Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
275
result(s) for
"Marybeth Gasman"
Sort by:
Race, gender, and leadership in nonprofit organizations
\"This volume centers on the lives and experiences of female and African American leaders of foundations and nonprofits. Contributors to the volume examine race and gender as constructs and provide a theoretical background for understanding their effect on the psycho-social development of the individuals. They explore their family backgrounds and childhood experiences as well as the impact of education on their lives and future leadership\"-- Provided by publisher.
Book
Candid Advice for New Faculty Members
Acknowledgments Preface Introduction: Reflections on My Journey to the Professoriate 1.You Got the Offer, Now What?2.How to Plan a Research Agenda and Publish 3.How to Teach at Your Best 4.How Do I Manage Service?5.Advising for Success 6.Do I Have to Apply for Grants?7.Surviving Faculty Politics 8.
eBook
Educating a diverse nation : lessons from minority-serving institutions
Anchored in a study conducted at twelve minority-serving institutions (MSIs), Conrad and Gasman turn a spotlight on the challenges facing nontraditional college students and highlight innovative programs and practices that are advancing students' persistence and learning. --From publisher description.
Book
Backtalk: Minority-Serving Institutions: Leaders in teacher education innovation
The clinical experience is one of the most important parts of teacher education, but many teacher candidates have little field experience before becoming teachers or have field experience that it reserved for the end of their program and is disconnected from their coursework. Alice E. Ginsberg, Marybeth Gasman, and Andrés Castro Samayoa share how Minority-Serving Institutions (MSIs) are developing teacher education models that enable candidates to spend more time in preK-12 classrooms throughout their education and to see how their university-level coursework connects to classroom practice. Because MSIs prioritize connecting to the community, instead of focusing primarily on research and publishing, teacher educators are able to spend more time at school sites, solidifying the connection between teacher education and the preK-12 classroom.
Journal Article
HBCU
Showcases the role HBCUs play in empowering Black students, fostering economic development, building community, and mentoring leaders and activists.Historically Black Colleges and Universities (HBCUs) play a pivotal role in promoting social and economic mobility for African Americans and in mentoring the next generation of Black leaders. In HBCU, Marybeth Gasman and Levon T. Esters explore the remarkable impact and contributions of these significant institutions.Through inspiring personal stories and extensive research, Gasman and Esters showcase how HBCUs have mentored generations of leaders and scholars, fostering a collaborative culture of success and empowerment. These schools shape and propel Black students into leadership and intellectual roles where they have a major impact on medicine, literature, law, higher education, art, sports, and business. HBCUs also have a profound impact on local communities and economic development that extends far beyond the classroom. This book sheds light on the unique cultures and identities nurtured within HBCUs while emphasizing the importance of philanthropic support and alumni engagement in maintaining these important institutions. Despite their positive contributions to society, HBCUs face specific challenges like securing adequate funding and support, small endowments, and accreditation. Gasman and Esters sound a compelling call to action and outline practical steps for sustaining HBCUs' invaluable legacy.
eBook
The Effect of Enrolling in Minority Serving Institutions on Earnings Compared to Non-minority Serving Institutions
As policymakers along with students and families demand information related to the return on investment in postsecondary education, it is critical to empirically assess the relationship between enrollment in higher education and future earnings. Previous research into the impact of college attendance on future income mostly focuses on selective institutions. This study contributes to this literature by analyzing the effect of enrolling in a Minority Serving Institution (MSI) on earnings compared to non-MSIs using propensity score matching and logistic regression. Using data derived from the College Scorecard and other sources, we find that those enrolling in some categories of MSIs have higher earnings when compared to those who enroll in non-MSIs. This is particularly true of Asian American Native American Pacific Islander Serving Institutions in most earnings categories as defined by the College Scorecard. Other MSI categories yielded mixed results. We do not find evidence for a negative relationship between MSI enrollment and different levels of future earnings. We conclude that enrollment in MSIs does not inhibit student success as defined by workforce earnings as is often argued by those critical of institutions that tend to be broad access.
Journal Article
Envisioning black colleges
The multifaceted story of the UNCF. Winner, Outstanding Publication Award, American Educational Research Association Etched into America's consciousness is the United Negro College Fund's phrase \"A mind is a terrible thing to waste.\" This book tells the story of the organization's efforts on behalf of black colleges against the backdrop of the cold war and the civil rights movement. Founded during the post–World War II period as a successor to white philanthropic efforts, the UNCF nevertheless retained vestiges of outside control. In its early years, the organization was restrained in its critique of segregation and reluctant to lodge a challenge against institutional and cultural racism. Through cogent analysis of written and oral histories, archival documents, and the group's outreach and advertising campaigns, historian Marybeth Gasman examines the UNCF's struggle to create an identity apart from white benefactors and to evolve into a vehicle for black empowerment. The first history of the UNCF, Envisioning Black Colleges draws attention to the significance of black colleges in higher education and the role they played in Americans' struggle for equality.
eBook
Senior Level Administrators and HBCUs: The Role of Support for Black Women’s Success in STEM
While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators’ engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students’ motivation toward success. We also highlight the notion that senior level administrators’ role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math (STEM) fields. The study used semi-structured interviews with 71 Black women STEM students across 10 HBCUs and asked questions to better understand how events in their lives and on their campuses shaped their choice to pursue and persist through a STEM degree program. The study found that the women were highly motivated by their HBCUs’ family-like community of support. Integral to this article, this support was not confined to professors and peers, but extended to senior administrators. We conclude that Black women STEM students’ perception of their ability to succeed and their motivation is influenced by the institutions’ senior administration.
Journal Article
The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions
Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state's community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment quotas for the California State University and University of California segments. We assess enrollment, finance, transfer, persistence, and completion measures to answer our primary research questions. While we find challenges for MSI students advancing to the completion of a 4-year degree, our findings also demonstrate that MSI community colleges can encourage minority student retention and associate's degree and certificate completion. By centering MSIs in the state policy context, this study brings to light the growing interrelated relationship between federal and state efforts to reduce racial inequality in higher education.
Journal Article
'It Takes a Village to Raise a Child': The Role of Social Capital in Promoting Academic Success for African American Men at a Black College
Historically Black colleges and universities (HBCUs) were created to provide educational opportunities for African Americans when other higher education venues restricted their participation. HBCUs are credited with nurturing and producing leaders who embraced W. E. B. Du Bois's concept of the \"Talented Tenth,\" and exhibiting fortitude in advancing social equality for all. Over the years, as legalized segregation was overturned and efforts were made to expand opportunities for African Americans, some have questioned the continuing need for HBCUs. A study of 11 African American men attending a public, urban HBCU, indicated that the university's rich supply of social capital (a direct consequence of its mission and history) makes it a unique fixture in the landscape of higher education, one whose special features have not been replicated by historically White institutions.
Journal Article