T B Jones
Biographic Data
| ID | 4015937 |
|---|---|
| NAME | T B Jones |
| GIVEN NAMES | T B |
| FAMILY NAME | Jones |
| SIGNATURE | JONES T B |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0003-1877-1586 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“They Accept You the Way You Are”: How STEM Professional Counterspaces Support Women of Color in Academia
Structural racism and sexism in science, technology, and engineering (STEM) create unique challenges for women of color (WOC) faculty, shaped by the intersections of race, gender, and cultural identity. Research indicates that STEM departments often fail to provide WOC with adequate resources for career advancement, financial and logistical support, and mentoring. Consequently, many WOC navigate academic spaces in isolation, as departments lack b…
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform
Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members’ perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main component…
Student Self-Determination following Developmental Education Reform in Florida's Community Colleges
Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence u…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration
This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education admin…
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
Trends of Non-Accidental, Cardiovascular, Stroke and Lung Cancer Mortality in Arkansas Are Associated with Ambient PM2.5 Reductions
The cardiovascular and stroke mortality rates in Arkansas are among the highest in the USA. The annual trends of stroke and cardiovascular mortality are barely correlated to smoking cessation; while the prevalence of risk factors such as obesity; cholesterol and hypertension increased over the 1979-2007 period. The study determined the effect of chronic exposure to PM2.5 on non-accidental; cardiovascular; stroke and lung cancer mortality in Arkan…
Who's Got Next: Sota's Kemet Academy as a Model to Improve the Community College to PhD Pipeline
Denise Davis-Maye, Dannielle Joy Davis, Tamara Bertrand Jones, Who's Got Next: SOTA's KEMET Academy as a Model to Improve the Community College to PhD Pipeline, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 243-254
Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate
Tamara Bertrand Jones, JeffriAnne Wilder, La’Tara Osborne-Lampkin, Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 326-338
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate
Tamara Bertrand Jones, JeffriAnne Wilder, La’Tara Osborne-Lampkin, Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 326-338
Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration
This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education admin…
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
Who's Got Next: Sota's Kemet Academy as a Model to Improve the Community College to PhD Pipeline
Denise Davis-Maye, Dannielle Joy Davis, Tamara Bertrand Jones, Who's Got Next: SOTA's KEMET Academy as a Model to Improve the Community College to PhD Pipeline, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 243-254
Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate
Tamara Bertrand Jones, JeffriAnne Wilder, La’Tara Osborne-Lampkin, Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 326-338
Trends of Non-Accidental, Cardiovascular, Stroke and Lung Cancer Mortality in Arkansas Are Associated with Ambient PM2.5 Reductions
The cardiovascular and stroke mortality rates in Arkansas are among the highest in the USA. The annual trends of stroke and cardiovascular mortality are barely correlated to smoking cessation; while the prevalence of risk factors such as obesity; cholesterol and hypertension increased over the 1979-2007 period. The study determined the effect of chronic exposure to PM2.5 on non-accidental; cardiovascular; stroke and lung cancer mortality in Arkan…
Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration
This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education admin…
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
Student Self-Determination following Developmental Education Reform in Florida's Community Colleges
Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence u…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform
Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members’ perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main component…
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects ar…
“They Accept You the Way You Are”: How STEM Professional Counterspaces Support Women of Color in Academia
Structural racism and sexism in science, technology, and engineering (STEM) create unique challenges for women of color (WOC) faculty, shaped by the intersections of race, gender, and cultural identity. Research indicates that STEM departments often fail to provide WOC with adequate resources for career advancement, financial and logistical support, and mentoring. Consequently, many WOC navigate academic spaces in isolation, as departments lack b…
Political science (7 works) · Higher Education Research Studies (6 works) · Sociology (6 works) · Higher education (5 works) · Pedagogy (4 works) · Public relations (4 works) · Career Development and Diversity (3 works) · Medicine (3 works) · Mentoring and Academic Development (3 works) · Psychology (3 works)