education, 2014). Given that immigrant faculty account for approximately 9% of those who prepare teachers for English-dominated K–12 schools (Kim, Twombly, & Wolf-Wendel, 2012), recent research increasingly calls for scholarship that allows the field of education to better understand how educators across locales learn from their experiences in ways that allow them to leverage linguistic diversity in classrooms (Louis, Thompson, Smith, Williams, & Watson, 2017; Smith, 2018). The intended goal is to become aware of how educators use language in ways that help them effectively influence those whom they prepare for linguistic diversity in spaces different from their own.…”

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confidence: 99%

“How Does a Black Person Speak English?” Beyond American Language Norms

Smith¹

2019

American Educational Research Journal

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This study draws from World Englishes and a raciolinguistic perspective to examine how seven Black educators used standardized Englishes after their migration to the United States. Findings reflected sources of English (il)legitimacy to which educators were subjected based on negative reactions to their accents, race, communication, and vocabulary. In turn, cultural incongruence and confusion led educators to (re)claim their English legitimacy and to leverage pedagogical approaches regarding tone, expectation, delivery, and linguistic content and context. Through metalinguistic, metaracial, and metacultural understanding, educators reflected ‘a transraciolinguistic approach,’ (re)establishing legitimacy of their standardized Englishes as Black speakers in the U.S. academy. Implications for addressing challenges to the legitimacy of certain standardized Englishes used by racialized speakers in the academy are discussed.

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“…Whereas, in the North America international or foreign-born immigrant students and scholars may not have the same legacy of segregation, genocide, stolen land, slavery, and barriers to intergenerational wealth as BIPOC U.S. citizens, many, in particular those from the Global South, are mistreated, harassed and discriminated in western educational institutions (Louis et al 2017;Lee et al 2020). Foreign-born People of Color (POC) experience persistent legacies of western colonialism, This article is protected by copyright.…”

Section: Contemporary Barriers To Representation In Soil Science: Insmentioning

confidence: 99%

Towards diverse representation and inclusion in soil science in the United States

Carter

Jennings

Pressler

et al. 2021

Soil Science Soc of Amer J

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Soil science is one of the least diverse subdisciplines within the agricultural, earth, and natural sciences. Representation within soil science does not currently reflect demographic trends in the United States. We synthesize available data on the representation of historically marginalized groups in soil science in the United States and identify historical mechanisms contributing to these trends. We review education and employment information within academia and the federal government, land-grant university participation, and available Soil Science Society of America (SSSA) membership data to gain insight into the current state of representation within soil sciences and implications for the future of this discipline. Across all domains of diversity, historically marginalized groups are under-represented in soil science. We provide recommendations toward recognizing diversity within the field and improving and encouraging diversity within the SSSA, and suggested responses for both individuals and institutions toward improving diversity, equity, and inclusion.

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Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population

Cited by 36 publications

References 34 publications

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

“How Does a Black Person Speak English?” Beyond American Language Norms

Towards diverse representation and inclusion in soil science in the United States

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