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Author: Michelle Trotman Scott
Publisher: IAP
ISBN: 1641138726
Category : Education
Languages : en
Pages : 261
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Book Description
A Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...
Author: Michelle Trotman Scott
Publisher: IAP
ISBN: 1641138726
Category : Education
Languages : en
Pages : 261
Get Book
Book Description
A Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...
Author: Michelle Frazier Trotman Scott
Publisher:
ISBN: 9781641138710
Category : Education
Languages : en
Pages : 260
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Book Description
"A Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more..."--
Author: Donna Y. Ford
Publisher: IAP
ISBN: 1681236990
Category : Education
Languages : en
Pages : 339
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Book Description
Rejection. Loss. Confusion. Pain. Our past and our future are intertwined. Each distinct memory becomes one life. What once hurt, eventually heals, and the lesson (or lessons) to be learned becomes one with our soul and our spirit. Our experiences provide strength instead of destruction. Our great-grandmothers, grandmothers, mothers -- all women of power who came before us -- were great descendants of the coastal lands of West Africa. They arrived in strange lands with their Gumbo - -their memories, rhythms, ingenuity, creativity, strength, and compassion. Their lived stories and conversation were recipes mixed with unique combinations of ingredients, dropped into the cast iron pot -- stirred, dropped in, seasoned, dropped in, stirred again, and again, and again, until done. This Gumbo is savory like the soul, carefully prepared, recipes rich with what our foremothers brought with them from their homeland. They brought the best of what they had to offer. Gumbo or Gombo is a Bantu word meaning ‘okra’. Okra is a rich vegetable that serves as the base (or gravy) for a delicately prepared stew. (Today’s Gumbo cooks use a ‘roux’ as the base- see the recipe on page 3). Gumbo’s West African origins have been modified over the past two centuries by people of varied ancestry: Native American, German, Spanish, and French (Moss, 2014). It is essential to understand the manner in which Gumbo is prepared: each ingredient must be placed into the stew at its specified time so that it can cook in and savor its own flavor. When completed, Gumbo is usually served over grits or rice. Gumbo has become a cornerstone of life in African-descended communities across the south and southwest spanning from South Carolina to Louisiana and Texas. Gumbo is a treasure… a reminder of the greatness that lived in the village in a time of strength and abundance…a reminder of the resilience and richness of our people over generations. This book -- a collection of memoirs written by Women of Color is shared to inspire and motivate readers. The authors of these precious, soulful stories are from across the globe and represent various backgrounds and professions. What these women have in common, though, is their drive to tell their story. Stories of pain, discovery, strength, and stories of beginnings. Many of the experiences, as difficult as they may have been, made the women who they are today. Telling these stories to a new generation will empower and encourage them in their experiences no matter how troubling or challenging (Harris, 2015). These stories, like our foremothers offering their Gumbo, present the best these women have to offer. These authors want the world to know that deep inside of each of us is a rich, vibrant, purposeful beginning. As our lives develop and we are “stirred and stirred again”, like Gumbo, our experiences begin to shape who we are and who we become. When the stirring is complete, a comforting meal -- one that says no matter what has gone into the dish, it’s going to be amazingly magnificent!! The authors hope these stories will inspire and motivate girls and Women of Color to trust their experiences -- whether good or bad -- to help them become. Our becoming means that after all that life has thrown our way, we are strong, purposeful, and powerful people who are a great treasure to a world that sometimes rejects and ignores our existence. Embedded in this book are stories of abuse and triumph, sadness and victory, disappointment and resilience, discovery and victory. We are very proud to be the keepers of these rich recipes. They represent the first in what we hope will become a collection or series of inspirational memoirs that will be shared to help others live out their destiny and become the women they were born to be.
Author: Nicole M. Joseph
Publisher: IAP
ISBN: 164113965X
Category : Education
Languages : en
Pages : 169
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Book Description
This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Author: Brian L. Wright
Publisher: IAP
ISBN: 1648027490
Category : Education
Languages : en
Pages : 125
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Book Description
This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
Author: Fernanda Hellen Ribeiro Piske
Publisher: IAP
ISBN: 1648028616
Category : Education
Languages : en
Pages : 225
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Book Description
Acts of bullying and victimization experienced by gifted individuals is a seriously neglected problem, leaving many of these students emotionally shaken and subject to extreme anxiety and depression. Even more, based on certain common characteristics of giftedness in particularly, some gifted individuals can find themselves very vulnerable to bullying, which can cause even more difficulties in their interpersonal relationships and development. Despite its importance in the social-emotional wellness and mental health of gifted children, many related books do not discuss bullying as a primary or exclusive topic for students with high abilities. Identifying, Preventing, and Combating Bullying in Gifted Education provides a critical review and expanded context within gifted education to include social, emotional, and cultural (SEC) components of the bullying phenomenon. It offers a global, multidisciplinary perspective and has the differential of helping all stakeholders of gifted education and programming identify, prevent and combat different forms of bullying and other aggressive behaviors that negatively impact the quality of education for all gifted students. It presents a balance between theoretical, methodological and empirical chapters with research, testimonies and experiences of the authors, clients, and students shared. Structured and integrated around a coherent central theme, an additional introduction stages the three sections of the book with each of the chapters strategically crafted to better equip readers with ways to identify, prevent and intervene in actions of bullying in gifted education. Specifically, it serves as a fundamental resource for educators, teacher-trainers, mental health professionals, and families of gifted students at all grade levels. As a call to action, this book aims to better equip readers as advocates in their service to all students, and gifted students in particular. Research-based content and topics include identifying the aggressors, the victims, and the bystanders of bullying; peer-to-peer bullying; in-depth, personal, and global look at the relationship between giftedness, vulnerable populations, and bullying; gifted and talented education policy and practices that foster a micro-aggressive environment; and issues of equity for special populations, such as underrepresented student in gifted education. Culminating a unique and more comprehensive perspective, the contributors are internationally recognized and award winning experts who have committed their professional life to work that positively impact the emotional well-being of students as a critical element to their cognitive and talent development. Leading authors and specialists from around the world, and from different academic disciplines and backgrounds to include education, engineering, physics, counseling, and psychiatry are featured.
Author: Venus E. Evans-Winters
Publisher: IAP
ISBN:
Category : Social Science
Languages : en
Pages : 109
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Book Description
The contributors of this volume share with the scholarly community how they have learned to strive, resist, adapt, and re-conceptualize Black women's mental health and labor during the dual pandemics of white supremacy and COVID-19. This book is unique in that it calls for the contributing authors to draw upon and reflect on the use of sisterhood and a literacy circle to cope with an economic crisis, mass death, and racial battle fatigue during a worldwide pandemic. Specifically, the invited authors draw inspiration from Venus E. Evans-Winters' book Black Feminism in Qualitative Inquiry: A Mosaic for Writing Our Daughter's Body as an exemplar of research that both centers the issues and concerns of Black women scholar-practitioner-activists and presents a methodology consistent with Black feminist ways of knowing and expressions. Evans-Winters' theoretical and methodological writings are among the first works in research and gender studies that have successfully interwoven Black feminists' politics, spirituality, and Africanism with educational research and thought. Using constructed stories from the authors’ personal narratives, Black Women Mothering and Daughtering During a Dual Pandemic: Writing Our Backs addresses themes pertinent to Black women's lives, including our socialization and socio-emotional development, mother/daughter and other mother-daughter relationships, navigating the racial politics of schooling, friendships, survivorship, and grief using non-normative methodological concepts and practices. The authors explore concepts such as daughtering, politicking, mother speak, and cultural exchange while employing linguistic expressions such as prose, text messages, dialogue, and personal narrative—firmly planted in authentic Black womanist aesthetics. Furthermore, the authors highlight and demonstrate why and how they utilize reading and Black women's literary works to critically reflect, meaningfully write, heal, and do their work in times of peril (Morrison, 2019). More specifically, this book explores how the authors draw from Black women's cultural literacies in teaching, healing, mentoring, and activism. How are Black women's literary works as a body of knowledge used in healing spaces to marshal new or forgotten healing methodologies, cultural frame of references, and spiritual awakenings? The contributing authors address this question from multiple perspectives, such as education, social work, and psychology. Collectively, the authors advance Black women's mental wealth as a theoretical and methodological healing modality that meets their multiple identities as spiritual and cultural beings, educators, daughters, mothers, sisters, healers, and social activists. This is the first anthology to explore how Black women's literacy during a state of racial unrest and resistance alongside a global health pandemic shapes our cultural knowledge, ways of coping, and spiritual endeavors across varied-and often ambiguous contexts.
Author: Logan, Stephanie R.
Publisher: IGI Global
ISBN: 1668446278
Category : Education
Languages : en
Pages : 280
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Book Description
Black women in higher education continue to experience colder institutional climates that devalue their presence. They are relied on to mentor students and expected to commit to service activities that are not rewarded in the tenure process and often lack access to knowledgeable mentors to offer career support. There is a need to move beyond the individual resistance strategies employed by Black women to institutional and policy changes in higher education institutions. Specifically, higher education policymakers and administrators should understand and acknowledge how the race and gender makeup of campuses and departments impact the successes and failures of Black women as they work to recruit and retain Black women graduate students, faculty, and administrators. Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation provides a collection of ethnographies, case studies, narratives, counter-stories, and quantitative descriptions of Black women's intersectional experience learning, teaching, serving, and leading in higher education. This publication also provides an opportunity for Black women to identify the systems that impede their professional growth and development in higher education institutions and articulate how they navigate racist and sexist forces to find their versions of success. Covering a range of topics such as leadership, mental health, and identity, this reference work is ideal for higher education professionals, policymakers, administrators, researchers, scholars, practitioners, academicians, instructors, and students.
Author: Craig L. Frisby
Publisher: Springer Nature
ISBN: 3031291484
Category : Psychology
Languages : en
Pages : 948
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Book Description
This book examines the traditional assumptions made by academics and professionals alike that have embedded sociopolitical biases that impede practice. and undermine efforts to achieve an objective scientific status. If allowed to go unchallenged, the credibility of psychology as a discipline is compromised. This contributed volume thoroughly and comprehensively examines this concern in a conceptually and empirically rigorous manner and offers constructive solutions for minimizing undue political influences within the field of psychology. Societies in the 21st century desperately need reliable psychological science, but we don’t have it. This important volume explains one of the main reasons why we are making little progress on any issue that gets contaminated by the left-right culture war: because the field of psychology is an enthusiastic member of one of the two teams, so it rejects findings and researchers who question its ideological commitments. The authors of this engaging volume also show us the way out. They diagnose the social dynamics of bias and point to reforms that would give us the psychology that we need to address 21st century problems. Jonathan Haidt, Thomas Cooley Professor of Ethical Leadership, NYU—Stern School of Business and author of The Righteous Mind The boundaries of free speech, censorship, moral cultures, social justice, and ideological biases are among the many incendiary topics discussed in this book. If you are looking for a deep-dive into real-world contemporary controversies, Ideological and Political Bias in Psychology fits the bill. The chapters are thoughtful and thought-provoking. Most readers will find something to agree with and something to rage at in almost every chapter. It just may change how you think about some of these topics. Diane F. Halpern, Professor of Psychology Emerita, Claremont McKenna College and Past President, American Psychological Association Unless the political left is always correct about everything (in which case, we wouldn’t need to do research; we could just ask a leftist), the growing political monoculture of social science is a major barrier to our search for the truth. This volume shows how ideological bias should be treated as a source of research error, up there with classic methodological flaws like non-random assignment and non-blind measurement. Steven Pinker, Johnstone Professor of Psychology, Harvard University, and the author of Rationality An important read for academics curious about how their politics fashions beliefs that too often are uncritically taken for granted, and for non-academics wondering why we can't shake off the politics that so influences scientific work. Vernon Smith, Nobel Laureate in Economic Sciences and George L. Argyros Chair in Finance and Economics, Chapman University Advances and deepens empirically rigorous scholarship into biased political influences affecting academic and professional psychology. Offers constructive solutions for minimizing undue political influences within psychology and moving the field forward. Serves as a resource for psychological academicians, researchers, practitioners, and consultants seeking to restore the principles of accurate science and effective practice to their respective areas of research.
Author: Yvonne Perret
Publisher: Pelican Publishing Company, Inc.
ISBN: 9781589809079
Category : Humor
Languages : en
Pages : 146
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Book Description
A yat is a resident of one of several New Orleans neighborhoods whose phraseology and pronunciation are distinctive (from "where y'at?"). This collection of humorous essays explores how New Orleans words confound computer spell-check programs, how to experience your first Mardi Gras, how to comport yourself at a crawfish boil, and many other endearing aspects of life in the Crescent City.
