Explores the experiences of Caribbean women teachers who are recruited to teach in a mid sized Southern city. Narrative methods were used to analyze four Barbadian women teachers' perspectives on their: initial experiences and challenges; teaching philosophies and approaches to teaching American students; and successful transition into Louisville, Kentucky's public schools after five years of teaching. In an age where school districts across the nation seek educators from overseas to address the well-documented teacher shortage, this study has implications for helping future international teacher candidates transition into U.S. public schools.
176 p., Colleges and universities continue to add diversity and internationalization as major components of their strategic planning efforts. Students from various racial, ethnic and national backgrounds are expected to live and work together in an intellectual environment while bringing with them various views of race and culture that are maintained through varying myths and misconceptions. This study looked at the technical and cultural definitions of what it means to be 'Black' in the U.S. and the stereotypes of being classified within that racial category for college students from Africa and the Caribbean.
279 p., Offers a comparative analysis of foreign students at Tuskegee Institute between 1892 and 1935. During this time, aspiring young people from the Caribbean, Africa, and Asia coalesced on the rural Alabama campus, creating a unique cultural space. As people of African descent disproportionately found themselves under oppressive social, economic, and political conditions, Tuskegee Institute emerged as a cultural and intellectual safe haven for both American born and foreign students. Foreign scholars and activists such as Jose Marti, Juan Gomez, J. A. Aggrey, Pambini Mzimba, and Marcus Garvey used Tuskegee as a symbol of Black Nationalism, political solidarity, borrowing their methods to uplift darker peoples of the world.
96 p., The purpose of this applied dissertation study was to determine the relative impact of parental involvement, parental school perception, student generation status, and Caribbean adolescents' own attitudes and behavior towards academic achievement and reading comprehension skills. For this study, 45 Caribbean parents from Grenadian, Guyanese, Haitian, Jamaican, and Trinidadian backgrounds reported in survey form on their involvement, volunteerism, school perception, student behavior and educational achievements of students at the school of study. Students' course grades were obtained from their official school records and were broken down by generational status.
172 p., Retention and graduation rates for minorities, especially African Americans, tend to be lower than for their White peers. Although much research exists on retention and factors that affect retention of African American students, very little seems to address African Caribbean students. The rationale for this qualitative study grew out of the researcher's desire to learn about African Caribbean students and their experiences at predominantly White institutions of higher education in the United States. The researcher hoped that the findings on the persistence of African Caribbean students may lead institutions and administrators to re-examine the current supports they now provide as they attempt to improve student retention for all students. The data collection methods included interviews, observations, and document analysis. The research sample included 10 African Caribbean students between the ages of 18 and 28 pursuing undergraduate degrees (Bachelors) and 3 administrators at two predominantly White institutions located in the New York area.
