Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.84.1.0080
C. Harrison, Brandon E. Martin, Rhema D. Fuller
Abstract:The purpose of this study was to explore participants’ academic experiences, their academic motivation and the role of peers on their academic achievement. Participants (N = 27) were comprised of high-achieving African American male student-athletes from four academically rigorous American universities on the West Coast. A majority of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their academic motivations. Using a phenomenological approach, five major themes emerged: (a) “My Teammates Have a Flawed View of Success,” (b) “That’s When I Lost Confidence,” (c) “Don’t Believe the Hype,” (d) “I Wouldn’t Let Bad Associations Affect My Level of Success,” and (e) “I Had to Take Control of My College Experience.” Self-Determination Theory (SDT) is examined in relation to the findings. Recommendations for practitioners and scholars working with African American male student-athletes are also expressed.
{"title":"“Eagles Don’t Fly with Sparrows”: Self-Determination Theory, African American Male Scholar-Athletes and Peer Group Influences on Motivation","authors":"C. Harrison, Brandon E. Martin, Rhema D. Fuller","doi":"10.7709/JNEGROEDUCATION.84.1.0080","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0080","url":null,"abstract":"Abstract:The purpose of this study was to explore participants’ academic experiences, their academic motivation and the role of peers on their academic achievement. Participants (N = 27) were comprised of high-achieving African American male student-athletes from four academically rigorous American universities on the West Coast. A majority of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their academic motivations. Using a phenomenological approach, five major themes emerged: (a) “My Teammates Have a Flawed View of Success,” (b) “That’s When I Lost Confidence,” (c) “Don’t Believe the Hype,” (d) “I Wouldn’t Let Bad Associations Affect My Level of Success,” and (e) “I Had to Take Control of My College Experience.” Self-Determination Theory (SDT) is examined in relation to the findings. Recommendations for practitioners and scholars working with African American male student-athletes are also expressed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"57 1","pages":"80 - 93"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91145060","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.88.3.0281
Rashunda L. Stitt Richardson, Breonte Guy, Kyra S. Perkins
Abstract:The underrepresentation of Black women in STEM, coupled with the urgent need for more qualified STEM workers to fill jobs left vacant by an aging US workforce, resulted in a plethora of studies exploring identity development related to STEM degree pursuance and career aspirations. Although several aspects of identity development were explored, ego identity development, which is considered a foundational concept when studying occupational ideology, has been ignored. Therefore, we utilized Marcia’s ego identity statuses to understand the ego identity development of nine undergraduate Black women engineering majors. Ultimately, participants were either identity achieved or identity foreclosed. Furthermore, early exposure to STEM, interest in STEM, commitment to engineering, and parent support mattered for the undergraduate Black women engineering majors.
{"title":"“I am Committed to Engineering”: The Role of Ego Identity in Black Women’s Engineering Career Persistence","authors":"Rashunda L. Stitt Richardson, Breonte Guy, Kyra S. Perkins","doi":"10.7709/jnegroeducation.88.3.0281","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0281","url":null,"abstract":"Abstract:The underrepresentation of Black women in STEM, coupled with the urgent need for more qualified STEM workers to fill jobs left vacant by an aging US workforce, resulted in a plethora of studies exploring identity development related to STEM degree pursuance and career aspirations. Although several aspects of identity development were explored, ego identity development, which is considered a foundational concept when studying occupational ideology, has been ignored. Therefore, we utilized Marcia’s ego identity statuses to understand the ego identity development of nine undergraduate Black women engineering majors. Ultimately, participants were either identity achieved or identity foreclosed. Furthermore, early exposure to STEM, interest in STEM, commitment to engineering, and parent support mattered for the undergraduate Black women engineering majors.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"20 1","pages":"281 - 296"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91191581","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.85.1.0028
J. Conwell
Abstract:A Du Boisian framework is outlined for the sociology of education. Because of the totalizing nature of racial inequality, W. E. B. Du Bois was forced to simultaneously consider Black students’ educational experiences and outcomes at both the macro and micro levels. The framework’s central problematic is the macro-micro feedback loop between racial inequalities in the U.S. political economy and discriminatory treatment of Black students in schools. For Du Bois, the feedback loop perpetuates multigenerational educational inequality. This article uses a Du Boisian framework to situate research findings on within-school racial inequalities (such as racialized tracking) and between-school racial inequalities (such as urban/suburban school segregation) in a broader analytical context. Situating previous research as such indicates avenues for future scholarship and activism surrounding the issues facing Black students in U.S. schools.
摘要:本文提出了教育社会学的杜波依斯框架。由于种族不平等的全面性，W. E. B.杜波依斯被迫在宏观和微观两个层面同时考虑黑人学生的教育经历和成果。该框架的核心问题是美国政治经济中的种族不平等与学校对黑人学生的歧视性待遇之间的宏观-微观反馈循环。在杜波依斯看来，这种反馈循环使几代人的教育不平等永久化。本文使用杜波依斯框架将学校内种族不平等(如种族化跟踪)和学校间种族不平等(如城市/郊区学校隔离)的研究结果置于更广泛的分析背景下。将以前的研究置于这样的位置，为未来的奖学金和围绕美国学校黑人学生面临的问题的行动主义指明了道路。
{"title":"Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education","authors":"J. Conwell","doi":"10.7709/JNEGROEDUCATION.85.1.0028","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0028","url":null,"abstract":"Abstract:A Du Boisian framework is outlined for the sociology of education. Because of the totalizing nature of racial inequality, W. E. B. Du Bois was forced to simultaneously consider Black students’ educational experiences and outcomes at both the macro and micro levels. The framework’s central problematic is the macro-micro feedback loop between racial inequalities in the U.S. political economy and discriminatory treatment of Black students in schools. For Du Bois, the feedback loop perpetuates multigenerational educational inequality. This article uses a Du Boisian framework to situate research findings on within-school racial inequalities (such as racialized tracking) and between-school racial inequalities (such as urban/suburban school segregation) in a broader analytical context. Situating previous research as such indicates avenues for future scholarship and activism surrounding the issues facing Black students in U.S. schools.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"38 1","pages":"28 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78288893","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.88.4.0467
Krystal Clemons, Kaprea F. Johnson
Abstract:The Black Church and its pastors are important in the African American community, and influence aspects of life including education. There is a gap in the literature concerning professional school counselors’ interaction with African American pastors. This phenomenological study examined experiences of African American pastors regarding professional school counseling, including referral, collaboration, and consultation. Three themes emerged: (a) school counseling experiences, (b) barriers to collaboration, and (c) clergy–school collaboration. School counseling experiences focused on personal and professional experiences. Barriers to collaboration included separation of church and state and lack of visibility. Clergy–school collaboration included outreach and resources. The results of this study suggest that African American pastors are willing to collaborate with professional school counselors to address the needs of African American schoolchildren.
{"title":"African American Pastors and their Perceptions of Professional School Counseling","authors":"Krystal Clemons, Kaprea F. Johnson","doi":"10.7709/jnegroeducation.88.4.0467","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0467","url":null,"abstract":"Abstract:The Black Church and its pastors are important in the African American community, and influence aspects of life including education. There is a gap in the literature concerning professional school counselors’ interaction with African American pastors. This phenomenological study examined experiences of African American pastors regarding professional school counseling, including referral, collaboration, and consultation. Three themes emerged: (a) school counseling experiences, (b) barriers to collaboration, and (c) clergy–school collaboration. School counseling experiences focused on personal and professional experiences. Barriers to collaboration included separation of church and state and lack of visibility. Clergy–school collaboration included outreach and resources. The results of this study suggest that African American pastors are willing to collaborate with professional school counselors to address the needs of African American schoolchildren.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"3 1","pages":"467 - 478"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73164754","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.87.1.0046
Cedric D. Hackett, Sheba Lo
Abstract:This investigative engagement study explored the relationship between self-reported well-being indicators among students at an urban university in southern California and sought to identify variables that predict engaged learning among students who enroll in Africana Studies courses. This study used a correlational design involving an online survey of undergraduate college students from California State University, Northridge who took Africana Studies courses in fall 2014. Regression analysis was conducted to determine which of the persistence constructs (e.g., academic self-efficacy, positive relations with others, psychological sense of community, and socially responsible leadership) were significant predictors of engagement with the college experience. Findings revealed that well-being indicators contribute to engaged learning, which coalesce with African-centered values. Implications for practice and suggestions for future research are discussed.
{"title":"Get In Where You Fit In: Understanding Engaged Learning in an African-centered Environment","authors":"Cedric D. Hackett, Sheba Lo","doi":"10.7709/JNEGROEDUCATION.87.1.0046","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.1.0046","url":null,"abstract":"Abstract:This investigative engagement study explored the relationship between self-reported well-being indicators among students at an urban university in southern California and sought to identify variables that predict engaged learning among students who enroll in Africana Studies courses. This study used a correlational design involving an online survey of undergraduate college students from California State University, Northridge who took Africana Studies courses in fall 2014. Regression analysis was conducted to determine which of the persistence constructs (e.g., academic self-efficacy, positive relations with others, psychological sense of community, and socially responsible leadership) were significant predictors of engagement with the college experience. Findings revealed that well-being indicators contribute to engaged learning, which coalesce with African-centered values. Implications for practice and suggestions for future research are discussed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"9 1","pages":"46 - 58"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82052479","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.88.3.0311
Nickolaus A. Ortiz, Terrell R. Morton, M. Miles, R. Roby
Abstract:Drawing from the experiences of 14 Black students participating in a structured undergraduate research program at either an historically Black university or a predominantly White institution, the authors conducted a secondary data analysis on interview and journal prompt data using Yosso’s community cultural wealth framework to identify sources of capital for, and challenges to, STEM identity formation. This current undertaking is seen as a direct response to what works, in regards to the practices and conduits that directly influence the preparation and recruitment of Black students into STEM majors. This has noteworthy implications for the role that educators and other members of Black students’ communities contribute to their acquisition of cultural capital and subsequently how they develop STEM identities.
{"title":"What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education","authors":"Nickolaus A. Ortiz, Terrell R. Morton, M. Miles, R. Roby","doi":"10.7709/jnegroeducation.88.3.0311","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0311","url":null,"abstract":"Abstract:Drawing from the experiences of 14 Black students participating in a structured undergraduate research program at either an historically Black university or a predominantly White institution, the authors conducted a secondary data analysis on interview and journal prompt data using Yosso’s community cultural wealth framework to identify sources of capital for, and challenges to, STEM identity formation. This current undertaking is seen as a direct response to what works, in regards to the practices and conduits that directly influence the preparation and recruitment of Black students into STEM majors. This has noteworthy implications for the role that educators and other members of Black students’ communities contribute to their acquisition of cultural capital and subsequently how they develop STEM identities.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"57 1","pages":"311 - 326"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81765284","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.88.1.0001
I. Toldson
{"title":"Campaign Promises and HBCU Advocacy: When a promise is really a pitch (Editor’s Commentary)","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.88.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.88.1.0001","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"12 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":"82359744","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.86.1.0003
Katherine I. E. Wheatle
Abstract:A hallmark and first of its kind, The Journal of Negro Education (JNE) was conceived to be a haven for scholars and researchers producing scholarship related to the education of Black people. The following article illuminates a deeper historical context of the founding of The Journal, focusing on the institutional context of Howard University in which The Journal of Negro Education emerged in the early 20th century. The author provides evidence from primary and secondary documents which suggests that the invaluable support of influential actors like Mordecai W. Johnson, Charles H. Thompson, the Howard University faculty, and the first editorial board of The Journal, led to the publication of the first issues of JNE.
摘要:《黑人教育杂志》(Journal of Negro Education, JNE)是美国黑人教育学界的标志性刊物，也是美国黑人教育学界的创刊刊物。下面的文章阐述了《华尔街日报》创刊的更深层次的历史背景，重点关注霍华德大学的制度背景，《黑人教育杂志》在20世纪初应运而生。作者从第一手和二手文献中提供了证据，表明莫迪凯·w·约翰逊、查尔斯·h·汤普森、霍华德大学教职员工和《华尔街日报》第一届编辑委员会等有影响力的人士的宝贵支持，促成了《JNE》第一期的出版。
{"title":"Exploring the Context and Influences behind the Founding of The Journal of Negro Education, 1932–1933","authors":"Katherine I. E. Wheatle","doi":"10.7709/JNEGROEDUCATION.86.1.0003","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.1.0003","url":null,"abstract":"Abstract:A hallmark and first of its kind, The Journal of Negro Education (JNE) was conceived to be a haven for scholars and researchers producing scholarship related to the education of Black people. The following article illuminates a deeper historical context of the founding of The Journal, focusing on the institutional context of Howard University in which The Journal of Negro Education emerged in the early 20th century. The author provides evidence from primary and secondary documents which suggests that the invaluable support of influential actors like Mordecai W. Johnson, Charles H. Thompson, the Howard University faculty, and the first editorial board of The Journal, led to the publication of the first issues of JNE.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"68 1","pages":"12 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89357466","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.88.3.0327
Terrell R. Morton, Destiny S. Gee, Ashley N. Woodson
Abstract:Research investigating Black student engagement in science, technology, engineering, and mathematics (STEM) postsecondary education connects their racial identity to STEM identity development and persistence. How Black students perceive and understand their Blackness in relationship to STEM learning environments to embody their identity; however, are not fully illuminated. This study presents insights from 44 Black undergraduate students studying STEM at a predominantly White institution (PWI). Using phenomenological focus group interviews, analyzed through the Afropessimist principles of the afterlife of slavery and anti-Blackness, the authors find that Black students’ rationale for coping mechanisms employed is shaped by individualism and Black collectivism. They name this rationale Black X Consciousness, and provide implications for its importance in Black student STEM education research.
摘要:一项调查黑人学生参与科学、技术、工程和数学(STEM)高等教育的研究将他们的种族认同与STEM认同的发展和持续联系起来。黑人学生如何感知和理解他们的黑人身份与STEM学习环境的关系，以体现他们的身份;然而，并没有完全阐明。本研究展示了44名在以白人为主的机构(PWI)学习STEM的黑人本科生的见解。采用现象学焦点小组访谈，通过非洲悲观主义的奴隶制和反黑人原则进行分析，作者发现黑人学生所采用的应对机制的基本原理受到个人主义和黑人集体主义的影响。他们将这种理论命名为Black X Consciousness，并提供了其在黑人学生STEM教育研究中的重要性的含义。
{"title":"Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM","authors":"Terrell R. Morton, Destiny S. Gee, Ashley N. Woodson","doi":"10.7709/jnegroeducation.88.3.0327","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0327","url":null,"abstract":"Abstract:Research investigating Black student engagement in science, technology, engineering, and mathematics (STEM) postsecondary education connects their racial identity to STEM identity development and persistence. How Black students perceive and understand their Blackness in relationship to STEM learning environments to embody their identity; however, are not fully illuminated. This study presents insights from 44 Black undergraduate students studying STEM at a predominantly White institution (PWI). Using phenomenological focus group interviews, analyzed through the Afropessimist principles of the afterlife of slavery and anti-Blackness, the authors find that Black students’ rationale for coping mechanisms employed is shaped by individualism and Black collectivism. They name this rationale Black X Consciousness, and provide implications for its importance in Black student STEM education research.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"185 1","pages":"327 - 342"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86888864","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.87.1.0073
Scott M. Debb, Darlene G. Colson, D. Hacker, K. Park
Abstract:Resilience is a key component in the success equation for many students attending a historically Black college or university (HBCU). Although traditional indicators of prior academic achievement are often used to predict persistence to degree completion, there is growing support for including latent non-cognitive characteristics into this model. The current study surveyed third-year African American HBCU students using the Connor-Davidson Resilience Scale to gauge their existing resilience. Results indicated that the instrument was appropriate for use with this cohort, who displayed slightly higher than average resilience compared to the general population, which could have been due to the respondent’s already persisting to their junior year. More research is needed to address the relationship between resilience and other sociodemographic, environmental, and institutional factors that may impact HBCU students’ prior to, and across the entire range of their college career.
{"title":"Applying the Connor-Davidson Resilience Scale for Use with Third-Year African American College Students","authors":"Scott M. Debb, Darlene G. Colson, D. Hacker, K. Park","doi":"10.7709/jnegroeducation.87.1.0073","DOIUrl":"https://doi.org/10.7709/jnegroeducation.87.1.0073","url":null,"abstract":"Abstract:Resilience is a key component in the success equation for many students attending a historically Black college or university (HBCU). Although traditional indicators of prior academic achievement are often used to predict persistence to degree completion, there is growing support for including latent non-cognitive characteristics into this model. The current study surveyed third-year African American HBCU students using the Connor-Davidson Resilience Scale to gauge their existing resilience. Results indicated that the instrument was appropriate for use with this cohort, who displayed slightly higher than average resilience compared to the general population, which could have been due to the respondent’s already persisting to their junior year. More research is needed to address the relationship between resilience and other sociodemographic, environmental, and institutional factors that may impact HBCU students’ prior to, and across the entire range of their college career.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"6 1","pages":"73 - 89"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83630462","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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