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Exploring faculty beliefs regarding teaching African American freshmen to interpret social cues at a minority-serving institution

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dc.contributor.advisor Armstrong, Sonya L. en_US
dc.contributor.author Williams, Concetta A. en_US
dc.date.accessioned 2017-08-02T21:16:21Z
dc.date.available 2017-08-02T21:16:21Z
dc.date.issued 2014
dc.identifier.uri http://commons.lib.niu.edu/handle/10843/17772
dc.description Advisors: Sonya L. Armstrong. en_US
dc.description Committee members: LaVerne Gyant; William Pitney; Norman Stahl. en_US
dc.description.abstract 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 [1] faculty-student interaction as a process of socialization for students and [2] 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). en_US
dc.description.abstract This examination found that participants: [1] lean toward a deficit approach when discussing their students' abilities, [2] compared the younger students' abilities to the older students, [3] differ in what they say they do and what they might actually do when faced with a social scenario, and [4] 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. en_US
dc.format.extent 272 pages en_US
dc.language.iso eng en_US
dc.publisher Northern Illinois University en_US
dc.rights NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors. en_US
dc.subject.lcsh Social skills--Study and teaching en_US
dc.subject.lcsh African American college students--Education en_US
dc.subject.lcsh College teachers--Training of en_US
dc.subject.lcsh Teacher education en_US
dc.subject.lcsh African American studies en_US
dc.subject.lcsh Higher education en_US
dc.title Exploring faculty beliefs regarding teaching African American freshmen to interpret social cues at a minority-serving institution en_US
dc.type Text en_US
dc.contributor.department Department of Literacy and Elementary Education en_US
dc.description.degree Ed.D. (Doctor of Education) en_US


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