Communications on Stochastic Analysis最新文献

{"title":"Don’t Wanna Teach No White Children: The Journey Into My Pedagogy","authors":"F. Oates","doi":"10.31390/TABOO.18.1.06","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.06","url":null,"abstract":"This article is an autoethnography of one African American female educator. It is the story of her social justice disposition development to teach White students after graduation from a Historically Black University (HBCU). Revealed is the personal journey of her racial identity development before attending the HBCU and the irony of the relational and institutional impact attending one southeastern HBCU had on her preparation to teach. The initial research and inquiry was to explore how attending an HBCU impacted both Black and White education graduates’ social justice disposition development to teach in multicultural classrooms. From this inquiry it became clear that as a faculty member of the HBCU and an instructor in the Education Preparation Program, this African American educator had to first reflect on who she is racially, resurrecting her lived experiences from her family background within her community and the background of her early education preparation in order to make an impact on education graduates’ social justice lens. This article reviews her racial and social justice development before attending the HBCU, during matriculation, and after attending the HBCU. It journals the journey of one African American female’s path to her pedagogy and her level of consciousness to teach students who were different from herself. HBCUs have long been recognized for their mission and rich legacy of providing education for African American students. These Black colleges and universities have been the heart of Black racial identity development with their distinctiveness and unique ability to raise cultural awareness of Black students. The level of awareness has traditionally been for HBCUs to prepare Black students to go out into the Black Fran Bates Oates Taboo, Winter 2019 Fran Bates Oates is the director of the Office of Field and Clinical Experiences at Winston-Salem State University, Winston-Salem, North Carolina. Her email address is oatesfr@wssu.edu © 2019 by Caddo Gap Press. Don’t Wanna Teach No White Children 66 communities and serve. Examined is how one African American female raised her level of consciousness and cultural awareness of her racial identity to prepare to go into the communities and teach White students.","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47245122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seeing It for Wearing It: Autoethnography as Black Feminist Methodology","authors":"Layla D. Brown-Vincent","doi":"10.31390/TABOO.18.1.08","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.08","url":null,"abstract":"","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"So, You Want to Attract and Retain Diverse Faculty???: An Autoethnography","authors":"Melva R. Grant","doi":"10.31390/TABOO.18.1.09","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.09","url":null,"abstract":"This is an autoethnography about epistemic injustice (i.e., diminished credibility as a knower) and resilience of an intersectional tenured faculty member who transformed harm into opportunities for rebuilding intellectual confidence and for exercising intellectual courage. Personal stories are used to examine and make explicit epistemic injustice harms by situating them within everyday contexts (Glesne, 2006). The purpose of this essay was to introduce theoretical perspectives with different language for improving discourses about an old challenge, racial bias, and to make explicit the types of harms experienced. Important research questions are posed for consideration by researchers. The stories shared in this essay and their implications will hopefully influence administrators, researchers, and faculty to see the need for reconceptualizing the ways they support diversity within their institutions. These stories and the implications demonstrate the complex subtlety of supporting diversity and this is especially important for institutions who audaciously pursue the goal of attracting and retaining diverse faculty.","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Seat At The Table: Womanist Narratives of Black Mothers in Doctoral Programs","authors":"J. Rogers, Alexis McLean, Marcelle Mentor","doi":"10.31390/TABOO.18.1.07","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.07","url":null,"abstract":"Often the monolithic notion of being a Black woman silences how diverse groups of Black women experience the academy and dissertation process, especially those who are pursuing the doctorate while mothering. This paper focuses on the narratives of three Black women, who share how their racial, gender and mothering identities, and roles associated with these identities, affected their journey to the doctorate. This work is shaped by Womanist Theory, and the researchers use methodological tools centered on Black women, such as Sister-to-Sister talks (Few, Stephens, and Rouse-Arnett, 2003). Participants share how the intersection of their identities informs their research agenda, and why their commitment to completing the doctoral journey was fueled despite the challenges each experienced. Overview and Background Few, Stephens, and Rouse-Arnett (2003) define Sister-to-Sister talks as an Afrocentric slang to describe congenial conversations or constructive exchange about life lessons shared between Black women. This study was prompted by SisterJuhanna Rogers Alexis McLean Marcelle Mentor Taboo,Winter 2019 Juhanna Rogers is an independent scholar. Alexis McLean is an assistant professor and Dean of Student Affairs at Medgar Evers College of the City University of New York, New York City, New York. Marcelle Mentor is an assistant professor at The College of New Rochelle, New Rochelle, New York. Their email addresses are JuhannaScholar@gmail.com, AMcLean@mec.cuny.edu, & MMentor@cnr.edu © 2019 by Caddo Gap Press. A Seat at the Table 88 to-Sister talks amongst the authors and their peers who were also Black women. In the midst of these exchanges we came to the realization that motherhood bound us to one another. As a result, we forged a unique collective focused on navigating the doctoral socialization process, and ultimately surviving and thriving as Black women in the academy. The insight gained during these conversations prompted us to examine the experiences of Black mothers in doctoral programs. Black women who opt to pursue a doctorate must often decide whether we will be true to our nature, our spirits, and our community or if will we pick up the master’s tools, and wear a mask (hooks, 1993). Many do not discuss the trauma that Black women engaged in the doctoral and dissertation process endure. However, as we address the trauma that is happening to us at the hands of agents of the state it is equally important for Black women to shed light on the trauma experienced in the academy. Each of the participants pursued doctorates at different institutions and had unique experiences and challenges. The degrees or the pursuit of the degrees were steeped in overcoming various barriers. It is through highlighting these barriers that we aim to identify systematic injustice and oppression that few discuss in the public sphere. The super-myth that Black women are excelling at higher rates than their male counter-parts reproduces hegemonic and sexist ideals abo","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49123491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tales from the Ivory Tower: Women of Color’s Resistance to Whiteness in Academia","authors":"Cheryl E. Matias, Danielle N Walker, María Antonieta Sánchez del Hierro","doi":"10.31390/TABOO.18.1.04","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.04","url":null,"abstract":"Whiteness in the academy has so impacted the lives of women of color such that the stories, identities, and experiences of women of color are often silenced, minimized, and chastised. Notwithstanding the deliberate erasure and marginalization of these stories, this article pays homage to critical auto ethnography by boldly presenting the stories of women of color in the academy. Particularly, this article draws from the stories of three women of color in the academy: a Pinay/Filipina assistant professor, a Black female doctoral student, and a Mexican American female researcher. These stories reveal how whiteness in the academy continues to wreak havoc in the lives of those most marginalized while also presenting how women of color resist. In the end we present some recommendations that institutions of higher education can apply to truly honor diversity and inclusivity.","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43031360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overcoming Imposter Syndrome and Stereotype Threat: Reconceptualizing the Definition of a Scholar","authors":"Callie Womble Edwards","doi":"10.31390/TABOO.18.1.03","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.03","url":null,"abstract":"","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46930983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Un réquiem para la lucha Afro-Boricua: Honoring Moments of Decolonization and Resistance to White Supremacy in Academia","authors":"Ann M. Aviles, Erica R. Dávila","doi":"10.31390/taboo.18.1.10","DOIUrl":"https://doi.org/10.31390/taboo.18.1.10","url":null,"abstract":"The shared experiences and othering of people of color (POC) in society serve as the impetus for framing our work as critical Afro-Boricua scholars. Our efforts to center our stories and positionalities are connected to the scant number of faculty of color in higher education in which there are only 6% Black, and 5% Hispanic (not disaggregated by gender) (NCES, 2013). This lack of faculty of color is indicative of the legacy of white supremacy (Wilder, 2013) and the deficit ideologies (Nieto, 2003) that still persist in higher education (and society at large). The impact of deficit ideologies on women of color in higher education has been well documented, most recently in the works of Perlow, Bethea and Wheeler (2014) and Gutiérrez y Muhs, Niemann, González and Harris (2012). Thus our continued presence in the academy serves to consistently contest white supremacy, simultaneously creating alternative spaces and approaches to teaching and learning that center humanity. By centering our humanity, we challenge the focus on product and profit in higher Ann M. Aviles Erica R. Dávila Taboo, Winter 2019","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42276858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deprogramming Deficit: A Narrative of a Developing Black Critical STEM Education Researcher","authors":"Monica L. Ridgeway","doi":"10.31390/taboo.18.1.11","DOIUrl":"https://doi.org/10.31390/taboo.18.1.11","url":null,"abstract":"This essay shares a personal narrative from a Black woman STEM education researcher whose experiences living in poverty positively impacted her childhood and provided her with skills and strategies to navigate academia. The author’s lived experiences have influenced her social justice research agenda aimed at combating social inequities. Her use of narrative is intended to provide insight for other researchers of color who may share similar experiences with their participants. Ultimately, her goal is to disrupt deficit narratives about communities of color living in poverty, which typically fail to address their systematic disenfranchisement, by providing a counter-narrative and descriptions of her lived experiences with STEM.","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Women’s Sharing in Resistance Within the Academy","authors":"R. Roby, E. B. Cook","doi":"10.31390/TABOO.18.1.02","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.02","url":null,"abstract":"","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46824183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the Silence: Telling Our Stories as an Act of Resistance","authors":"D. Tafari, LaWanda M. Simpkins","doi":"10.31390/TABOO.18.1.01","DOIUrl":"https://doi.org/10.31390/TABOO.18.1.01","url":null,"abstract":"Whiteness in the academy has so impacted the lives of women of color such that the stories, identities, and experiences of women of color are often silenced, minimized, and chastised. Notwithstanding the deliberate erasure and marginalization of these stories, this article pays homage to critical auto ethnography by boldly presenting the stories of women of color in the academy. Particularly, this article draws from the stories of three women of color in the academy: a Pinay/Filipina assistant professor, a Black female doctoral student, and a Mexican American female researcher. These stories reveal how whiteness in the academy continues to wreak havoc in the lives of those most marginalized while also presenting how women of color resist. In the end we present some recommendations that institutions of higher education can apply to truly honor diversity and inclusivity.","PeriodicalId":53434,"journal":{"name":"Communications on Stochastic Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41257837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}