Terence Hicks

An Educational Journey to Deanship: A Memoir explores and highlights achievements and stories of success throughout the author’s academic and administrative experiences. This book includes photographs and personal narratives from early educational experiences to deanship. The information presented in this memoir will serve to provide role modeling, lessons of success, mentorship, and hope for other deans.

First-Generation College Student Research Studies displays a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume highlights the first generation college student population and examines topics of discussion such as; college choice, social experiences, dual credit on academic success, life styles and health status, and professional identity/teaching practices. The collection of empirical studies in this text contributes greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.

This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.

This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.

Using the rich history detailed by the authors of The Educational Lockout of African Americans in Prince Edward County, Virginia (1959-1964): Personal Accounts and Reflections by Dr. Terence Hicks and Dr. Abul Pitre as a backdrop, this instructional guide engages educational leaders, teachers, students, and parents in the teaching and learning process by structuring opportunities to discuss issues of racial segregation, Jim Crow laws, and select restraints faced by African Americans living in this community. Using this guide as a part of the instructional set will help educational leaders and teachers develop warm-up activities, research ideas, vocabulary boosters, hands-on projects, team-building ideas, technology-enhanced connections, culminating activities, and cross-curriculum connections. Teachers will also find reflective journal pages and rubrics for key assessments and direct associations to the Virginia State Department of Education Standards.

Using a combination of case studies and research, the contributors of this timely book highlight some of the significant issues, historical, curricular, and societal, that have led to African American students having a proportionally larger representation in special education classes, higher drop-put rates, and more incidences of in-school, race-on-race violence. The contributors draw from critical pedagogy, multicultural education, and the Afrocentric canon to critique the American educational system. Educating African American Students examines historical issues that are significant for understanding the current state of affairs for African American education; addresses problems and issues in social studies education, mathematics education, and the overrepresentation of African American males in special education; and poignantly illuminates the necessity for renewed activism by telling the stories of African American children and their schooling experiences.

Using a combination of case studies and research, the contributors of this timely book highlight some of the significant issues, historical, curricular, and societal, that have led to African American students having a proportionally larger representation in special education classes, higher drop-put rates, and more incidences of in-school, race-on-race violence. The contributors draw from critical pedagogy, multicultural education, and the Afrocentric canon to critique the American educational system. Educating African American Students examines historical issues that are significant for understanding the current state of affairs for African American education; addresses problems and issues in social studies education, mathematics education, and the overrepresentation of African American males in special education; and poignantly illuminates the necessity for renewed activism by telling the stories of African American children and their schooling experiences.