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Examining Black Males’ Perspectives and Their Lived Experiences in Succeeding Academically in High School: A Transcendental Phenomenological Study

In society, Black males encounter numerous challenges. One significant challenge is achieving academic success. Over the years, a noticeable achievement gap has persisted for Black males. Due to the limited research focusing on the perspectives of Black males who attain academic success, this qualitative transcendental phenomenology study explored the lived experiences of Black males who succeed academically. The purpose of this study is to identify the factors that contribute to high school academic achievement for Black males despite the obstacles they face. This research can be valuable to teachers, administrators, stakeholders, and parents, assisting them in developing strategies and implementing processes to support Black students in overcoming their challenges in high school based on the identified factors. According to the data in this study, the factors contributing to Black males’ academic success in high school include parental support, community environment, teacher support, family involvement, and motivation.

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Addressing Teacher Shortages: The Impact of Mentoring Programs on the Retention Rates of Early-Career Teachers

This study explored the perceptions of teachers who participated in a mentoring program in the early years of their careers in South Carolina. The study sought to uncover which aspects of a mentoring program impacted the retention of the early-career teachers surveyed and interviewed. Building upon the work of Carver-Thomas and Darling-Hammond (2017) and Ingersoll and Strong (2011), this study continued pursuing the topic of teacher shortages and how to work towards a solution. The mixed-methods study used an initial survey to gather data from teachers in South Carolina and followed up with 10 one-on-one interviews from the initial survey participants. The study instrument was adapted from Dr. Matthew Block’s (2017) instrumentation, which studied the effects of mentoring programs on teacher job satisfaction. The findings align with previous literature on teacher shortages, retention, and mentoring programs while suggesting that future research consider studying the structure of mentoring programs and the requirements of the mentors in these programs.

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A Phenomenological Study of the Perceptions of Women in Virginia Regarding Their Trajectory to the Superintendency

Despite women holding the vast majority of teacher positions, women represent less than 25% of superintendents. A vast majority of women have reported having significant difficulties in their quest to exit classrooms, principalships, and central office leadership positions to attain superintendency while some women educational leaders may not seek promotional positions leading to the superintendency due to familial obligations, self-imposed barriers, and perceived leadership competencies. While much has been written about gender-related factors, limited opportunities, and societal factors that stymie women’s advancement to the superintendency, the exploration of women’s stories is necessary to comprehend the inequity. The conceptual framework of this qualitative study was based on the idea that women’s career pathways to the superintendency are more complex than men’s, influenced by both internal and external factors, and contribute to the underrepresentation of women in the role. Five women superintendents in the Commonwealth of Virginia were interviewed to gain their perception of their trajectory to the superintendency. Utilizing a qualitative phenomenological approach, data were collected through online, audio- and video-recorded, semistructured interviews with purposively selected women superintendents to provide in-depth insights into their career paths, experiences, perspectives, challenges, and recommendations for women aspiring to the role of superintendent. Thematic analysis of the respondents’ responses unveiled recurring patterns, themes, and nuances, resulting in a comprehensive understanding of women’s leadership trajectories. The analysis of those responses emphasized themes of similar trajectories to the superintendency, perceptions of the gender gap in the superintendency, and recommendations for women aspiring to the superintendency. The three themes supported the development of three assertions as women educational leaders continue their path to advancement in pursuit of the superintendency: (a) the creation of more definitive and direct career pathways to superintendency, (b) the creation of district-based professional cohorts with formal mentorships, and (c) the development of opportunities to engage in job shadowing with current or retired female superintendents. Through this study, women aspiring to superintendency can gain insight into the importance of intentional career pathway planning, obtaining mentoring and actively engaging in networking.

Keywords: female administrators, female superintendents, gender bias, underrepresentation

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An Investigation of Freshman Student Leadership Programs at Selected Higher Education Institutions in the Southeastern Conference

Leadership education continues to be studied at the collegiate level to adequately understand the impact higher educational institutions have on leadership learning for students. While researchers agree defining leadership may be the first obstacle in designing impactful student leadership programs, the myriad programmatic offerings across institutions reflect the nuances that come with understanding the necessary components of effective leadership programming. Within the profession of student affairs, professionals serve as leadership educators through cocurricular programming at their institutions aimed to foster student development leadership growth among students. This study investigated the student leadership programs offered through the Division of Student Affairs available to freshman students associated with the Southeastern Conference. The research found similarities and differences of such programs to discern specific program components that offered the greatest impact on students.

Keywords: leadership, student affairs, cocurricular, leadership learning, program design, student leadership development

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Examining the Effects of the Lived Experiences of U.S. Immigrant Parents of Chinese and Asian Indian Descent on the High Academic Expectations of Their Children’s Education

Chinese and Asian Indian immigrant parents represent two of the largest immigrant groups in the United States, facilitated by immigration laws and U.S.-issued visas for migrant workers and their families. Many Chinese and Asian Indian immigrants migrate to the United States seeking educational and professional opportunities, yet their migration is marked by a complex interplay of immigration challenges, cultural traditions, prior experiences in their home countries, and social and educational factors. These experiences have profoundly influenced their high academic expectations of their children’s education. Despite the significance of these expectations, there is a notable gap in the literature addressing the motivations behind Chinese and Asian Indian immigrant parents’ educational aspirations in the context of their lived experiences. This study sought to explore these motivations through semistructured interviews with parents, delving into their personal narratives. The findings revealed that parents perceive education as a vital pathway to future success and stability for their children. Additionally, their lived experiences and cultural values emerged as key drivers shaping their educational expectations. The results of this study can provide educators and school communities with deeper insights into the experiences of Chinese and Asian Indian immigrant families, fostering greater understanding and support for these families within the educational system.

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Faculty Perspectives for Student Success of Dual Enrollment and Early College High Schools in Maryland

The quantitative study investigated the faculty perspectives of best practices for student success in dual enrollment (DE) courses or programs at community colleges in Maryland. The study answered the following two research questions: What are the similarities or differences between the administrator’s and professors’ perspectives on best instructional practices for student success in DE programs and courses? What are the similarities or differences between the administrator’s and the professors’ preferred modality of instruction based on years of experience? The survey assessed the best instructional practices for student success and collected data on academic rigor in learning according to faculty perspectives. The survey categories included faculty demographics, professional development, instructional practices, academic rigor, college access, retention, and DE expectations for students and parents. Additionally, faculty answered an open-ended question where they expressed their successes and challenges in teaching DE courses. The study aimed to provide faculty perspectives on teaching DE and information on program expansion or improvement.

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An Investigation of College Faculty and Staff Burnout Associated With the Demands of Today’s College Students

This study examined burnout among college faculty and staff amid evolving societal and educational shifts. While research has explored academic burnout, this study provides a contemporary analysis aligned with recent transformations in higher education. Initially, burnout was viewed as a life management issue (McCall, 2019) and later redefined as a syndrome caused by chronic workplace stress. The World Health Organization (2019) recognized burnout as an occupational phenomenon in the 11th Revision of the International Classification of Diseases, emphasizing its global significance (Berg, 2019). The World Health Organization defined burnout by three dimensions: energy depletion, increased mental distance from work, and reduced professionalism. M. Smith et al. (2021) categorized burnout into physical, emotional, and behavioral symptoms, including fatigue, distress, procrastination, and withdrawal. The COVID-19 pandemic intensified burnout by increasing educators’ unpreparedness (St. Amour, 2020) and accelerating technology-driven education, straining faculty adaptability (Pesnell, 2020). This study applied M. Smith et al.’s framework and the 16-item Maslach Burnout Inventory–General Survey to assess burnout symptoms among Southern California faculty, focusing on well-being and professional effectiveness (Linzer et al., 2009; Maslach & Leiter, 2016; J. Smith, 2020). Higher education has traditionally prioritized student success (McMurtrie, 2022), yet faculty and staff well-being is equally vital (Guess, 2008). As demographics and practices evolve, institutional changes are necessary to sustain success in higher education (St. Amour, 2020).

Keywords: burnout, higher education, faculty well-being, Maslach Burnout Inventory, institutional change

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The Lived Experiences of Elementary Educators Who Teach Reading Comprehension to Students With Autism Spectrum Disorder: A Phenomenological Study

Elementary students with autism spectrum disorder (ASD) often face significant challenges in reading comprehension, even though many have strong word recognition and decoding skills. The cognitive profiles and reading abilities of elementary students with ASD show that they have well-developed word recognition skills but severely impaired reading comprehension and difficulty shifting attention from word-level reading to context comprehension (Randi et al., 2010). Students with ASD have been identified as at risk for reading deficits, demonstrating difficulties with reading comprehension while simultaneously excelling in phonetic decoding (Singh et al., 2020). Various evidence-based instructional practices are necessary to address the underlying factors contributing to the comprehension difficulties faced by elementary students with ASD (Knight & Sartini, 2015). Federal education laws, such as the Every Student Succeeds Act, the No Child Left Behind Act, and the Individuals With Disabilities Education Improvement Act, require teachers to implement evidence-based reading practices during instruction for students with disabilities. Reading instruction for students with ASD must align with the recommendations of the National Reading Panel (National Reading Panel Publications, n.d.). This hermeneutic phenomenological study offers an in-depth description and understanding of the lived experiences of educators who teach reading comprehension strategies to students with ASD. Reading comprehension remains a notable area of weakness for students with ASD, but it is recognized as a critical component of literacy development (Finnegan & Mazin, 2016).

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Social Emotional Learning and Culturally Responsive Teaching Practices: A Mixed Methods Study Towards an Integrative Teaching Approach for Supporting African American Students With Disabilities

As education stakeholders continue to grapple with methods to close the achievement gap for African American students with disabilities (SWDs), an integrated approach that includes social, emotional, and cultural (SEC) teaching practices is worth researching. The purpose of this convergent mixed methods study was to explore teachers’ experiences with SEC teaching practices for African American SWDs. The current study was conducted within a large school district, in the Mid-Atlantic region, that services a variety of students from urban, suburban, and rural communities. Data were captured through an online survey and three focus group interviews. Thirty-two participants completed the survey, and 16 participants participated in the focus group interviews—one group of five teacher participants at the elementary level and two focus groups of participants that teach at the secondary level (middle and high school teachers). Results from the current study suggested that participants had a broad understanding of social emotional learning (SEL) and culturally responsive teaching practices as separate constructs, and participants came to the consensus that SEL and culturally responsive teaching practices were integrated constructs. Educators in the current study implied that the implementation of SEC teaching practices has the potential to create equitable opportunities for students and that the implementation of SEC teaching practices has shown proven success through research and personal observations. Lastly, participants indicated that they needed administrator and stakeholder buy-in and the delivery of professional development to be continuous, smaller scale, actionable, and interactive to successfully implement SEC teaching practices for African American SWDs.

Keywords: social emotional learning, culturally responsive teaching practices, integrated approach, African American students with disabilities

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Are you a JCI USA member or benefitted employee, or the spouse/dependent of an employee?*

Employee/Member

Spouse/Dependent

Email Address*

Company*

Company*

Agency*

Employee's Company*

Employee's Company*

Employee's Agency*

Company Email Address*

Company Email Address*

Agency Email Address*

Your Email Address*

Employee's Company Email Address*

Employee's Company Email Address*

Employee's Agency Email Address*

Employee's First Name*

Employee's First Name*

Employee's First Name*

Employee/Member's First Name*

Employee's Last Name*

Employee's Last Name*

Employee's Last Name*

Employee/Member's Last Name*

Your Email Address*

Your Email Address*

Your Email Address*

Your Email Address*

First Name*

Last Name*

I live outside the US

I live outside the US

Address*

Street Address City State ZIP Code

Address*

City*

State*

Zip Code*

I live in Canada

I live in Canada

Phone*

Agent's Name*

Agent GUID

Agent's Notes

By entering my first and last name above and clicking “Learn More” below, this shall constitute my electronic signature and I expressly agree that Regent University or its third party service providers may call or text me for marketing purposes at the number I provide above, including through the use of an automatic telephone dialing system and/or artificial or prerecorded voice or message according to the TCPA Terms & Conditions below. Providing this consent is not required to obtain any good or service.

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EQUAL OPPORTUNITY POLICY FOR STUDENTS Regent University does not discriminate on the basis of race, color, sex, national or ethnic origin, disability, age or veteran status in admissions, treatment or access to its programs and activities, or in the administration of educational policies, scholarships, loan programs, athletics or other University programs. In addition, Regent does not discriminate based on religion, except as necessary to comply with Regent’s Standard of Personal Conduct and Statement of Christian Community and Mission. Telephone Consumer Protection Act (TCPA) Terms & Conditions By submitting your information and telephone number through the above “Request Information” form and clicking “Learn More” to request information (“Inquiry”), You agree that Regent University (“Regent”) and all of its related corporate entities, agents, independent contractors, assigns, and successors may call You through the use of any dialing equipment (including a dialer, automatic telephone dialing system, and/or interactive voice recognition system) and/or artificial or prerecorded voice or message, even if You are charged for the call or message. You expressly agree that such automated calls may be made by Regent and/or its related corporate entities, agents, independent contractors, assigns, and/or successors to any telephone number (including numbers assigned to any paging, cellular, or mobile service, or any service for which You are charged for the call) You have provided previously or may provide in the future in connection with Your Inquiry. You expressly consent to such automated calls. With such consent, You specifically waive any claim You may have against Regent and/or its related corporate entities, agents, independent contractors, assigns, and/or successors for the making of such calls, including any claim under federal or state law and specifically any claim under the Telephone Consumer Protection Act, 47 U.S.C. § 227. You also expressly agree that this provision applies to the use of text messaging. You expressly consent to the receipt of text messages from Regent and all of its related corporate entities, agents, independent contractors, assigns, and successors at any telephone number (including numbers assigned to any paging, cellular, or mobile service, or any service for which You are charged for the call) You have provided previously or may provide in the future in connection with Your Inquiry. You are not required to accept this consent to obtain any good or service.

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