African American Women’s Advancement in The Education Workforce: A Descriptive Study.

This will be for the first part of the dissertation, The first 29 pages. Then there will be another part for 71 pages, which will be paid for soon, additionally.

Chapter 2 can be at least 30 to 35 pages and not 50 pages. The writer can start at the Introduction

Reference dates can not be no more than 5 years old.

This is what my professor sent me about the assignment I just turned in: [2/18, 9:29 AM] LORRAINE PRIESTReview (late due to extension given to student) Sonja, the North Carolina forum is just that a forum. Not a peer reviewed source. As a matter of fact on the page your referencing it says: “This year’s Top Education Issues was authored by Dr. Mary Ann Wolf, Dr. Lauren Fox and Lindsay Wagner. The entire Forum team contributed to the development, drafting and editing of this publication. We are grateful to the Forum’s Board of Directors and Advisory Board who helped to shape this document and the Forum’s perspective by generously sharing their expertise.” This does not make it a peer reviewed and has been edited. you need peer reviewed documents. Just do not pick up articles or edited articles like this one. This needs to be fixed. Stop removing comments previously made. Chapter 3 needs a rewrite, there is no back material, nothing referenced to back up that material. Items are in the wrong sections, not clear and concise. Chapter 1 is using material for support that is not peer reviewed and the problem statement is not clear. No permissions are documented an snowlball sampling for 15 people seems to be the wrong sampling. This should also be reviewed. Lots of incorrect information in wrong places. Chapter 2 for example almost contains what is in Chapter 1. The field test is not done outside and is completed prior to IRB. Remove all indications to UOP and IRB in the textual part of the study. Needs work Sonja! You have so many sections in chapter three that are out of alignment for content. Consent section needs review to IRBnet checklist and it has to be complete. Chapter 3 needs an overhaul by you to have in it what belongs where and clarity. You were given the extra time but it looks like a removal of all previous comments has occurred so there is no corrections noted, but excess sections that look like you got them from somewhere as they are a repeat of what you wrote later in chapter 3. My suggestions to you from the start is for you to slow down and not try these drastic fast turnarounds because all you keep doing is stepping all over what was good and turning into mediocre work. Please review and please use the tools such as the DCA to help you as it is what we use to measure your performance and completion. There is only one more review done by me in Week 7. Week 8 is not a review week. So do not think you are going to get a review in Week 8. Only those students who have all of the three chapters complete with minor revisions get a review on the minor revisions but no full review or corrections done in Week 8. So you have a couple of weeks to pull this together. It looks rushed.

Answer & Explanation
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The advancement of African American women in the education workforce has been a topic of interest for researchers and policymakers. Studies have shown that while progress has been made, there are still significant challenges facing African American women in this field.

African American women in the education workforce are underrepresented in leadership positions, including superintendents, principals, and department heads. This is despite the fact that African American women make up a significant portion of the education workforce, with over 13% of teachers in public schools identifying as African American women.

One of the main barriers to advancement for African American women in the education workforce is discrimination and bias. Studies have sho

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Step-by-step explanation
wn that African American women are often subject to stereotypes and biases that limit their opportunities for advancement. This discrimination can come from colleagues, supervisors, or even students and their families.

Another challenge facing African American women in the education workforce is a lack of mentorship and support. African American women often have limited access to mentors who can provide guidance and advice on career advancement, as well as opportunities for networking and professional development.

Despite these challenges, there are also factors that contribute to the success of African American women in the education workforce. These include a strong sense of commitment to education and a desire to make a difference in the lives of students, as well as a strong work ethic and the ability to persevere in the face of obstacles.

To address the challenges facing African American women in the education workforce, researchers and policymakers have recommended a range of strategies. These include increasing access to mentorship and networking opportunities, addressing biases and discrimination through training and education, and promoting diversity and inclusion in hiring and promotion practices.

Overall, the advancement of African American women in the education workforce remains an important topic for research and action. By addressing the barriers facing these women and promoting their success, we can help to create a more equitable and effective education system for all students.

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