Browsing by Author "Mutegi, Jomo W."
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Item Experiences of African American students in pre-licensure schools of nursing: a qualitative descriptive study(2015-12-17) White, Barbara Jean; Ironside, Pamela M.; Dreifuerst, Kristina Thomas; Crowder, Sharron J.; Mutegi, Jomo W.Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.Item Hip-Hop and Mathematics: A Critical Review of Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum(2014-07) Davis, Julius; Bannister, Vanessa R.; Mutegi, Jomo W.Early HHBE [Hip-Hop Based Education] practices have taken place most often in language arts and English education classrooms because of rap music’s clear and intuitive connections to the written, spoken, and poetic word. However, researchers and practitioners must forge meaningful connections to other disciplines, including those (like math and science) that are alleged to be culturally neutral. (Hill & Petchauer, 2013, p. 3)Item Relevance and Beyond: The Role of Socially Transformative Curriculum in Science and Mathematics Education. Equity by Design(Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Mutegi, Jomo W.; Smith-Mutegi, DemetriceThe curriculum design of educational programs is pivotal to the success of Black students in mathematics and science. It is essential to implement a curricular approach that values the experiences of Black students. In this "Equity by Design" brief, we will provide an overview and framework of/for socially transformative curriculum, and discuss how it can help to rehumanize the mathematics and science learning experiences of Black students.Item Scientists in the Making: Promoting African American Students’ Interest in Science through Inquiry-based, Culturally Relevant Instruction(Clute Institute, 2011) Mutegi, Jomo W.; School of EducationThe low number of African Americans pursuing careers in the natural sciences has been (and continues to be) a concern for science educators. While science educators have sought to explain the science-career decisions of African Americans through research (Hager & Elton, 1971; Lewis, 2003; Lewis & Collins, 2001; Lewis & Connell, 2005; Lewis, Pitts, & Collins, 2002; Maple & Stage, 1991), we have also worked to increase African American representation in science through various intervention programs (Barisa & Holland, 1993; Carmichael & Sevenair, 1991; Hrabowski, 1999; Maton, Hrabowski, & Schmitt, 2000; Tobias, 1992). Unfortunately, the problem has been a resilient one and African Americans (comprising fewer than 2% of practicing, Ph.D.-holding scientists since 1977) continue to be underrepresented in science and science-related careers (National Science Board, 2000).Item The Snare of Systemic Racism and Other Challenges Confronting Hip-Hop Based Pedagogy(Columbia University, 2018) Mutegi, Jomo W.; Phelps-Moultrie, Jada A.; Pitts Bannister, Vanessa R.; School of EducationBackground: Although there has been a pronounced growth in hip-hop-based pedagogy (HHBP) scholarship in recent years, there has not been a concomitant critique of this growing body of work. As a consequence, much of this scholarship is best characterized as advocacy of HHBP. Purpose/Objective: The objective of this article is to promote critical discourse around the conceptualization and implementation of HHBP by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP. Research Design: To accomplish this objective, we provide an in-depth critique of Emdin and Lee’s (2012) article, “Hip-hop, the ‘Obama effect,’ and urban science education.” Through this critique, we first identify eight challenges posed by the authors’ argument, as well as the narrative that is the foundation of this argument. Conclusions/Recommendations: We conclude by presenting an alternate narrative of hip-hop as an instrument of systemic racism and offering suggestions as to how HHBP can be used in both research and practice to both avoid and counter systemic racism.Item The Snare of Systemic Racism and Other Challenges Confronting Hip-Hop-Based Pedagogy(EdLab, 2018-11) Mutegi, Jomo W.; Phelps-Moultrie, Jada A.; Pitts Bannister, Vanessa R.; School of EducationBackground: Although there has been a pronounced growth in hip-hop-based pedagogy (HHBP) scholarship in recent years, there has not been a concomitant critique of this growing body of work. As a consequence, much of this scholarship is best characterized as advocacy of HHBP. Purpose/Objective: The objective of this article is to promote critical discourse around the conceptualization and implementation of HHBP by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP. Research Design: To accomplish this objective, we provide an in-depth critique of Emdin and Lee’s (2012) article, “Hip-hop, the ‘Obama effect,’ and urban science education.” Through this critique, we first identify eight challenges posed by the authors’ argument, as well as the narrative that is the foundation of this argument. Conclusions/Recommendations: We conclude by presenting an alternate narrative of hip-hop as an instrument of systemic racism and offering suggestions as to how HHBP can be used in both research and practice to both avoid and counter systemic racism.Item Socially transformative science pedagogy for African American males: Dispatches from the vanguard(Institute for the Study of the African-American Child, 2012) Mutegi, Jomo W.; Morton, Crystal HillAlthough there is a significant body of work that underscores the importance of pedagogy aimed at being responsive to students’ unique racial, ethnic and cultural backgrounds, there is relatively little work that helps science practitioners to understand what this pedagogy looks like in practice. Drawing on Mutegi’s (2011) description of socially transformative mathematics and science curriculum and Ladson-Billings’ (1995) framing of culturally responsive pedagogy, this article describes a four-week summer science camp for African American adolescent males. The article employs the methodological approach of Critical Race Theory in order to illustrate for the reader what socially transformative and culturally relevant science instruction might look like in practice.