東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Becoming Equity-Minded : = An Organizational Learning Approach to Improving Black Student Success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Becoming Equity-Minded :/
Reminder of title:	An Organizational Learning Approach to Improving Black Student Success.
Author:	Vance, Gina M. DeGenova.
Description:	1 online resource (180 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: B.
Contained By:	Dissertations Abstracts International84-06B.
Subject:	Student behavior. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30164012click for full text (PQDT)
ISBN:	9798358405783

Becoming Equity-Minded : = An Organizational Learning Approach to Improving Black Student Success.
Vance, Gina M. DeGenova.

Becoming Equity-Minded :An Organizational Learning Approach to Improving Black Student Success. - 1 online resource (180 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: B.

Thesis (Ed.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

This study explored the potential of a training intervention to build equity-minded capacity among practitioners in higher education. The goal of this Dissertation in Practice was to determine if a workshop grounded in organizational learning theory could be effective at changing practitioner language, beliefs, and practices around racial equity in student success. In their efforts to understand and address retention of Black students, Westminster College practitioners were engaging in practices that reify racial inequity in student outcomes. Racial equity persists as a problem throughout higher education; therefore, Westminster College is not alone in its struggle to remedy the equity gaps in student success (Banks & Dohy, 2019; Ching, 2018; Johnson, 2013; McNair et al., 2020b). Because the focus of this study is to prepare practitioners to change their practice in equity-minded ways, the results of this study may have broad application in higher education.The training intervention brought together the frameworks of improvement science and organizational learning theory. Improvement science is an iterative methodology employed to define problems, understand systemic influences, apply and test interventions, and spread change (Bryk et al., 2015; Hinnant-Crawford, 2020). Double-loop learning, a component of organizational learning theory, is essential for examining the root causes of a problem and invites practitioner reflection such that beliefs and practices change (Argyris, 1991; Argyris & Schon, 1996). As such, improvement science and organizational learning theory collectively informed the intervention design so that practitioners might see the equity problem as a problem of practice. A third framework, Bensimon's (2005) cognitive frames (i.e., diversity, deficit, equity) was used to assist practitioners in recognizing the beliefs that both promote and hinder racial equity. The cognitive frames were also used to measure participants' pre- and post-intervention frames.Fifty practitioners, consisting of faculty, staff, and administrators, participated in a two-part, six-hour training intervention. Forty-six of those participants completed a pre-post-test which measured change in practitioners' beliefs across the discourse, orientation, and strategies associated with each cognitive frame. The results of this study demonstrate that practitioners' beliefs and assumptions can change and that the training is an effective way to promote this change.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358405783Subjects--Topical Terms:

3682298
Student behavior.
Index Terms--Genre/Form:

542853
Electronic books.

Becoming Equity-Minded : = An Organizational Learning Approach to Improving Black Student Success.
LDR:03974nmm a2200457K 4500 001 2359704
005 20230917194939.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798358405783
035 $a (MiAaPQ)AAI30164012
035 $a (MiAaPQ)Pittsburgh43571
035 $a AAI30164012
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Vance, Gina M. DeGenova. $3 3700323
245 1 0 $a Becoming Equity-Minded : $b An Organizational Learning Approach to Improving Black Student Success.
264 0 $c 2022
300 $a 1 online resource (180 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: B.
500 $a Advisor: McCambly, Heather N. ; DeAngelo, Linda.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2022.
504 $a Includes bibliographical references
520 $a This study explored the potential of a training intervention to build equity-minded capacity among practitioners in higher education. The goal of this Dissertation in Practice was to determine if a workshop grounded in organizational learning theory could be effective at changing practitioner language, beliefs, and practices around racial equity in student success. In their efforts to understand and address retention of Black students, Westminster College practitioners were engaging in practices that reify racial inequity in student outcomes. Racial equity persists as a problem throughout higher education; therefore, Westminster College is not alone in its struggle to remedy the equity gaps in student success (Banks & Dohy, 2019; Ching, 2018; Johnson, 2013; McNair et al., 2020b). Because the focus of this study is to prepare practitioners to change their practice in equity-minded ways, the results of this study may have broad application in higher education.The training intervention brought together the frameworks of improvement science and organizational learning theory. Improvement science is an iterative methodology employed to define problems, understand systemic influences, apply and test interventions, and spread change (Bryk et al., 2015; Hinnant-Crawford, 2020). Double-loop learning, a component of organizational learning theory, is essential for examining the root causes of a problem and invites practitioner reflection such that beliefs and practices change (Argyris, 1991; Argyris & Schon, 1996). As such, improvement science and organizational learning theory collectively informed the intervention design so that practitioners might see the equity problem as a problem of practice. A third framework, Bensimon's (2005) cognitive frames (i.e., diversity, deficit, equity) was used to assist practitioners in recognizing the beliefs that both promote and hinder racial equity. The cognitive frames were also used to measure participants' pre- and post-intervention frames.Fifty practitioners, consisting of faculty, staff, and administrators, participated in a two-part, six-hour training intervention. Forty-six of those participants completed a pre-post-test which measured change in practitioners' beliefs across the discourse, orientation, and strategies associated with each cognitive frame. The results of this study demonstrate that practitioners' beliefs and assumptions can change and that the training is an effective way to promote this change.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Student behavior. $3 3682298
650 4 $a Enrollments. $3 3562827
650 4 $a Language. $3 643551
650 4 $a Higher education. $3 641065
650 4 $a Success. $3 518195
650 4 $a Intervention. $3 3435307
650 4 $a School environment. $3 541935
650 4 $a Athletic recruitment. $3 3556676
650 4 $a Motivation. $3 532704
650 4 $a Black students. $3 3685007
650 4 $a Racism. $3 519298
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Student retention. $3 3562829
650 4 $a Low income groups. $3 3562917
650 4 $a Stereotypes. $3 3563992
650 4 $a Multiculturalism & pluralism. $3 3558958
650 4 $a Race. $3 529036
650 4 $a Civil rights. $3 530268
650 4 $a African American studies. $3 2122686
650 4 $a Black studies. $3 2122689
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Multicultural education. $3 526718
650 4 $a Social psychology. $3 520219
650 4 $a Social structure. $3 528995
650 4 $a Sports management. $3 3423935
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0745
690 $a 0679
690 $a 0296
690 $a 0325
690 $a 0515
690 $a 0514
690 $a 0631
690 $a 0455
690 $a 0703
690 $a 0451
690 $a 0700
690 $a 0430
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertations Abstracts International $g 84-06B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30164012 $z click for full text (PQDT)