Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.88.1.0032
Christopher S. Travers
Abstract:Despite advances in the literature on Black college men as gendered persons, considerable gaps remain regarding the influence of conformity to masculine norms on student success factors (e.g., mindset) among Black male college students. Drawing on literature in higher education, psychology, and gender studies, this scholarly treatise offers a conceptual understanding of how manhood and mindset are theoretically and empirically linked among Black college men. Furthermore, this article provides an interdisciplinary perspective on the academic study of Black men as gendered persons and offers recommendations for future inquiry.
{"title":"Theorizing Manhood, Masculinities and Mindset among Black Male Undergraduate Students","authors":"Christopher S. Travers","doi":"10.7709/JNEGROEDUCATION.88.1.0032","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.88.1.0032","url":null,"abstract":"Abstract:Despite advances in the literature on Black college men as gendered persons, considerable gaps remain regarding the influence of conformity to masculine norms on student success factors (e.g., mindset) among Black male college students. Drawing on literature in higher education, psychology, and gender studies, this scholarly treatise offers a conceptual understanding of how manhood and mindset are theoretically and empirically linked among Black college men. Furthermore, this article provides an interdisciplinary perspective on the academic study of Black men as gendered persons and offers recommendations for future inquiry.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"26 1","pages":"32 - 43"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81118820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.84.1.0056
S. West, James L. Moore
Abstract:This qualitative investigation examined counselor educators’ perceptions of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) at historically Black colleges and universities (HBCUs). Specifically, this study investigated the barriers for seeking, maintaining, or achieving CACREP accreditation. For this study, the researchers used in-depth, individual interviews and biographical questionnaires, and the sample comprised 14 HBCU counselor educators at both CACREP-accredited and non–CACREP-accredited institutions. The three major themes that emerged from participant responses were (a) resources needed to obtain and maintain CACREP accreditation; (b) multiple interpretations of requirements; (c) validation received from being CACREP accredited.Practical applications and recommendations for future research are offered.
{"title":"Council for Accreditation of Counseling and Related Educational Programs (CACREP) at Historically Black Colleges and Universities (HBCUs)","authors":"S. West, James L. Moore","doi":"10.7709/JNEGROEDUCATION.84.1.0056","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0056","url":null,"abstract":"Abstract:This qualitative investigation examined counselor educators’ perceptions of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) at historically Black colleges and universities (HBCUs). Specifically, this study investigated the barriers for seeking, maintaining, or achieving CACREP accreditation. For this study, the researchers used in-depth, individual interviews and biographical questionnaires, and the sample comprised 14 HBCU counselor educators at both CACREP-accredited and non–CACREP-accredited institutions. The three major themes that emerged from participant responses were (a) resources needed to obtain and maintain CACREP accreditation; (b) multiple interpretations of requirements; (c) validation received from being CACREP accredited.Practical applications and recommendations for future research are offered.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"63 1","pages":"56 - 65"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87078757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.85.1.0003
Cameron L. Lewis
Abstract:This review explores the recent research methods used to understand the transitional experiences of African American males in college. Qualitative studies have been prevalent in recent research, focusing on understanding the social, interpersonal, and intrapersonal experiences of Black males. Quantitative studies show a trend to measure rates of Black males’ satisfaction with their college experience on the basis of grades, support, and identity. Further research should increase the utilization of quantitative research methods in order to better balance both qualitative and quantitative practice, as well as to bolster exploration on the college experiences of African American males. The terms ‘Black’ and ‘African American’ are used interchangeably throughout this text.
{"title":"Understanding Research Methods to Study African American Males in College","authors":"Cameron L. Lewis","doi":"10.7709/JNEGROEDUCATION.85.1.0003","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0003","url":null,"abstract":"Abstract:This review explores the recent research methods used to understand the transitional experiences of African American males in college. Qualitative studies have been prevalent in recent research, focusing on understanding the social, interpersonal, and intrapersonal experiences of Black males. Quantitative studies show a trend to measure rates of Black males’ satisfaction with their college experience on the basis of grades, support, and identity. Further research should increase the utilization of quantitative research methods in order to better balance both qualitative and quantitative practice, as well as to bolster exploration on the college experiences of African American males. The terms ‘Black’ and ‘African American’ are used interchangeably throughout this text.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"6 1","pages":"15 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79220630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.88.1.0062
Rashunda L. Stitt, Alison Happel-Parkins
Abstract:Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women engineering students’ experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice.
{"title":"“Sounds Like Something a White Man Should Be Doing”: The Shared Experiences of Black Women Engineering Students","authors":"Rashunda L. Stitt, Alison Happel-Parkins","doi":"10.7709/JNEGROEDUCATION.88.1.0062","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.88.1.0062","url":null,"abstract":"Abstract:Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women engineering students’ experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"8 1","pages":"62 - 74"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82486914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.89.1.0058
S. ALHarthi, M. Shalabi, Afsheen Tabbasum, M. Altamimi, M. BinShabaib
Abstract:The aim of this study was to assess the perception and perspectives of female undergraduate dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia toward problem-based learning (PBL) methodology. A questionnaire-based cross-sectional study was performed that comprised of nine questions. Fourth year dental studies more often perceived that PBL helps in enhancing the ability to speak in front of people than students in the first, second and third year (p < 0.05). A greater percentage of fourth year students perceived that PBL helps in enhancing the ability to speak in front of people than first, second, and third year students. Perception of female undergraduate dental students at the PNU were inconclusive. Further studies are warranted in this regard.
{"title":"Perception and Perspectives of Female Undergraduate Dental Students at the Princess Nourah Bint Abdulrahman University, Saudi Arabia toward Problem-based Learning Methodology: A Questionnaire-based Study","authors":"S. ALHarthi, M. Shalabi, Afsheen Tabbasum, M. Altamimi, M. BinShabaib","doi":"10.7709/jnegroeducation.89.1.0058","DOIUrl":"https://doi.org/10.7709/jnegroeducation.89.1.0058","url":null,"abstract":"Abstract:The aim of this study was to assess the perception and perspectives of female undergraduate dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia toward problem-based learning (PBL) methodology. A questionnaire-based cross-sectional study was performed that comprised of nine questions. Fourth year dental studies more often perceived that PBL helps in enhancing the ability to speak in front of people than students in the first, second and third year (p < 0.05). A greater percentage of fourth year students perceived that PBL helps in enhancing the ability to speak in front of people than first, second, and third year students. Perception of female undergraduate dental students at the PNU were inconclusive. Further studies are warranted in this regard.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"47 2 1","pages":"58 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76173532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.89.1.0067
D. Sandles
Abstract:As this country’s K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic.
{"title":"Using Critical Race Theory to Explore the Black Men Teacher Shortage","authors":"D. Sandles","doi":"10.7709/jnegroeducation.89.1.0067","DOIUrl":"https://doi.org/10.7709/jnegroeducation.89.1.0067","url":null,"abstract":"Abstract:As this country’s K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"88 1","pages":"67 - 81"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76049125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From Power to Prejudice: The Rise of Racial Individualism in Midcentury America by Leah N. Gordon (review)","authors":"Brandon C. Allen","doi":"10.1093/jahist/jaw122","DOIUrl":"https://doi.org/10.1093/jahist/jaw122","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"42 1","pages":"98 - 99"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73207619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.88.3.0249
Schetema Nealy, M. Orgill
Abstract:In order to increase the access of underrepresented minority (URM) students to STEM careers, we need a better understanding of the students’ science identities—the ways they perceive themselves as being (or not being) scientists. Such knowledge can inform efforts to recruit and retain URM students in STEM. The authors asked postsecondary URM STEM students to describe the characteristics that they (1) have in common and (2) do not have in common with scientists, as well as experiences that made them feel like scientists. In this article, the authors present a composite of a URM STEM student’s science identity—the first of its kind—and discuss the implications of this perceived science identity for the recruitment and retention of URM STEM students.
{"title":"Postsecondary Underrepresented Minority STEM Students’ Perceptions of Their Science Identity","authors":"Schetema Nealy, M. Orgill","doi":"10.7709/jnegroeducation.88.3.0249","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0249","url":null,"abstract":"Abstract:In order to increase the access of underrepresented minority (URM) students to STEM careers, we need a better understanding of the students’ science identities—the ways they perceive themselves as being (or not being) scientists. Such knowledge can inform efforts to recruit and retain URM students in STEM. The authors asked postsecondary URM STEM students to describe the characteristics that they (1) have in common and (2) do not have in common with scientists, as well as experiences that made them feel like scientists. In this article, the authors present a composite of a URM STEM student’s science identity—the first of its kind—and discuss the implications of this perceived science identity for the recruitment and retention of URM STEM students.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"50 2","pages":"249 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72540776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.88.3.0199
I. Toldson, M. Mugo, Nyla Wofford
Abstract:A “grantsperson” is a ubiquitous, elusive and debated identity in higher education that describes a person who is proficient in competing for external funding to support research and programs. Historically Black colleges and universities (HBCUs) receive less revenue for computer science research and programs, which could have consequences for national efforts to broaden the participation of Black people in tech. The purpose of this investigation is to explore the grantsperson identity among HBCU computer science faculty and how it shapes the experiences of Black computer science students. This research is based on the findings of focus groups that explored HBCU computer science professors’ experiences with pursuing external funding including factors that facilitated and/or inhibited the process. Participants included faculty with diverse perspectives and institutional experiences representing 15 HBCUs from eight states and the District of Columbia. The findings of this study provided six themes, which can be used to create a profile of an HBCU-based computer science grantsperson.
{"title":"How the Grantsperson Identity of HBCU Computer Science Faculty Shape Efforts to Broaden the Participation of Black People in Tech","authors":"I. Toldson, M. Mugo, Nyla Wofford","doi":"10.7709/jnegroeducation.88.3.0199","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0199","url":null,"abstract":"Abstract:A “grantsperson” is a ubiquitous, elusive and debated identity in higher education that describes a person who is proficient in competing for external funding to support research and programs. Historically Black colleges and universities (HBCUs) receive less revenue for computer science research and programs, which could have consequences for national efforts to broaden the participation of Black people in tech. The purpose of this investigation is to explore the grantsperson identity among HBCU computer science faculty and how it shapes the experiences of Black computer science students. This research is based on the findings of focus groups that explored HBCU computer science professors’ experiences with pursuing external funding including factors that facilitated and/or inhibited the process. Participants included faculty with diverse perspectives and institutional experiences representing 15 HBCUs from eight states and the District of Columbia. The findings of this study provided six themes, which can be used to create a profile of an HBCU-based computer science grantsperson.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"80 1","pages":"199 - 212"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75372002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.87.1.0001
I. Toldson
{"title":"In Search of Wakanda: Lifting the Cloak of White Objectivity to Reveal a Powerful Black Nation Hidden in Plain Sight (Editor’s Commentary)","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.87.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.1.0001","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"7 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73838782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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