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Item Telling Our Story, Because No One Else Will: Cape Verdean Transnational Identity Formation as Knowledge Production(2015) Gibau, Gina SanchezSeemingly from birth, Cape Verdeans are charged by their elders to go forth and "tell their story." Yet the Cape Verdean story remains relatively unknown despite its relevance to world history and ongoing processes of globalization. Nevertheless, Cape Verdeans refuse to be rendered "statistically insignificant" in the American imagination. This article explores recent scholarship and personal standpoints produced by people exploring Cape Verdean transnational identity as a means of making their truths known, thus redirecting the recurrent scholarly gaze from its focus on knowledge production among anglophone diaspora communities to the equally-relevant lusophone experience.Item Diversifying biomedical training: A synergistic intervention(2010) Gibau, Gina Sanchez; Foertsch, Julie; Blum, Janice; Brutkiewicz, Randy; Queener, Sherry; Roman, Ann; Rhodes, Simon; Sturek, Michael; Wilkes, David; Broxmeyer, HalFor over three decades, the scientific community has expressed concern over the paucity of African American, Latino and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded "Bridges to the Doctorate (BRIDGES)" and "Initiative for Maximizing Graduate Student Diversity (IMGSD)" programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds.Item The politics of Cape Verdean American identity(1997-01) Gibau, Gina SanchezIn the United States, the idea of having a "choice" in the construction of identity is made problematic by the social constraints under which racial and ethnic minority groups live. One such constraint is the system of social classification that has historically polarized U.S. citizens and residents into aggregates of "Black" or "White," and more recently "White" and "non-White," through the hegemonic discourse of racial ascription. This discourse underlies the process of racialization whereby intragroup cultural differences are homogenized under the rubric of race. This phenomenon is most apparent in the contemporary ordering of Blacks, Latinos, Asian Americans and Native Americans into culturally homogenized groups through the U.S. Bureau of the Census. Although the U.S. system of racial classification has become less static over time, the federal government continues to officially classify persons according to race and ethnicity. The following essay explores the impact of self-identification and outside ascription on Cape Verdean American identity formation, which can be interpreted as Diasporic and transnational in nature. Specifically, I am interested in the ways in which Cape Verdean Americans, especially those of second and third generation, construct themselves as members of both the Cape Verdean and African American communities of the United States. This construction of what I and others have called "Cape Verdeanness" is manifested in a range of experiences and practices that embody the historical memory, politics and everyday, lived experiences of this racial/ethnic group.Item Faculty perceptions of multicultural teaching in a large urban university(2012-06) Bigatti, Silvia M.; Gibau, Gina Sanchez; Boys, Stephanie; Grove, Kathy; Ashburn-Nardo, Leslie; Khaja, Khadija; Springer, Jennifer ThoringtonAs college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed.Item Cape Verdean diasporic identity formation(2008) Gibau, Gina SanchezItem High‐Impact Practices: The Call for a Commitment to Quality Educational Experiences and Inclusive Excellence(2018) Springer, Jennifer Thorington; Hatcher, Julie A.; Powell, AmyItem Nanotechnology experiences for students and teachers (NEST): Enhancing teachers' self-efficacy and their understanding of STEM career opportunities(IEEE, 2017-10) Sorge, Brandon; Fore, Grant; Nunnally, Eric; Gibau, Gina Sanchez; Agarwal, Mangilal; Technology and Leadership Communication, School of Engineering and TechnologyThe Nanotechnology Experiences for Student and Teachers (NEST) summer learning opportunity at Indiana University-Purdue University Indianapolis (IUPUI) connects faculty, staff, and students from the Schools of Engineering and Technology, Science, and Education with high school teachers of STEM subjects in a two week teacher professional development experience. In the summer of 2016, eleven teachers participated in a series of NEST program activities that were designed to model instructional strategies while engaging the teachers in hands-on nanotechnology research experiences. Teachers were also provided tours and exposed to research being conducted and equipment being used in labs incorporating nanotechnology across campus. Additionally, the participants worked with other teachers involved in a Research Experiences for Teachers (RET) project, to develop nanotechnology lessons to incorporate in their classroom during the following school year. Primary outcomes from this professional development were not limited to the developed lessons. Data collected through pre- and post-content knowledge assessments and pre- and post-self-efficacy surveys (T-STEM), show statistically significant increases in teacher nanotechnology content knowledge, nanotechnology self-efficacy, science efficacy and beliefs, and understanding of STEM careers. Observations and focus groups also provided data on potential program enhancements to facilitate greater support and experiences for the participating teachers.Item Economic Impacts of Mass Incarceration on African American Families(Office of the Vice Chancellor for Research, 2016-04-08) Egunyomi, Ayobami; Tucker Edmonds, JosephMass incarceration refers to the high and growing rate of imprisonment amongst a particular population of people. The problem of mass incarceration is common among African Americans and has greatly affected their economic position and wealth accumulation over time. In light of this, the main objective of this study is to identify the economic impacts of mass incarceration on the families of the incarcerated. This research explores these impacts from two major perspectives: the direct impact on the family and children of the incarcerated and the impact on the incarcerated vis-à-vis the labor and education market. The primary method of research was through analyzing federal and state statistical information while referring to scholarly articles and literature. This study aims at fully assessing the economic impact of mass incarceration and identifying the best practices to lessen the negative impact. The goal of this research is to influence subsequent decisions and policies of the key players in the American Criminal Justice System on issues concerning incarceration of African Americans.Item Impact of Commercial Hip Hop/Rap Music Videos on Women of Color(Office of the Vice Chancellor for Research, 2016-04-08) Drewery, Marena; Henry Anthony, RondaThe purpose of this research project is to examine hip hop and rap’s portrayal of minority women and how that adversely affects the development of female identities. Young females of biracial or multiracial backgrounds are the targeted demographic of this research. The types of images as well as the cultural tolerance of these images presented in hip hop and rap music videos have changed significantly over the decades. The television channel MTV had created a platform for a visual component of music that had never existed before in the industry. Since demeaning lyrics have been a hot topic in the past, music videos are the main focus of this research. Women of color in videos are being objectified through their clothing, what they are saying, and their actions. The methodology for conducting this research is an examination of literature reviews of scholarly articles as well as an analysis of a sample size of popular videos from each decade since the creation of MTV in 1981.Item Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs(CBE, 2015) Gibau, Gina Sanchez; Department of Anthropology, School of Liberal ArtsQualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, midwestern, urban university. Document analysis of interview transcripts from program evaluations capture firsthand accounts of student experiences and reveal the need for a critical examination of current intervention programs designed to reverse the trend of underrepresentation in the biomedical sciences. Findings point to themes aligned around the benefits and challenges of program components, issues of social adjustment, the utility of supportive relationships, and environmental impacts.
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