Abstract: The families of feelings I praise others, I condemn others, I am self-conscious and I feel what others suffer, introduce a different view about the contents and protagonists of History of Spain, the study compiles these differences from both quantitative and qualitative evaluations. The protagonists they refer are: government, people, gender, family and impersonal whereas the contents are: change, conflict, power, freedom, perspectives towards history and others. The results present different evaluations from the feelings (pride, admiration, gratitude, indignation, shame, guilt, indifference-interest, identity and commitment). These feelings influence in the innovative view of the complementarity relationship between measurement-experience and the non-chronological vision of the information. This perspective visualizes a transforming view of learning and research in History, as is the one proposed by the threshold concept.

Abstract: Desiring to Belong: The Role of Fraternity Involvement on the Sense of Involvement for Black Men at a Predominately White Institution The purpose of this qualitative study was to explore the experiences of ten (10) Black male fraternity members regarding the role of fraternity involvement in their sense of belonging at a mid-size, 4-year, PWI (predominantly White institution). To participate in this study, the participants must 1) self-identify as a Black male; 2) was an active member of an active National Pan-Hellenic fraternity at the study institution; and 3) were currently enrolled full-time at the study institution during the time of this study. Framing this study in Strayhorn’s Sense of Belonging, the findings of this study highlighted that, as a Black male fraternity member, relationships with faculty, staff, and fellow students, the climate of the campus and local community, their experience and influences as a fraternity member, peer connections and their overall experiences at a PWI all impacted their sense of belonging at the PWI.

Abstract: This community-based, participatory action research study examined confidence in school decisions among social network participants. Participants reflect the perspective of a critical mass of parents who selected Detroit schools across public and charter entities. This study examines how the social network supported knowledge of successful school traits that influenced the selection of schools, willingness to support new cohort families, and perspectives of the reading curriculum. Additionally documented is parental involvement at select schools, perceptions of racially integrated schools and children’s experiences at selected schools. This study documented the group’s third year in the endeavor of informing about the onset of the children’s educational journey. Interview and survey data revealed confidence in public and charter school selections and parents’ willingness to contribute time, resources and advocacy to promote educational equality. These results are significant because their school choice decisions contributed to residential and educational sustainability and transformed an uncertain school landscape, against common convention of moving to the suburbs upon their children reaching school age.