Copyright (c) 2013 University of Nebraska - Lincoln All rights reserved. http://digitalcommons.unl.edu/pocpwi10 Recent documents in 10th Annual National Conference (2005): Different Perspectives on Majority Rules en-us Thu, 24 Jan 2013 20:55:31 PST 3600 http://digitalcommons.unl.edu/pocpwi10/41 http://digitalcommons.unl.edu/pocpwi10/41 Thu, 21 Sep 2006 13:20:57 PDT This presentation will address challenges faced by an African American women from the North (New York City) teaching in a predominantly white institution in the South (Charlotte, North Carolina). Issues confronted include student expectations/instructor expectations; instructor’s presentation (e.g., style of dress, speech pattern and temp; interpersonal communication style); myths and half-truths about “Southern hospitality” and “Northern rudeness.”

]]> Carole A. Winston http://digitalcommons.unl.edu/pocpwi10/40 http://digitalcommons.unl.edu/pocpwi10/40 Thu, 21 Sep 2006 13:20:56 PDT This presentation suggests ways in which students of color can learn, through meaningful research experience, to place into proper context the “majority rules” of a predominantly white institution (University of Nebraska-Lincoln). This process will start with a grassroots experience in Haiti and will end with students incorporating that experience into the campus community.

]]> William T. Waters http://digitalcommons.unl.edu/pocpwi10/39 http://digitalcommons.unl.edu/pocpwi10/39 Thu, 21 Sep 2006 13:20:54 PDT This interactive workshop utilizes Critical Pedagogy, Image Theater, and Forum Theater in the instruction of race, human, and gender relations. It borrows from Paulo Freire and Augusto Boal’s concept of Humanizing Education. Praxis, the dialectical relationship between thought and practice, becomes the vehicle for establishing a problem solving process that leads to “Permanent Relationships.” Participants are encouraged to discover the missing gaps of human relations by overcoming the gap between the science of “knowing” and the art of “doing.” This workshop is designed for educators and community specialists who are willing to both give and receive new information about diversity through the interactive learning process.

]]> Franklin Titus Thompson http://digitalcommons.unl.edu/pocpwi10/37 http://digitalcommons.unl.edu/pocpwi10/37 Thu, 21 Sep 2006 13:20:53 PDT Retaining students of color has been a challenge at predominantly white institutions since the mid 1960s. This presentation includes findings from a qualitative approach from students of color attending a predominantly white institution in the Midwest. Included are the voices, implications for implementing changes, recommendations, and suggestions that are beneficial in working with this student population.

]]> Be Stoney http://digitalcommons.unl.edu/pocpwi10/38 http://digitalcommons.unl.edu/pocpwi10/38 Thu, 21 Sep 2006 13:20:53 PDT The goals of the presentation are to: 1) raise awareness about the “silent epidemic” of Alzheimer’s Disease and Related Disorders (ADRD) in the African American community and factors that influence caregivers’ decisions to seek help; and 2) present a proposed model of culturally responsive services based on African worldview.

]]> Dolores D. Tarver http://digitalcommons.unl.edu/pocpwi10/36 http://digitalcommons.unl.edu/pocpwi10/36 Thu, 21 Sep 2006 13:20:52 PDT This presentation will demonstrate how the striving and struggle for “equality” by non-white students (Blacks, Native Americans, Hispanics, and other groups) in predominantly white educational institutions have not achieved “equality” when they graduate. They have acquired an “equivalent” rank of “as if equal” non-white elite in a non-white world separate (de facto) and unequal that is an imitation of the white world. The socioeconomic hierarchy is an abstract, powerless dependent world in a colony-like state. The power that they have serves the white powerful ruling white group more than it serves the nonwhite community. The relationship between the white ruling group and the elitist non-white group is still dependent and parasited symbiotic. The non-whites have abstract privilege but no built entitlements. Their socioeconomic hierarchy is analogous to the imperial dependency as that exists in the Third World.

]]> William B. Stewart http://digitalcommons.unl.edu/pocpwi10/35 http://digitalcommons.unl.edu/pocpwi10/35 Thu, 21 Sep 2006 13:20:50 PDT This presentation will demonstrate how the striving and struggle for “equality” by non-white students (Blacks, Native Americans, Hispanics, and other groups) in predominantly white educational institutions have not achieved “equality” when they graduate. They have acquired an “equivalent” rank of “as if equal” non-white elite in a non-white world separate (de facto) and unequal that is an imitation of the white world. The socioeconomic hierarchy is an abstract, powerless dependent world in a colony-like state. The power that they have serves the white powerful ruling white group more than it serves the nonwhite community. The relationship between the white ruling group and the elitist non-white group is still dependent and parasited symbiotic. The non-whites have abstract privilege but no built entitlements. Their socioeconomic hierarchy is analogous to the imperial dependency as that exists in the Third World.

]]> Ida Stewart http://digitalcommons.unl.edu/pocpwi10/34 http://digitalcommons.unl.edu/pocpwi10/34 Thu, 21 Sep 2006 13:20:49 PDT Relationships and communication are two key factors that impact learning. The values and beliefs for some white, middle class, female, teachers contradict these factors with students of color, even greater for impoverished students. Included are strategies, students’ voices, and recommendations for effective relational and communicative techniques between these two groups.

]]> Katherine Sprott http://digitalcommons.unl.edu/pocpwi10/33 http://digitalcommons.unl.edu/pocpwi10/33 Thu, 21 Sep 2006 13:20:47 PDT Decision-makers and educators at all levels of our public education system need to assume roles that will serve as strong and unwavering voice for the students and families that our education system consistently fails. It is critically important that we recognize there are things that are terribly wrong with our education system and which obviously need fixing.

]]> Jose J. Soto JD http://digitalcommons.unl.edu/pocpwi10/32 http://digitalcommons.unl.edu/pocpwi10/32 Thu, 21 Sep 2006 13:20:46 PDT Predominantly white institutions have a responsibility to educate students for an engaged leadership role in respecting diversity domestically and globally. To do otherwise lessens the opportunity for academic excellence. She will provide diversity strategies for an engaged leader.

]]> Jane Smith Ph.D. http://digitalcommons.unl.edu/pocpwi10/31 http://digitalcommons.unl.edu/pocpwi10/31 Thu, 21 Sep 2006 13:20:45 PDT This power point presentation is a discussion of the participation levels in competitive swimming organizations. The presenter will suggest that African American participation in competitive swimming is far more frequent than generally believed.

]]> Eric H. Shanks http://digitalcommons.unl.edu/pocpwi10/30 http://digitalcommons.unl.edu/pocpwi10/30 Thu, 21 Sep 2006 13:20:44 PDT This session will provide an overview of mentoring and how it relates to Latino college students. Session participants will be provided with information about Latino demographics, a successful program at the University of Nebraska-Lincoln called NU Connections Mentoring Program, and an opportunity to hear from a student panel made up of current Latino college students.

]]> Cameya Ramirez http://digitalcommons.unl.edu/pocpwi10/29 http://digitalcommons.unl.edu/pocpwi10/29 Thu, 21 Sep 2006 13:20:43 PDT Sixty years ago baseball was a major business and cultural force for African Americans. But the end of the Negro Leagues and the desegregation of baseball heralded a new era that marked the beginning of a cultural drift between baseball and African Americans. This paper will explore the social factors embedded in the Negro Leagues that gave baseball cultural relevance for African Americans and what is impeding those factors from operating again.

]]> David C. Ogden http://digitalcommons.unl.edu/pocpwi10/28 http://digitalcommons.unl.edu/pocpwi10/28 Thu, 21 Sep 2006 13:20:42 PDT A cohort of tribal college faculty and tribal professionals are working toward graduate degrees in the biological sciences through a collaborative program nicknamed the “Prairie Ph.D.” Results to date show promise for graduate education targeted at American Indian communities. Program history, approach, and formative evaluation are discussed.

]]> Henry S. Miller http://digitalcommons.unl.edu/pocpwi10/27 http://digitalcommons.unl.edu/pocpwi10/27 Thu, 21 Sep 2006 13:20:41 PDT A cohort of tribal college faculty and tribal professionals are working toward graduate degrees in the biological sciences through a collaborative program nicknamed the “Prairie Ph.D.” Results to date show promise for graduate education targeted at American Indian communities. Program history, approach, and formative evaluation are discussed.

]]> Diane H. Rickerl http://digitalcommons.unl.edu/pocpwi10/26 http://digitalcommons.unl.edu/pocpwi10/26 Thu, 21 Sep 2006 13:20:40 PDT A cohort of tribal college faculty and tribal professionals are working toward graduate degrees in the biological sciences through a collaborative program nicknamed the “Prairie Ph.D.” Results to date show promise for graduate education targeted at American Indian communities. Program history, approach, and formative evaluation are discussed.

]]> Timothy J. Nichols http://digitalcommons.unl.edu/pocpwi10/25 http://digitalcommons.unl.edu/pocpwi10/25 Thu, 21 Sep 2006 13:20:39 PDT The fifth year of the New Millennium demands the Community of Faith to continue the dialogue of Richard Niebhur’s Christ and Culture, challenging the traditional belief “faith” cannot mutually coexist with culture, i.e., the true believer must always be choosing between the secular or sacred.

]]> L. C. Menyweather-Woods http://digitalcommons.unl.edu/pocpwi10/24 http://digitalcommons.unl.edu/pocpwi10/24 Thu, 21 Sep 2006 13:20:38 PDT This presentation will 1) provide knowledge and theory of caregivers as it relates to incarceration, 2) lead the participants through a description of the societal concern of grandparents raising grandchildren as caregivers, and 3) encourage participants to share their own experiences and ideas associated with care giving for children with parents incarcerated.

]]> Suzanne Mayo-Theus http://digitalcommons.unl.edu/pocpwi10/23 http://digitalcommons.unl.edu/pocpwi10/23 Thu, 21 Sep 2006 13:20:37 PDT This workshop explores issues surrounding faculty recruitment and research efforts of both faculty and students from multicultural perspectives. Presenters will utilize a panel perspective and lead audience discussion sharing tips from personal experiences.

]]> Jolie Ogg Graybill http://digitalcommons.unl.edu/pocpwi10/22 http://digitalcommons.unl.edu/pocpwi10/22 Thu, 21 Sep 2006 13:20:34 PDT This workshop explores issues surrounding faculty recruitment and research efforts of both faculty and students from multicultural perspectives. Presenters will utilize a panel perspective and lead audience discussion sharing tips from personal experiences.

]]> Charlene Maxey-Harris