Publication Date

2014

Document Type

Dissertation/Thesis

First Advisor

Armstrong, Sonya L.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Literacy and Elementary Education

LCSH

Social skills--Study and teaching||African American college students--Education||College teachers--Training of||Teacher education||African American studies||Higher education

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).||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.

Comments

Advisors: Sonya L. Armstrong.||Committee members: LaVerne Gyant; William Pitney; Norman Stahl.

Extent

272 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

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.

Media Type

Text

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