International Journal of Educational Studies

Exploring the Impact of Internalized Negative Stereotypes on Black Women’s Identity Development, Mental Health, and Resilience

Angela Clarke — 2025-05-27

Black women in the United States face unique psychological burdens shaped by internalized racialized gender stereotypes, particularly the “Strong Black Woman” and “Angry Black Woman” schemas. These narratives demand emotional suppression and hypervigilance, contributing to chronic stress and identity fragmentation. This study aimed to explore how young adult Black women experience, internalize, and resist these stereotypes in everyday life. A descriptive phenomenological design was used to capture the lived experiences of 15 self-identified Black women aged 18 to 35 from the Southeastern and Southwestern U.S. Semi-structured interviews were conducted, transcribed, and analyzed using a six-phase thematic analysis process supported by NVivo 15. Five core themes emerged: emotional self-censorship, institutional bias, cultural reclamation, psychological strain, and resistance through boundaries and community. A co-occurrence matrix revealed strong interconnections between stereotype internalization, emotional regulation, and identity redefinition. Participants reported both psychological distress and strategies for resilience, including therapy, peer support, and cultural affirmation. These findings underscore the clinical and institutional need for culturally responsive, identity-affirming interventions. This study contributes new insights into how Black women assert agency and redefine strength amid ongoing systemic pressures.

Assessing The Impact of Parental Involvement on Reading Comprehension Skills in Grade Three Learners

Razel Pacalioga — 2025-05-28

This study examined the relationship between oral reading fluency and the academic performance of Grade 3 learners in English. Using a descriptive-correlational research design, data were collected from 35 learners through a modified Early Grade Reading Assessment (EGRA) and a parent-completed demographic survey. Findings revealed that the majority of learners performed at varying levels across the oral reading fluency components, with phonemic awareness and letter sound knowledge showing the highest correlation to academic achievement. Statistical analysis indicated strong positive and significant relationships between each oral reading fluency sub-skill and learners’ English performance. The results underscore the importance of early intervention in foundational literacy skills to enhance reading comprehension and academic success. This study recommends strengthening school-based reading programs focusing on decoding, fluency, and comprehension strategies to support learners' academic development.

The Situation of the Tsotsil Language from Chiapas, Mexico: Orality and Writing

Karla Del Carpio — 2025-06-03

This manuscript emphasizes the linguistic and cultural richness of Mexico as it is the country that has approximately 68 language groups. Mexico is considered one of the countries with the largest indigenous population in Latin America. The languages of these communities have been characterized by their orality. However, the speed with which many indigenous languages have disappeared globally shows the need to look for solutions that contribute to their revitalization and promotion. This article focuses on the indigenous Mayan Tsotsil language spoken in Chiapas, Mexico to give a concrete example of the reality of indigenous languages and the efforts of their speakers and various agents to ensure these languages are used, preserved, and promoted. Also, the manuscript stresses the importance of accompanying the orality of indigenous languages to a writing system to increase the possibilities of their use not only in the present but also in the future. It is emphasized that the writing of indigenous languages contributes to vindicating, valuing and strengthening the languages and cultures of indigenous peoples. In addition, the writing system of indigenous languages helps to expand the (informal and formal) domains in which these languages can be used and decreases the possibility for these languages to be replaced by Spanish. It also increases the prestige (of these languages) and the pride of their speakers. It is concluded that any attempt to maintain and foster the vitality of the linguistic and cultural diversity of indigenous peoples is worthwhile since the linguistic diversity is a basic principle that contributes to peace and safety by promoting collaboration among peoples through education, science and culture with the purpose of universal respect for justice, freedom and human rights.

Assessment of Learning Outcomes Based on Teaching Modality and Gender: Do Online Students have Equivalent Academic Performance as Campus-Based Learners?

Bahaudin G. Mujtaba — 2025-06-05

Accreditation bodies require that learning goals and outcomes of higher education courses and programs remain the same for traditional campus-based face-to-face, online, and hybrid teaching modalities. This study aims to assess and compare learning gained in an undergraduate course entitled "Managing Workforce Diversity" and to measure performance among students completing the course online compared to those attending in a traditional campus-based format. The study used a quantitative analysis of final exam scores from 414 students. Student performance was defined as the score on the final exam and the overall accumulated total course grade. Both online and traditional face-to-face students received the same learning outcomes, assignments, lectures, and exams. The results showed a statistically significant difference in the accumulated total course scores of students, with online students performing better. Female students had a significantly higher overall total course score compared to their male counterparts. Overall, both male and female groups had higher performance online. Implications for disparate impact based on gender and recommendations are provided.

Evaluating the SKILLS (Support for KIds in Learning and Language Strategies) Online Programme for School Support Staff

Anwen Rhys Jones — 2025-06-12

SKILLS (Support for KIds in Learning and Language Strategies) is a five-week web-based programme introducing positive behavioural principles to strengthen Teaching Assistant (TA)-pupil relationships, increase praise and develop children’s language. This feasibility trial examined the likelihood of engaging TAs into completing the online programme and obtained participant feedback from which to make further developments. A demographic questionnaire and the Teacher Strengths and Difficulties (TSDQ) were administered at baseline. The Teaching Stress Inventory (TSI) and a measure of Sense of competence (PSOC) were administered pre and post intervention to explore any TA benefits. A feedback questionnaire gathered participants’ responses to the newly developed programme and explored engagement and any problems encountered with accessing the resource. Exploratory measures administered pre- and post-intervention showed a significant increase in the TAs sense of competence and efficacy, and their use of strategies to prompt children’s language. The sample was adequate for a feasibility study however, a larger sample is needed to determine programme effectiveness. The sixteen participants responded positively, describing SKILLS as being beneficial to their professional development. The SKILLS online programme has the potential to improve children’s experience of school and their long-term academic outcomes through improving staff training. The programme is founded upon evidence-based positive behavioural principles, therefore, can be applied to Educational Psychology, professional development and education practice. School support staff work with some of the most vulnerable and challenged pupils but face limited training. This study addresses this lack of professional learning opportunities with the development and evaluation of a novel and easily accessible programme that can improve child and TA outcomes. This feasibility study is important to further develop this much-needed resource based on stakeholder feedback.

Coaching in the Special Olympics: A Comprehensive Annotated Bibliography of Resources and the Need for Continued Research in Canada

Justin Heenan — 2025-06-14

Special Olympics is a global movement dedicated to promoting inclusion and fostering a sense of community through sports for individuals with intellectual disabilities. In Canada, the organization serves over 42,000 athletes, providing lifelong athletic opportunities from childhood through adulthood. This annotated bibliography examines 34 resources on coaching in the Special Olympics, including peer-reviewed articles and grey literature with a practical focus. It highlights the ongoing nature of Special Olympics programming, which occurs weekly in communities worldwide, contrasting with the perception of it being limited to occasional Olympic events. Research underscores the benefits of Special Olympics participation, while also highlighting the need for coaching resources. Further empirical research is needed to evaluate the impact of coaching interventions and to enhance coach development and athlete experiences within the Canadian context specifically. Continued research is essential for fostering long-term success within the Special Olympics community.

Analyzing the Relative Effectiveness of Professional Development Activities and Dimensions for Elementary School Teachers of English as a Foreign Language

Ping-Huang Sheu — 2025-06-17

This study employs correspondence analysis to examine how elementary school EFL teachers perceive the effectiveness of various professional development activities (PDA) in relation to key dimensions of teacher professional development (TPD). Data were collected from 139 in-service English teachers in Taiwanese elementary schools through a structured questionnaire. The analysis revealed that EFL teachers’ perceptions varied notably based on their years of teaching experience and academic qualifications. While professional growth, subject-specific development, and curriculum and teaching consistently emerged as core PD dimensions across groups, novice teachers and those with bachelor’s degrees tended to favor a wider array of collaborative and reflective activities, such as teaching journals, teacher communities, and portfolios. In contrast, more experienced and master’s-level teachers demonstrated a preference for integrated, content-focused approaches, particularly workshops and observation linked to classroom management. Across all subgroups, seminars and collaborative teaching showed weaker associations with perceived effectiveness, particularly when linked to abstract or less actionable PD dimensions. These findings highlight the importance of tailoring TPD programs to align with EFL teachers’ developmental stages and academic backgrounds. Differentiated, targeted TPD design may enhance both relevance and impact in supporting EFL teacher growth and instructional quality.

Students’ Ethical Perceptions of Artificial Intelligence Use: An Opportunity for Developing a Personal Ethical Compass

Rivka Wadmany — 2025-06-18

This study examines students’ ethical perceptions regarding the use of artificial intelligence (AI) in academic settings, focusing on the relationship between students' engagement in unethical behaviors related AI and their expectations for ethical guidance from faculty members. It addresses the tension between institutional academic integrity policies and the practical reality shaped by students’ exposure to evolving labor market norms. A quantitative survey was conducted among 399 students from six academic institutions in Israel. The research instrument consisted of a Likert-scale questionnaire measuring perceptions of unethical behavior, the perceived impact of AI use on academic performance, and expectations for ethical instruction. Data were analyzed using exploratory factor analysis (EFA) and structural equation modeling (SEM) to examine the hypothesized relationships. The findings revealed that students who reported higher levels of ethically questionable AI use also perceived improved academic performance. At the same time, they expressed a strong desire for ethical mentoring from their instructors. This paradox highlights a pragmatic approach to academic achievement, coupled with a genuine need for moral guidance within a rapidly evolving technological environment. The study has practical implications for fields such as education, the humanities, social sciences, and business—disciplines where generative AI tools are becoming increasingly prevalent. It is particularly relevant for academic policy-makers, curriculum designers, and educators seeking to promote ethical awareness and critical engagement with AI technologies in higher education. The novelty of this study lies in identifying the “ethical paradox” experienced by students—combining rule-bending behavior with a call for ethical direction. Rather than viewing this as failure or contradiction, the study frames it as an opportunity to cultivate a personal ethical compass that bridges academic values and professional readiness. This perspective offers a new pedagogical framework for fostering ethical development in the age of generative AI.

Parent and Teachers’ Perspectives on Young Children’s Kindergarten Performance Following Play-Based Early Childhood Education

Lisa Fyffe — 2025-06-27

Play-based learning is highly regarded within early childhood education scholarship and practice, yet American parents and kindergarten teachers report mixed views on play’s relevance in preparing children for academic content in kindergarten. This qualitative, cross-case study explored parent and teacher perspectives on the role of play-based learning in building the kindergarten competency of four children entering kindergarten during the pandemic-affected 2020-2021 school year. Participants were recruited from a Reggio-Emilia-inspired play-based learning early childhood education center located in Northern Colorado and followed over the course of their child’s kindergarten year. Data were collected through a series of semi-structured participant interviews, home visits during remote learning, and artifact collection from school. Yin’s (2018) case-based approach to cross-case research informed the data analysis. Four themes emerged from this research: “In-tune with others”, “I can count on her”, “Appreciates the challenge”, and “Just a good little student”. Participants described the children as socially connected to peers and adults, reliable and independent workers, wanting to be challenged by their schoolwork, and capable of strong academic work across subjects. These findings illustrate how play-based learning equipped the children to navigate the complexities of their kindergartener role from the perspectives of their parents and kindergarten teachers. Early childhood scholars, professionals and parents can use these findings as a salient example of the underlying developmental mechanisms young children draw upon to build their learning dispositions and succeed in school.