"The Effect of Achievement Goals on Moral Attitudes in Young Athletes. " Journal of Sports Science & Medicine, vol. 9, no. 4, Dec. 2010, pp. 605-611. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=afh&AN=70083591&site=ehost-live. The second article by author Carloc E. Gonçalves discusses “The effect of achievement goals on moral attitudes in young athletes” from the database Ebscohost purpose to access the hypothesis that achievement goal orientations will predict sportsmanship attitudes among young athletes.
This framework will allow me to better understand “the complexity of students’ experiences with power, privilege, and oppression” (Patton, Renn, Guido, & Quaye, 2016, p. 31). During my undergraduate years at Loyola, I worked in the office of First and Second Year Advising as a Peer Advisor in the University 101 classroom. I taught a Bridge to Loyola course in which many of my students were first-generation students of color. Looking back on my experience, I now realize how I could have used the framework of intersectionality, or Critical Race Theory (CRT), in order to give these students a more meaningful classroom experience. CRT acknowledges that those in student development must “consider their own race and its intersections with other social identities […] as well as the social identities of research participants” (Patton et al., 2016, p. 28).
When linguistics want to mention the AAVE they refer to it either as “Black English” or as African American English (AAE) ,or as AAVE that is more polite. Theoretically scholars who prefer to emphasize the nationality of the black Americans and correlate their speech with countries such as Nigeria, Jamaica etc. Nevertheless, the most common term to use is the Ebonics. (Rickford, 2012)
(2009), The sports imagery questionnaire for children (SIQ-C), Measurement in physical education and exercise science. Martin, K.A., Moritz, S.E., Hall, C.R. (1999), Imagery use in sports: a literature review and applied model, the sport psychologist journal, volume 13, p245-268. Munroe-Chandler, K.J., Giacobbi, P.R., Hall, C., Weinberg, R. (2000), the four W’s of imagery use: where, when, why and what, the sports psychologist journal, volume14, p119-137. Munroe-Chandler, K.J., Hall, C., Fishburne, G., Strachan, L. (2007), where, when and why athletes use imagery: an examination of developmental differences, Research Quarterly for Exercise and Sport, volume 78, Issue 2, p103-116.
Journal of Negro Education, 49(3), 352-352. Retrieved December 8, 2014, from JSTOR. Jencks, C., Smith, M., Acland, H., & Bane, M. (1972). Inequality: A reassessment of the effect of family and schooling in America.
Retrieved from http://www.sectiononewrestling.com/documents/sports_psychology_maintaining_motivation.html Belger, A. (2012). The Power of Community: CrossFit and the Force of Human Connection. Victory Belt Publishing: California. Returning to Self: The Anxieties of Coming Back After Injury. In Andersen, Mark B. (Ed), (2005).
The self-fulfilling prophecy is a concept that I have always found fascinating. It is difficult to understand how the expectations of others can have such an influence in one’s performance at work or school, but there are numerous researches that indicate a relationship between teachers’ expectations and their students’ performance. Teachers’ expectations are not the only source of influence in students’ performance. In the Independent Lens film American Denial, first aired by Public Broadcasting Service (PBS) on February 23, 2015, the authors explain how stereotypes have a strong impact in education.
Reason as to why he spoke continued- “Reconstruction and Its Aftermath.” Reconstruction and Its Aftermath, a Part of the African American Odyssey Exhibition, Is about the Difficulty Free Blacks Faced during the Reconstruction Period., memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html. Accessed 26 Apr.
Johnson, D. (2007) Color Psychology [Online], Available: http://www.infoplease.com/spot/colors.html [8 April 2015] Kantra, D.S. (2011) Colors Influence Mood [Online], Available: http://psychdigest.com/colors-influence-mood/ [8 April 2015] Airey, D. (2006)
Before attending Professor Purdie-Vaughns lecture on the impact of stereotypes on identity, I thought her discussion would be more experience based, emphasizing different people’s encounters with stereotypes. However, the lecture focused more on the psychology behind how humans respond to stereotypes by presenting experiments and factual information. The majority of Professor Purdie-Vaughns lecture was spent explaining an experiment where 7th graders were either asked to explain their most important values or their least important values. Following the students until they graduated from high school, the experiment concluded that African Americans who were asked to identify their most important values were more likely to enroll in college
Students with a blue-collar background have different universities experiences and Stephens, Fryberg, Markus, Johnson, and Covarrubias, (2012) ask the question on the experiences and how they were more likely to have grown up with different rules the game. A number of these students are First-generation college students. First-Generation college students (a.k.a. First-Gen) is a term that refers to someone whom is the first within their eminent families minus siblings to attend a college/university. First-gen students may face many disadvantages that counterparts (student’s whom eminent family has attended college minus siblings).
Lareau, A. (2011). Unequal childhoods: Class, race, and family life. Univ of California Press. In a country that is known for its equal opportunity for all, this research revealed the ways in which children are not given equal chances to be successful throughout their childhood.
Why go to college? College isn’t for everyone. However, studies have proven that college graduates earn 84% more than high school graduates in 2011. College can make the rest of your life a living dream. In addition to the promise of a higher salary, college offers a myriad of benefits to students who participate in the academic experience.
Recruiting and keeping teachers is difficulty, but attracting minorities into the profession is extremely difficult. As an African American teacher, I have a unique perspective on the topic of recruitment. My first year teaching I taught in a predominately white school, I was the only black teacher in the school luckily the assistant principal was also black and I was able to talk with her about specific things. Over the years, I have taught in four different schools in four different states, in three of the four schools I was the only minority teacher in the school. I have been at my current school for twelve years and during that time the number of African American teachers has increased to eight.