Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.86.3.0399
Stephanie Shonekan
Abstract:One of my favorite song titles is Curtis Mayfield’s “We People Who Are Darker than Blue” (1970). It connotes the deep and unique physical beauty and painful struggle of Black people all around the world. The song itself is a journey from Africa to the Americas, fusing the hypnotic djembe drum beats of a West African past with the funky improvisational jazzy horns and keyboards of African American R&B. Mayfield includes spoken word and sung lyrics, stories and didactic lessons, varying the tempo and the dynamism, all resulting in an urgent call to Black folks to remain steadfast in the fight against systemic oppression and racism. Although the twenty-first century #BlackLivesMatter generation has gravitated toward hip hop to find an apt soundtrack for their modern movement, this Curtis Mayfield song could serve as the theme song for the movement’s continuum.
摘要:我最喜欢的歌名之一是柯蒂斯·梅菲尔德的《We People Who Are dark than Blue》(1970)。它蕴含着深刻而独特的身体美和全世界黑人的痛苦斗争。这首歌本身就是一段从非洲到美洲的旅程，融合了西非过去令人催眠的djembe鼓点与非洲裔美国人R&B时髦的即兴爵士号角和键盘。《梅菲尔德》包含了口语和歌词，故事和教学课程，改变了节奏和活力，所有这些都是为了紧急呼吁黑人继续坚定地与系统性压迫和种族主义作斗争。尽管21世纪的“黑人的生命也很重要”一代倾向于嘻哈音乐，为他们的现代运动寻找合适的配乐，但柯蒂斯·梅菲尔德(Curtis Mayfield)的这首歌可以作为这场运动的延续的主题曲。
{"title":"Epilogue: “We People Who Are Darker than Blue”: Black Studies and the Mizzou Movement","authors":"Stephanie Shonekan","doi":"10.7709/JNEGROEDUCATION.86.3.0399","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.3.0399","url":null,"abstract":"Abstract:One of my favorite song titles is Curtis Mayfield’s “We People Who Are Darker than Blue” (1970). It connotes the deep and unique physical beauty and painful struggle of Black people all around the world. The song itself is a journey from Africa to the Americas, fusing the hypnotic djembe drum beats of a West African past with the funky improvisational jazzy horns and keyboards of African American R&B. Mayfield includes spoken word and sung lyrics, stories and didactic lessons, varying the tempo and the dynamism, all resulting in an urgent call to Black folks to remain steadfast in the fight against systemic oppression and racism. Although the twenty-first century #BlackLivesMatter generation has gravitated toward hip hop to find an apt soundtrack for their modern movement, this Curtis Mayfield song could serve as the theme song for the movement’s continuum.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"2 1","pages":"399 - 404"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84141972","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":"Balancing Written History with Oral Tradition: The Legacy of the Songhoy People by Hassimi Oumarou Maiga (review)","authors":"Michael D. Royster","doi":"10.5860/choice.47-5807","DOIUrl":"https://doi.org/10.5860/choice.47-5807","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"83 1","pages":"191 - 192"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80427985","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.82.1.0020
M. Mccarthy, S. Murrow
Abstract:Historians of education have probed into the involvement of Social Reconstructionists’ with issues of racial justice and have argued explicitly that Social Reconstructionists, while “interested” in racial problems during the Depression, actually did little to carefully study the role of race or race relations in America. The authors found that many of them were engaged in efforts to address problems of race through education—the education of their own students, of those in other teacher preparation programs, of in-service teachers, and of students in K-12 schools. In addition, Teachers College graduates took on leadership roles at various levels in Black education, extending social reconstructionism to colleges and school districts from Harlem to the South.
{"title":"Racial Inequality and the Social Reconstructionists at Teachers College","authors":"M. Mccarthy, S. Murrow","doi":"10.7709/JNEGROEDUCATION.82.1.0020","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0020","url":null,"abstract":"Abstract:Historians of education have probed into the involvement of Social Reconstructionists’ with issues of racial justice and have argued explicitly that Social Reconstructionists, while “interested” in racial problems during the Depression, actually did little to carefully study the role of race or race relations in America. The authors found that many of them were engaged in efforts to address problems of race through education—the education of their own students, of those in other teacher preparation programs, of in-service teachers, and of students in K-12 schools. In addition, Teachers College graduates took on leadership roles at various levels in Black education, extending social reconstructionism to colleges and school districts from Harlem to the South.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"16 1","pages":"20 - 34"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108187","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.89.1.0009
CalvinJohn Smiley, Juan Battle, Shawnda Chapman
Abstract:This article investigates Black students’ educational attainment in relationship to parental divorce. Using a national representative sample from the Educational Longitudinal Study (ELS), which is part of the National Center for Education Statistics (NCES), the authors have found several outcomes: (a) Female students were impacted more by divorce than male students, (b) College Social Capital and Positive Class Preparedness were positive impacts on females and males, (c) Home Environment variables operated differently for female versus male students, and (d) Economic Capital variables indicated that socioeconomic status was significant for both males and females. These results suggest that different and innovative tools which address race, gender, and class are needed to assess divorce in the Black family.
{"title":"Married or Divorced? A Quantitative Assessment of Educational Attainment for a National Sample of Black Students based on Parental Configuration","authors":"CalvinJohn Smiley, Juan Battle, Shawnda Chapman","doi":"10.7709/jnegroeducation.89.1.0009","DOIUrl":"https://doi.org/10.7709/jnegroeducation.89.1.0009","url":null,"abstract":"Abstract:This article investigates Black students’ educational attainment in relationship to parental divorce. Using a national representative sample from the Educational Longitudinal Study (ELS), which is part of the National Center for Education Statistics (NCES), the authors have found several outcomes: (a) Female students were impacted more by divorce than male students, (b) College Social Capital and Positive Class Preparedness were positive impacts on females and males, (c) Home Environment variables operated differently for female versus male students, and (d) Economic Capital variables indicated that socioeconomic status was significant for both males and females. These results suggest that different and innovative tools which address race, gender, and class are needed to assess divorce in the Black family.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"2 1","pages":"23 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87559278","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.88.2.0130
A. Dache, Jasmine M. Haywood, Cristina Mislán
Abstract:The ways in which U.S. scholars and researchers of higher education conceptualize “race” shapes inquiry and ultimately knowledge creation and dissemination of scholarship, research, and policy contributing to the U.S. Latinx education pipeline.This conceptual study addresses the symbolic violence of what “passing for White” as Latinxs mean for studies of colleges and universities, and how centering our African and Black identities calls these manifestations into question. The focus of this study is to juxtapose themes in the U.S. higher education literature, to the experiences of AfroLatina scholars demonstrating shortcomings of “passin’ for Latinx,” which they construct as the under-theorization of the role U.S. anti-Blackness and Blackness plays in the construct of U.S. Latinidad. Therefore, a conceptual framework of Black-imiento is provided that can help expand the Latinx construct, future research, policy, and practice.
{"title":"A Badge of Honor not Shame: An AfroLatina Theory of Black-imiento for U.S Higher Education Research","authors":"A. Dache, Jasmine M. Haywood, Cristina Mislán","doi":"10.7709/jnegroeducation.88.2.0130","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.2.0130","url":null,"abstract":"Abstract:The ways in which U.S. scholars and researchers of higher education conceptualize “race” shapes inquiry and ultimately knowledge creation and dissemination of scholarship, research, and policy contributing to the U.S. Latinx education pipeline.This conceptual study addresses the symbolic violence of what “passing for White” as Latinxs mean for studies of colleges and universities, and how centering our African and Black identities calls these manifestations into question. The focus of this study is to juxtapose themes in the U.S. higher education literature, to the experiences of AfroLatina scholars demonstrating shortcomings of “passin’ for Latinx,” which they construct as the under-theorization of the role U.S. anti-Blackness and Blackness plays in the construct of U.S. Latinidad. Therefore, a conceptual framework of Black-imiento is provided that can help expand the Latinx construct, future research, policy, and practice.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"86 1","pages":"130 - 145"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80689624","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.89.1.0038
Danielle Thompson-Ochoa
Abstract:Retaining students of color who are deaf or hard of hearing remains a concern for educators. Students who are deaf or hard of hearing require access to resources; however, integrated support in the college environment remains a concept for further discussion. Retention of these students may be less influenced by the student’s ability to perform academically and more influenced by the level of support provided. The support needs of students who are hard of hearing are defined according to educational needs, resources, social interaction, emotional intelligence, and the ability to cope with independence and isolation from familiar communities. In this context, the academic success of students of color who are deaf or hard of hearing relates directly to colleges’ abilities to promote supportive systems particularly during the transition to college life.
{"title":"Retaining Students of Color Who Are Deaf or Hard of Hearing in Higher Education","authors":"Danielle Thompson-Ochoa","doi":"10.7709/jnegroeducation.89.1.0038","DOIUrl":"https://doi.org/10.7709/jnegroeducation.89.1.0038","url":null,"abstract":"Abstract:Retaining students of color who are deaf or hard of hearing remains a concern for educators. Students who are deaf or hard of hearing require access to resources; however, integrated support in the college environment remains a concept for further discussion. Retention of these students may be less influenced by the student’s ability to perform academically and more influenced by the level of support provided. The support needs of students who are hard of hearing are defined according to educational needs, resources, social interaction, emotional intelligence, and the ability to cope with independence and isolation from familiar communities. In this context, the academic success of students of color who are deaf or hard of hearing relates directly to colleges’ abilities to promote supportive systems particularly during the transition to college life.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"79 1","pages":"38 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79218768","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.83.2.0121
Krystal Beamon
Abstract:Studies of racism have brought forth a wealth of evidence to support the existence of racial discrimination in athletics. It is difficult to discuss any area of athletics without noting the variable of race. An illusion that sports are free from racism may be interpreted from current player statistics; however on closer examination racism is evident. Although there is an overrepresentation of African American athletes, the decision-making duties found in such occupations as ownership, leadership, and management positions are still largely occupied by White males. This study examines the perception of racism by 20 former Division I student-athletes on Division I-A campuses. The data are presented in the form of narratives as former student-athletes discuss race and sport and the role that racism played in their athletic careers.
{"title":"Racism and Stereotyping on Campus: Experiences of African American Male Student-Athletes","authors":"Krystal Beamon","doi":"10.7709/JNEGROEDUCATION.83.2.0121","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.83.2.0121","url":null,"abstract":"Abstract:Studies of racism have brought forth a wealth of evidence to support the existence of racial discrimination in athletics. It is difficult to discuss any area of athletics without noting the variable of race. An illusion that sports are free from racism may be interpreted from current player statistics; however on closer examination racism is evident. Although there is an overrepresentation of African American athletes, the decision-making duties found in such occupations as ownership, leadership, and management positions are still largely occupied by White males. This study examines the perception of racism by 20 former Division I student-athletes on Division I-A campuses. The data are presented in the form of narratives as former student-athletes discuss race and sport and the role that racism played in their athletic careers.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"30 1","pages":"121 - 134"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81174057","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.88.1.0075
Ashley B. Clayton, Brian Peters
Abstract:This article focuses on the first African American students at two southern land-grant universities, North Carolina State University and Virginia Polytechnic Institute & State University (Virginia Tech). Although these institutions integrated in the 1950s, most of the current desegregation scholarship focuses on other southern institutions in the 1960s. Using both primary and secondary sources, this study examines the integration process during the 1950s at two similar land-grant universities in two adjacent states. Importantly, this study offers a balanced comparison of institutional integration not previously examined. Desegregation at both North Carolina State University and Virginia Tech was a gradual process that was less physically violent compared to other southern institutions.
{"title":"The Desegregation of Land-grant Institutions in the 1950s: The First African American Students at NC State University and Virginia Tech","authors":"Ashley B. Clayton, Brian Peters","doi":"10.7709/jnegroeducation.88.1.0075","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.1.0075","url":null,"abstract":"Abstract:This article focuses on the first African American students at two southern land-grant universities, North Carolina State University and Virginia Polytechnic Institute & State University (Virginia Tech). Although these institutions integrated in the 1950s, most of the current desegregation scholarship focuses on other southern institutions in the 1960s. Using both primary and secondary sources, this study examines the integration process during the 1950s at two similar land-grant universities in two adjacent states. Importantly, this study offers a balanced comparison of institutional integration not previously examined. Desegregation at both North Carolina State University and Virginia Tech was a gradual process that was less physically violent compared to other southern institutions.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"2002 1","pages":"75 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89865803","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.86.1.0025
Diane M. Boucher
Abstract:What accounts for the variation in southern state colleges and universities responses to initial desegregation? This article analyzes southern state university responses to qualified Black students’ applications to historically white public colleges. Furthermore, the study tests V.O. Key’s hypothesis in Southern Politics in State and Nation—that the most significant factor in southern political development was the relative concentration of Black population density—to determine whether this was an explanatory factor in university desegregation. A preliminary examination of each southern state’s first Black university student entrance led to four case studies that reveal university policies, legal precedents, actors, and heightened expectations influenced social and political environments that affected the level of resistance to desegregation and university policy decision-making.
{"title":"Utility of V. O. Key’s Black Population Density Theory in the Desegregation of Southern U.S. Public Universities 1948–1963","authors":"Diane M. Boucher","doi":"10.7709/JNEGROEDUCATION.86.1.0025","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.1.0025","url":null,"abstract":"Abstract:What accounts for the variation in southern state colleges and universities responses to initial desegregation? This article analyzes southern state university responses to qualified Black students’ applications to historically white public colleges. Furthermore, the study tests V.O. Key’s hypothesis in Southern Politics in State and Nation—that the most significant factor in southern political development was the relative concentration of Black population density—to determine whether this was an explanatory factor in university desegregation. A preliminary examination of each southern state’s first Black university student entrance led to four case studies that reveal university policies, legal precedents, actors, and heightened expectations influenced social and political environments that affected the level of resistance to desegregation and university policy decision-making.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"1 1","pages":"25 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926038","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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