Minority College Students and Digital Agency

As noted in the 2017 Horizon Report on Higher Education, it is no longer enough to simply graduate with a degree in a particular discipline; the Hart Research Associates Report also emphasizes the point that employers are requesting that colleges and universities place more emphasis on practical and real-world skills rather than focusing on competencies in broader disciplinary theories that may never be applied practically in the daily workplace setting. In this chapter, the authors look at two specific examples: preservice teacher training and the training of graduate students in epidemiology (STEM). The purpose of this qualitative analysis is to examine and compare the literature related to two primary concepts: (1) access to technology and digital literacy of minority college students and (2) minority serving institution (MSI) response to promoting digital literacy among faculty and students enrolled in clinically based programs.

Promoting the Representation of Historically Disadvantaged Students

This chapter highlights the importance of diversity, provides an overview of the historical plight that minorities suffered during the formation of the American history, describes the policies that aim at expanding educational opportunities for socially and economically disadvantaged groups, and presents a conceptual framework that guides educational leaders towards creating inclusive campuses. Also, it reports the findings of an empirical investigation that elicited minority students' views regarding the factors that enhance their persistence. Findings from this study could be of primary importance for university administrators and policymakers trying to enhance diversity on campus. The chapter ends with conclusions and recommendations for research and future practice.

Moving Toward Culturally Restorative Teaching Approaches

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

Standing Against the Wind

In the wake of an increasingly divisive sociopolitical climate in the United States, there is a sense of immediate urgency among institutions of higher education to speak with a united voice in terms of maintaining the post-civil rights era principles of providing equitable access to educational opportunities for all students. Students, regardless of their race, ethnicity, gender, gender identity, religion, or socioeconomic status should be afforded equal access to sound educational opportunities. Thusly, the next generation of teachers must be not only instructionally competent in their grade or subject area but also be capable of adapting that instruction to meet the sociocultural and socioemotional needs of the students they serve. From this charge, a larger conversation emerges calling for a change in the existing narrative related to teaching marginalized populations away from political banter towards the release of silent voices that have the agentic potential to engage as voices of authentic change.

Ethical Theory and Its Application Teaching Marginalized Populations

This chapter discusses deontological, rights, utilitarian, and virtues ethical theories by analyzing the ethical theories in diverse occupations. Within the background of each ethical theory, a discussion of the historical, social, and personal provides information and characteristics of the theory. Finally, there is a discussion on how the various ethical theories can be applied to marginalized populations to ensure an environment that supports learning and diversity. In maintaining a socially, cultural, and economically sound environment, honest and transparent discussions, professional development, and truthful evaluations should occur to begin cycles anew. As these various ethical theories are implemented, a strong work ethic is required. The implication of these theories is to provide an atmosphere that is equitable, encourages learning, and protects and respects the humanity of others.

Lending a Voice to the Voiceless

This chapter addresses the issues faced by marginalized students in P-12 public schools in the United States, with a specific focus on the defined correlation between the educational experience of minority students and the extremely disproportionate amount of incarceration among those same student groups. The author's purpose is to shine a light on this issue while further defining aspects of our educational system that may be playing a role in this inequitable outcome. The contents include a qualitative analysis on teacher diversity and training, standardized testing, and the environmental influences of American public school programming and design. Citations include work from professionals in the field, such as Neuroendocrinologist Robert Morris, Marie E. Ferrey, Author of Looking at the Crisis in Hispanic Education, and Dr. Monahan, Professor of Communication at UNC at Chapel Hill.

Instructional Design, Educational Technology, and LGBTQ Students

As diversity and social justice have become more important in education, educators are beginning to realize that their lessons, both real and virtual, need to be more inclusive. More specifically, this chapter addresses the culture, learning, and relationship with technology of a specific subset of students: individuals who identify as lesbian, gay, bisexual, transsexual/transgender, and queer/questioning (LGBTQ) or who have LGBTQ parents, guardians, friends, and/or family. Suggestions for educators on inclusive strategies when integrating technology into lessons through digital activities and various educational technology tools, as well as inclusive instructional design suggestions, are included. As for the question addressed in the title, none is the answer because all three of these things belong together in all forms of education, in all types of schools, and by all types of educators.

Historically Black Colleges and Universities (HBCUs) and Education of Marginalized Populations

This chapter highlights the challenges that confront HBCUs in enhancement of student success and reduction of the achievement gap among Black students. There is also a focus on institution-centric factors related to administrative structure, leadership, governance, accountability and transparency, management of external relationships with stakeholders, internal culture and politics, among others. HBCU leaderships and stakeholders must implement fundamental changes to remain relevant and survive.