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.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.88.3.0213
T. Gross, Qingxia Li, Adam B. Lockwood
Abstract:The authors completed a pilot study to examine the original Student Support Needs Scale (SSNS) and alternative forms. They assessed how the items were related to each other, how SSNS versions correlated with each other, and the SSNS versions associations with measures of student attitudes and performance. Eighty students from a historically Black college and university participated. SSNS 10-item- and 5-item-per-scale forms were created. They were compared with the original, to each other, and to other measures. The coefficients related to how items related to each other indicated that the alternative forms had similar to better correspondence between related items than the original scales. The 5-item-per-scale version was used as the augmented SSNS (SSNS-A). SSNS-A correlations with measures of student attitudes and performance were generally in the expected direction. Implications are discussed in regard to reliability and validity of the SSNS-A.
{"title":"Pilot Study to Develop an Augmented Student Support Needs Scale to Address the Needs of HBCU Students","authors":"T. Gross, Qingxia Li, Adam B. Lockwood","doi":"10.7709/jnegroeducation.88.3.0213","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0213","url":null,"abstract":"Abstract:The authors completed a pilot study to examine the original Student Support Needs Scale (SSNS) and alternative forms. They assessed how the items were related to each other, how SSNS versions correlated with each other, and the SSNS versions associations with measures of student attitudes and performance. Eighty students from a historically Black college and university participated. SSNS 10-item- and 5-item-per-scale forms were created. They were compared with the original, to each other, and to other measures. The coefficients related to how items related to each other indicated that the alternative forms had similar to better correspondence between related items than the original scales. The 5-item-per-scale version was used as the augmented SSNS (SSNS-A). SSNS-A correlations with measures of student attitudes and performance were generally in the expected direction. Implications are discussed in regard to reliability and validity of the SSNS-A.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"13 1","pages":"213 - 228"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80798177","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.84.1.0066
M. Zeligman, D. Prescod, Jennifer H. Greene
Abstract:Women of color are underrepresented in university settings, both as students and faculty, when compared to national representation within the population. A lack of representation results in fewer role models for women of color, as well as limited peer support from those with a shared experience. Experiences of racism and sexism also exist, further contributing to the unique experience of being a woman of color within higher education. This study explores the journey and experiences of women of color (N = 5) as they enter into their first semesters as counselor education, PhD students. Results revealed six themes: diversity (racial/ethnic) within the program, racial/cultural awareness, setting an example, sacrifices/challenges of PhD, and the journey to a PhD program.
{"title":"Journey toward Becoming a Counselor Education Doctoral Student: Perspectives of Women of Color","authors":"M. Zeligman, D. Prescod, Jennifer H. Greene","doi":"10.7709/JNEGROEDUCATION.84.1.0066","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0066","url":null,"abstract":"Abstract:Women of color are underrepresented in university settings, both as students and faculty, when compared to national representation within the population. A lack of representation results in fewer role models for women of color, as well as limited peer support from those with a shared experience. Experiences of racism and sexism also exist, further contributing to the unique experience of being a woman of color within higher education. This study explores the journey and experiences of women of color (N = 5) as they enter into their first semesters as counselor education, PhD students. Results revealed six themes: diversity (racial/ethnic) within the program, racial/cultural awareness, setting an example, sacrifices/challenges of PhD, and the journey to a PhD program.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"23 1","pages":"66 - 79"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83223482","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.88.1.0032
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.88.4.0493
B. Burt, Alade S. McKen, J. Burkhart, Jennifer Hormell, A. Knight
Abstract:The underrepresentation of Black men in engineering graduate programs contributes to the low numbers of Black faculty members, and in general, role models who could teach and inspire future generations of students in STEM. Addressing this national concern requires stakeholders to identify prevailing obstacles such as racial microaggressions, and where they occur.This article focuses on the advisor-advisee relationship and its effects on students’ persistence. By addressing practices and activities that turn students away from sustained participation in engineering, we may be able to increase the number of Blacks males who enroll, remain in, and graduate from engineering programs.
{"title":"Black Men in Engineering Graduate Education: Experiencing Racial Microaggressions within the Advisor–Advisee Relationship","authors":"B. Burt, Alade S. McKen, J. Burkhart, Jennifer Hormell, A. Knight","doi":"10.7709/jnegroeducation.88.4.0493","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0493","url":null,"abstract":"Abstract:The underrepresentation of Black men in engineering graduate programs contributes to the low numbers of Black faculty members, and in general, role models who could teach and inspire future generations of students in STEM. Addressing this national concern requires stakeholders to identify prevailing obstacles such as racial microaggressions, and where they occur.This article focuses on the advisor-advisee relationship and its effects on students’ persistence. By addressing practices and activities that turn students away from sustained participation in engineering, we may be able to increase the number of Blacks males who enroll, remain in, and graduate from engineering programs.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"1 1","pages":"493 - 508"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91333810","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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