Reitumetse Obakeng Mabokela
Dados Biográficos
| ID | 378149 |
|---|---|
| NOME | Reitumetse Obakeng Mabokela |
| PRENOMES | Reitumetse Obakeng |
| SOBRENOME | Mabokela |
| ASSINATURA | MABOKELA R O |
| AFILIAÇÕES | Michigan State University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 24 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1997 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 3 |
Feminist decoloniality as care in higher education
School context
Purpose By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al. , 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and …
Intergroup Differences and their Impact on African American Teachers
This article examines how intergroup differences within suburban desegregated schools affect the professional experiences of African American teachers. The culture within an organization strongly influences how European Americans will treat their minority counterparts. Because the majority establishes the work norms, a uniform set of rules and regulations by which people of color are expected to comply exists. Tensions of intergroup conflict beco…
African American Leaders' Perceptions of Intergroup Conflict
Educational organizations that reflect a diversity of class, gender, socioeconomic status, and nationality establish a complex set of interactions that have implications for how groups are formed. This article examines how African American principals perceive intergroup conflict and acknowledges their leadership concerns in working with European American participants in desegregated suburban schools. Findings from this study revealed these "color…
Introduction
Apartheid no More
Foreword Robert Arnove Introduction Reitumetse Obakeng Mabokela and Kimberly Lenease King Transformation Through Negotiation: The University of Port Elizabeth's Experiences, Challenges, and Progress Anne E. Austin Crossing the Divide: Black Academics at the Rand Afrikaans University Doria Daniels Selective Inclusion Transformation and Language Policy at the University of Stellenbosch Reitumetse Obakeng Mabokela Stumbling Toward Racial Inclusion: …
Apartheid No More
Hear Our Voices
Reitumetse Obakeng Mabokela, Hear Our Voices!: Women and the Transformation of South African Higher Education, The Journal of Negro Education, Vol. 70, No. 3, Black Women in the Academy: Challenges and Opportunities (Summer, 2001), pp. 204-218
We Cannot Find Qualified Blacks
The racial and gender composition of faculty at historically White South African universities does not reflect the distribution of Blacks and women in the larger society. While historically White universities have invested some effort to diversify the racial composition of their students, they have not shown similar enthusiasm for faculty recruitment and employment programmes. This article examines policies and programmes at the University of Cap…
Organizational Culture and Its Impact on African American Teachers
This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becom…
The Evolution of Admissions and Retention Policies at an Historically White South African University
A brief overview of South Africa's higher education history contextualizes this article's examination of how admissions policies and procedures at the University of Cape Town (UCT), an historically White South African university, have been affected by increasing enrollments of Black students since the passage of the 1983 Universities Amendment Act. This is followed by an institutional profile that delineates the specific changes in admissions pol…
We Cannot Find Qualified Blacks
The racial and gender composition of faculty at historically White South African universities does not reflect the distribution of Blacks and women in the larger society. While historically White universities have invested some effort to diversify the racial composition of their students, they have not shown similar enthusiasm for faculty recruitment and employment programmes. This article examines policies and programmes at the University of Cap…
Organizational Culture and Its Impact on African American Teachers
This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becom…
Intergroup Differences and their Impact on African American Teachers
This article examines how intergroup differences within suburban desegregated schools affect the professional experiences of African American teachers. The culture within an organization strongly influences how European Americans will treat their minority counterparts. Because the majority establishes the work norms, a uniform set of rules and regulations by which people of color are expected to comply exists. Tensions of intergroup conflict beco…
Apartheid No More
Introduction
The Evolution of Admissions and Retention Policies at an Historically White South African University
A brief overview of South Africa's higher education history contextualizes this article's examination of how admissions policies and procedures at the University of Cape Town (UCT), an historically White South African university, have been affected by increasing enrollments of Black students since the passage of the 1983 Universities Amendment Act. This is followed by an institutional profile that delineates the specific changes in admissions pol…
The Evolution of Admissions and Retention Policies at an Historically White South African University
A brief overview of South Africa's higher education history contextualizes this article's examination of how admissions policies and procedures at the University of Cape Town (UCT), an historically White South African university, have been affected by increasing enrollments of Black students since the passage of the 1983 Universities Amendment Act. This is followed by an institutional profile that delineates the specific changes in admissions pol…
We Cannot Find Qualified Blacks
The racial and gender composition of faculty at historically White South African universities does not reflect the distribution of Blacks and women in the larger society. While historically White universities have invested some effort to diversify the racial composition of their students, they have not shown similar enthusiasm for faculty recruitment and employment programmes. This article examines policies and programmes at the University of Cap…
Organizational Culture and Its Impact on African American Teachers
This article provides a descriptive analysis of how the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becom…
Hear Our Voices
Reitumetse Obakeng Mabokela, Hear Our Voices!: Women and the Transformation of South African Higher Education, The Journal of Negro Education, Vol. 70, No. 3, Black Women in the Academy: Challenges and Opportunities (Summer, 2001), pp. 204-218
African American Leaders' Perceptions of Intergroup Conflict
Educational organizations that reflect a diversity of class, gender, socioeconomic status, and nationality establish a complex set of interactions that have implications for how groups are formed. This article examines how African American principals perceive intergroup conflict and acknowledges their leadership concerns in working with European American participants in desegregated suburban schools. Findings from this study revealed these "color…
Introduction
Apartheid no More
Foreword Robert Arnove Introduction Reitumetse Obakeng Mabokela and Kimberly Lenease King Transformation Through Negotiation: The University of Port Elizabeth's Experiences, Challenges, and Progress Anne E. Austin Crossing the Divide: Black Academics at the Rand Afrikaans University Doria Daniels Selective Inclusion Transformation and Language Policy at the University of Stellenbosch Reitumetse Obakeng Mabokela Stumbling Toward Racial Inclusion: …
Apartheid No More
Intergroup Differences and their Impact on African American Teachers
This article examines how intergroup differences within suburban desegregated schools affect the professional experiences of African American teachers. The culture within an organization strongly influences how European Americans will treat their minority counterparts. Because the majority establishes the work norms, a uniform set of rules and regulations by which people of color are expected to comply exists. Tensions of intergroup conflict beco…
School context
Purpose By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al. , 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and …
Feminist decoloniality as care in higher education
Political science (9 obras) · Sociology (9 obras) · Psychology (6 obras) · Gender Studies (5 obras) · Teacher Education and Leadership Studies (5 obras) · Cultural diversity (4 obras) · Gender Diversity and Inequality (4 obras) · Higher Education Governance and Development (4 obras) · Law (4 obras) · Social Psychology (4 obras)