Meeting at the margins: culturally affirming practices at HBCUs for underserved populations

Understanding the Relationship between Culturally Engaging Campus Environments and College Students’ Academic Motivation

“…Third, the findings complement the existing qualitative work that suggests a link between culturally engaging environments and undergraduates' academic motivation [13][14][15][16][17][18][19][20][21][22][23][24][25]. For example, scholars have qualitatively documented how culturally engaging campus environments can increase college students' engagement, resilience, and sense of belonging, which ultimately contribute to motivation [7,17].…”

“…Nevertheless, some existing qualitative work does shed some light on the potential relationship between culturally engaging environments and academic motivation [13][14][15][16][17][18][19][20][21][22][23][24][25]. For example, Druery and Brooms analyzed the experiences of five Black students in a Black male initiative and illuminated how this culturally engaging program enhanced students' engagement on campus and fostered their resilience [7].…”

Study supports for rural mature-aged university health students: a Stakian multicase study

“…Tailored supports have been successfully implemented for other student cohorts. Williams [ 49 ] described culturally affirming practices for Black students who are first-in-family to attend university and have a low-income status. This illustrated the importance of knowing and meeting the support needs of non-traditional students in a strengths-based manner.…”

Teacher Shortages: What Are We Short Of?

“…Teachers earned 32.9% less than graduates with comparable degrees (Edsall, 2022). At the same time, the accountability demands made of teachers have skyrocketed (Craig, 2020; Williams et al, 2022). Increased workloads due to the shortage of trained substitute teachers and reduced school funding (Baker, 2014; Oliff et al, 2012) have weighed heavily on teaching professionals.…”

“…If the challenge of teacher shortages is a worldwide conundrum, then the global teacher education community will need to collaborate to address this issue by learning approaches from each other. A past editorial encouraged us to draw such inspiration from such worldwide examples as on-demand professional development for novice teachers in Australia, housing perks for teachers in the United States, and real-world clinical experiences mediated by robust school-university partnerships in South Africa (Williams et al, 2022). Hiring permanent in-school substitute teachers, hiring clinical teachers (Bartanen & Kwok, 2020;Goldhaber et al, 2021), and strategically recruiting undergraduates into teacher education programs (Bartanen & Kwok, 2022) have also been identified as potential avenues to alleviate teacher pipeline issues in local settings.…”