WEDNESDAY, JUNE 26 SOCIALIZED SILENCE IN STUDENTS OF COLOR IN COMPOSITION CLASSES Mandy Geddes
This study is focused on the experiences of Students of Color in community college composition classes with the phenomenon of socialized silence. White Supremacy constructs in educational curriculum and practices, including classroom and teacher colorblindness, color-muteness, and curricular marginalization, devalue racial identity and culture and send clear value messages to Students of Color. Their educational experiences teach them that their voices do not matter and that they have nothing of value to say or add. As Students of Color internalize these messages of cultural and racial inferiority, they become silent. The purpose of this study is to understand socialized silence for Students of Color and how they have experienced that phenomenon in community college composition classes. This study will describe the experiences of silence through the lens of Culturally Sustaining Pedagogy and add to the body of knowledge about Culturally Sustaining Pedagogy. SERVICE-LEARNING AS TRANSFORMATIVE LEARNING FOR ALUMNI OF COLOR Tasia VanderVegt For Students of Color, racial identity plays a vital role in higher education experiences and spaces. Understanding the specific experiences of Students and Alumni of Color is critically important to understand the pedagogical effectiveness of service-learning. It is crucial to gather this information from the specific viewpoint of Alumni of Color to ensure that service-learning is inclusive and aids in creating a sense of belonging during their studies. COMMUNITY COLLEGE HEALTH SCIENCE STUDENTS’ PERCEPTIONS OF HEALTHCARE WASTE Shelley Mitchell This study will attempt to answer the research questions: How do community college health science students’ perceptions of healthcare waste (HCW) change after viewing a video containing art about the problem? How do students experience a moral shock/disorienting dilemma after viewing the video? How does their thinking about HCW transform? And how do their positionalities impact their responses?
ED.D. IN EDUCATIONAL SUSTAINABILITY
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