Exploring faculty beliefs regarding teaching African American freshmen to interpret social cues at a minority-serving institution
Williams, Concetta A.
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Through the use of critical qualitative methodology, this dissertation explored faculty beliefs at an urban, minority-serving institution regarding the ability of African American first-time, full-time freshmen to interpret social cues in higher education contexts. Specifically, this study examined  faculty-student interaction as a process of socialization for students and  how faculty members teach students to interpret or read social cues as they relate to higher education contexts. The definition of literacy is considered in broad terms as a transaction between a reader and either the spoken word or a given context (verbal and nonverbal).This examination found that participants:  lean toward a deficit approach when discussing their students' abilities,  compared the younger students' abilities to the older students,  differ in what they say they do and what they might actually do when faced with a social scenario, and  arrived at teaching unintentionally or did not set out to be teacher when pursuing a degree. In the end, there is a need for higher education teacher training and more faculty development, at the college-level, before they enter the field.