Browsing by Author "Mutegi, Jomo"

Now showing 1 - 8 of 8
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    Because I Am Human: Centering Black Women with Dis/abilities in Transition Planning from High School to College
    (2019-02) Cannon, Mercedes Adell; Thorius, Kathleen; Thompson, Chalmer; Mutegi, Jomo; Rogan, Patricia; Skelton, Seena
    There is a dearth of literature about post-secondary transition experiences of Black women with dis/abilities (BWD). In this qualitative study, I explore transition experiences of five post-secondary BWD from high school to college in order to privilege her chronicles and narratives as knowledge. In addition, two urban public high school transition coordinators (TC) participated in the study. Three inquiries guided my dissertation: (1) features of educational experiences narrated by BWD, (2) features of transition services provided to students with dis/abilities, including roles of and approaches as described by the TCs, and (3) how BWD narratives may be leveraged to critique and extend transition services as the TCs described them. I engaged in three semi-structured interviews with six of the seven participants (one interview with the seventh). I drew from Disability Studies/Disability Studies in Education (DSE), Critical Race Theory, and Womanist/Black Feminist Theory and their shared tenets of voice and counternarratives and concepts of social construction and falsification of consciousness to analyze the narratives of BWD participants. I drew from the DS/DSE tenet of interlocking systems of oppression, DisCrit tenet three, race and ability, and constructs of Inputs and Outcomes in work on Modeling Transition Education to analyze the TCs’ narratives and in connection to the narratives of the BWD. Across both sets of participants, three themes in the form of Truths emerged; they were terrible and sticky experiences of racial/dis/ability oppression for the BWDs and, imposing of whiteness and normalization within the transition education practices described by the TCs. For the BWD, those terrible and sticky truths took three forms: (a) Pathologization; (b) Disablement; and (c) Exclusion. Another type of truth in the BWD’s narratives, however, was Subverted Truths: (re)defined identities and radical love, (re)placed competence and knowledge, and (revalued sisterhood and community, the ways of pushing back and resisting the Truths and their effects. I discuss implications for BWD post-secondary transition-planning-and-programming theory, research, policy, practice, praxis, and spirituality.
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    Co-Constructing Identity: A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations
    (2023-10) Bhathena, Catherine Dontie; Teemant, Annela; Lester, Jessica; Mutegi, Jomo; Medina, Monica; Wiley, Craig
    Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of discourse and identity in changing instructional practices. In this comparative case study, I will analyze the identity discourses of teachers and an instructional coach, myself, to investigate the interplay between coach and teacher identity and how identities and instructional practice are intertwined. The overarching research question guiding this study is How do the teachers and I, the coach, co-construct our identities in coaching conversations focused on changing instructional practices to benefit multicultural/multilingual learners? Findings in this study include that 1) teacher identity is inseparable from teacher learning, 2) coach identity is inseparable from coach learning, and 3) the interplay of coach and teacher identities impacts coaching conversations. My findings here support the need for more theorizing and research on the interplay of coach and teacher identities. My findings also indicate the need for intentional coach professional development focused on coach identity development and understanding of how teacher identity is intertwined with coach identity and the effectiveness of coaching as professional development.
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    Creating the STEM Education Research Institute: SERI
    (Office of the Vice Chancellor for Research, 2013-04-05) Feldhaus, Charlie; Gavrin, Andy; Mutegi, Jomo
    SERI, The STEM Education Research Institute, is a new initiative of the Office of the Vice Chancellor for Research, based on collaboration among the Schools of Science, Education, and Engineering and Technology. This presentation will provide an overview of the mission, vision, and goals of SERI. It will also detail the organizational structure and leadership of SERI, and describe some of the initial projects SERI has undertaken. SERI offers a range of support to all IUPUI faculty interested in STEM Education research, including project development, evaluation, and dissemination. We are particularly interested in meeting researchers who wish to create educational components associated with new or ongoing research projects.
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    Growing the STEM Teacher Workforce: A Focus Group Study of the Career Considerations of High-Achieving, Underrepresented, High School Students
    (Faculty Research Symposium, Marian University, 2018) Smith-Mutegi, Demetrice; Mutegi, Jomo; Morton, Crystal
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    The Impact of Hip-Hop Instruction on Students in Urban Settings
    (Office of the Vice Chancellor for Research, 2013-04-05) Dowdell, Tayana; Mutegi, Jomo
    Recent years have seen an increased focus on urban education. With this increased interest there has been a movement towards identifying classroom instructional practices that are aimed at appealing to more diverse student populations. Hip-Hop pedagogy is offered as an instructional approach that has the potential to reach diverse populations of students in urban settings. However, despite the argument that hip-hop based classroom instruction resonates well with urban youth, there is relatively little scholarship that empirically verifies the relationship between hip-hop instructions to student learning. Given the proliferation of negative images portrayed of African Americans and negative messages advocated in this genre, we seek to explore the impact of Hip-Hop pedagogy on students learning. Specifically, we will explore the impact of hip-hop instruction on three aspects of student learning: engagement, concept mastery and identity formation. The purpose of this study is to add to the knowledge base an understanding of the impact of hip-hop instruction on students learning, particularly those in urban settings. The study was executed using an experimental design model, and a quantitative data analysis approach is being conducted on the data collected. Implications from findings could impact classroom practices for K-12 educators working with students in urban settings.
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    Reframing parental involvement of black parents: black parental protectionism
    (2016-05-11) Moultrie, Jada; Scheurich, James Joseph; Lopez, Gerardo; Mutegi, Jomo; Scribner, Samantha; Waterhouse, Carlton
    In 1787, Prince Hall, a Revolutionary War veteran, community leader, and Black parent, petitioned the Massachusetts legislature on behalf of Black children demanding a separate “African” school. Hall claimed that Black children were met with continuous hostility and suffered maltreatment when attending White controlled schools. Many have documented similar claims and actions by Black parents throughout history. These experiences present a consistent insidious counter-narrative of parental involvement challenging the notion of race neutral schools but congruently demonstrate a racial phenomenon in the purview of parental involvement that is undertheorized. Considering these experiences, my central research question was, how is one involved as a Black parent in their child’s education? Among 16 sets of Black parents, this study explored the relationship between race, racism, parental involvement using critical race theory (CRT), and critical qualitative research methods. Findings indicate that Black parental involvement included the consideration of how race and racism in schools may impact, at the very least, their children’s academic achievement, which led to two means of protection of their children from anticipated or experienced school related racism; racial socialization, which was chiefly exercised as involvement at the home level, and racial vigilance, which seemed to be a pervasive form of involvement at the school and home level. I consider the totality of these parental involvement means, Black parental protectionism drawing from Mazama and Lundy conception of racial protectionism. This finding should reframe our understanding of parental involvement but the implications of Black parent protectionism suggest that Black children need protection from racist institutions. When considering the treatment of Black children in White dominated schools over the last four centuries, perhaps Black parents have been their children’s only saving grace to escape the continuous racial maltreatment in schools through time. Instead of falling into traditional research paradigms, which typically relate involvement to achievement, this study concludes with questioning if Black children can receive an optimal education in a pervasive system of racism in schools regardless of Black parental protectionism.
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    "Returning to the Root" of the Problem: Improving the Social Condition of African Americans through Science and Mathematics Education
    (TRACE, 2017-04-14) Pitts Bannister, Vanessa; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Deborah; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.
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    “Returning to the Root” of the Problem: Improving the social condition of African Americans through Science and Mathematics Education
    (Catalyst, 2017) Pitts Bannister, Vanessa R.; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Debra D.; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.