Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.85.1.0016
Danté L. Pelzer
Abstract:The way Black men make meaning of their college experience is implicitly tied to how they internalize and demonstrate their masculinity. This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. Critical race theory (CRT) is introduced as a practical approach for challenging hegemonic ideologies about Black masculinity. CRT calls for the use of counter-narratives as a way for marginalized groups to retake ownership of their authentic voice. Colleges must create counter-spaces on campus where Black college men can begin to rethink, re-author, retell what it means to be a Black man.
{"title":"Creating a New Narrative: Reframing Black Masculinity for College Men","authors":"Danté L. Pelzer","doi":"10.7709/JNEGROEDUCATION.85.1.0016","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0016","url":null,"abstract":"Abstract:The way Black men make meaning of their college experience is implicitly tied to how they internalize and demonstrate their masculinity. This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. Critical race theory (CRT) is introduced as a practical approach for challenging hegemonic ideologies about Black masculinity. CRT calls for the use of counter-narratives as a way for marginalized groups to retake ownership of their authentic voice. Colleges must create counter-spaces on campus where Black college men can begin to rethink, re-author, retell what it means to be a Black man.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"33 1","pages":"16 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968661","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.84.1.0040
Jennifer O. Burrell, L. Fleming, Afiya C. Fredericks
Abstract:Despite diversity challenges in engineering education regarding Black males in particular, little is known about the factors that Black males attribute to their persistence in engineering. This study examines the college experiences of 15 Black males majoring in engineering at a historically Black university and the factors they believe help or hinder their persistence. The analysis of semi-structured focus group data revealed that Black males’ college experiences are partially determined by their status as either domestic or international. Findings suggest that several well-established and motivation-relevant constructs (e.g., teacher expectations, self-theories of intelligence, and peer support) influence both groups. Implications for future research, as well as higher education policy and practice are discussed.
{"title":"Domestic and International Student Matters: The College Experiences of Black Males Majoring in Engineering at an HBCU","authors":"Jennifer O. Burrell, L. Fleming, Afiya C. Fredericks","doi":"10.7709/JNEGROEDUCATION.84.1.0040","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0040","url":null,"abstract":"Abstract:Despite diversity challenges in engineering education regarding Black males in particular, little is known about the factors that Black males attribute to their persistence in engineering. This study examines the college experiences of 15 Black males majoring in engineering at a historically Black university and the factors they believe help or hinder their persistence. The analysis of semi-structured focus group data revealed that Black males’ college experiences are partially determined by their status as either domestic or international. Findings suggest that several well-established and motivation-relevant constructs (e.g., teacher expectations, self-theories of intelligence, and peer support) influence both groups. Implications for future research, as well as higher education policy and practice are discussed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"24 1","pages":"40 - 55"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82189129","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.82.1.0003
M. C. Brown
Abstract:Historically Black colleges and universities are a unique institutional cohort in American higher education. These colleges have been celebrated for their achievements and critiqued for their composition at differing points during their collective history. This article addresses contemporary ebbs and flows of their relevance and reputation in the national discourse. Particular attention is given to real or perceived changes in the status and place of these institutions since the election of President Barack Obama and the new imperative for maintaining institutional significance.
{"title":"The Declining Significance of Historically Black Colleges and Universities: Relevance, Reputation, and Reality in Obamamerica","authors":"M. C. Brown","doi":"10.7709/JNEGROEDUCATION.82.1.0003","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0003","url":null,"abstract":"Abstract:Historically Black colleges and universities are a unique institutional cohort in American higher education. These colleges have been celebrated for their achievements and critiqued for their composition at differing points during their collective history. This article addresses contemporary ebbs and flows of their relevance and reputation in the national discourse. Particular attention is given to real or perceived changes in the status and place of these institutions since the election of President Barack Obama and the new imperative for maintaining institutional significance.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"7 1","pages":"19 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82349395","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.88.2.0103
Timberly L. Baker
Abstract:African American students are being suspended/expelled at a greater rate than their peers, a phenomenon that scholars have come to call the “discipline gap.” As the gap has grown, so have instances of African American student suspension and expulsion for “defiance.” This article offers a revision of the Baker framework, which troubles deficit notions of overrepresentation in the disciplinary category of defiance by offering a different conceptualization of African American students being labeled defiant. The author argues that the very acts classified as defiant are often a response to microaggressions. A framework is presented to explain why African American students are overrepresented in terms of suspension/expulsion for defiance.
{"title":"Reframing the Connections between Deficit Thinking, Microaggressions, and Teacher Perceptions of Defiance","authors":"Timberly L. Baker","doi":"10.7709/jnegroeducation.88.2.0103","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.2.0103","url":null,"abstract":"Abstract:African American students are being suspended/expelled at a greater rate than their peers, a phenomenon that scholars have come to call the “discipline gap.” As the gap has grown, so have instances of African American student suspension and expulsion for “defiance.” This article offers a revision of the Baker framework, which troubles deficit notions of overrepresentation in the disciplinary category of defiance by offering a different conceptualization of African American students being labeled defiant. The author argues that the very acts classified as defiant are often a response to microaggressions. A framework is presented to explain why African American students are overrepresented in terms of suspension/expulsion for defiance.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"55 1","pages":"103 - 113"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77363444","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}
Brown In Baltimore: School Desegregation and the Limits of Liberalism, by Howell S. Baum. Ithaca and London: Cornell University Press, 2010, 274 pp, $24.95, paperback. In Brown In Baltimore, Baum investigates why the city's pubUc schools remained segregated after its school board immediately supported die Supreme Court ruling on Brown v. Board of Education (1954). According to Baum, toe failure of school integration was caused by a desegregation policy, created by an all- White school board, called "free choice." Free choice was formed out of the school board's "liberal ideology" of individual choice over integration and to avoid any discussion of race. As a professor of urban and regional planning at University of Maryland, College Park, Baum has written extensively on urban affairs and school reform. The first chapter examines Baltimore as a border city and how its location directly under the Mason Dixon line helped to create a culture of segregation and activism in relation to classical Uberalism. The second chapter explores a campaign led by assertive local Black leaders to end segregation in all schools or cure the unsanitary conditions in toe Black portable schools. To Baum, toe campaign forced school officials to deal wito race. The third chapter details the secret negotiations between civil rights leaders and the city school board to integrate school trade programs before toe Brown decision. A smaU number of Black students were integrated into toe printing programs in Polytechnic Institute in 1952 and toe Mergentoaler School in 1953 witoout any violence. To Baum, civil rights leaders were classical liberals in terms of individualism, who labeled historically Black high schools as "inferior" for toe purpose of integrating toeir children into White schools. The next toree chapters are the heart of Baum' s argument. The fourth chapter describes toe creation of toe free choice policy when toe school board was confronted wito implementing social engineering. Free choice gave White parents toe option to send their chUdren to segregated schools. Baum states, "The board's preference for free choice and for desegregation over integration expressed its member's liberalism" (p. 72). The fifth chapter illustrates how open enrollment over seven years led to school resegregation due to racial prejudice among White residents. Racial issues were avoided and toe physical conditions of Black schools continued to be marginalized, which illustrates how liberalism continued to play a role in politics and Ufe in Baltimore. Chapter six explores toe protests against open enrollment by twenty-eight Black and White parents and other civU rights groups. They advocated for the enforcement of fidi integration of Baltimore City public schools at toe height of toe national CivU Rights Movement. The school board reevaluated itself and attempted to promote social engineering. Baum views toe changing political toward social engineering as toe best chance to implement scho
{"title":"Brown In Baltimore: School Desegregation and the Limits of Liberalism by Howell S. Baum (review)","authors":"John Tilghman","doi":"10.5860/choice.48-2353","DOIUrl":"https://doi.org/10.5860/choice.48-2353","url":null,"abstract":"Brown In Baltimore: School Desegregation and the Limits of Liberalism, by Howell S. Baum. Ithaca and London: Cornell University Press, 2010, 274 pp, $24.95, paperback. In Brown In Baltimore, Baum investigates why the city's pubUc schools remained segregated after its school board immediately supported die Supreme Court ruling on Brown v. Board of Education (1954). According to Baum, toe failure of school integration was caused by a desegregation policy, created by an all- White school board, called \"free choice.\" Free choice was formed out of the school board's \"liberal ideology\" of individual choice over integration and to avoid any discussion of race. As a professor of urban and regional planning at University of Maryland, College Park, Baum has written extensively on urban affairs and school reform. The first chapter examines Baltimore as a border city and how its location directly under the Mason Dixon line helped to create a culture of segregation and activism in relation to classical Uberalism. The second chapter explores a campaign led by assertive local Black leaders to end segregation in all schools or cure the unsanitary conditions in toe Black portable schools. To Baum, toe campaign forced school officials to deal wito race. The third chapter details the secret negotiations between civil rights leaders and the city school board to integrate school trade programs before toe Brown decision. A smaU number of Black students were integrated into toe printing programs in Polytechnic Institute in 1952 and toe Mergentoaler School in 1953 witoout any violence. To Baum, civil rights leaders were classical liberals in terms of individualism, who labeled historically Black high schools as \"inferior\" for toe purpose of integrating toeir children into White schools. The next toree chapters are the heart of Baum' s argument. The fourth chapter describes toe creation of toe free choice policy when toe school board was confronted wito implementing social engineering. Free choice gave White parents toe option to send their chUdren to segregated schools. Baum states, \"The board's preference for free choice and for desegregation over integration expressed its member's liberalism\" (p. 72). The fifth chapter illustrates how open enrollment over seven years led to school resegregation due to racial prejudice among White residents. Racial issues were avoided and toe physical conditions of Black schools continued to be marginalized, which illustrates how liberalism continued to play a role in politics and Ufe in Baltimore. Chapter six explores toe protests against open enrollment by twenty-eight Black and White parents and other civU rights groups. They advocated for the enforcement of fidi integration of Baltimore City public schools at toe height of toe national CivU Rights Movement. The school board reevaluated itself and attempted to promote social engineering. Baum views toe changing political toward social engineering as toe best chance to implement scho","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"109 1","pages":"83 - 84"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79392804","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.88.4.0443
Jennifer D. Turner
Abstract:Scholars have argued that college preparation for Black students is the civil rights issue for our times. While Black students hold high aspirations for future success, their college and career readiness in literacy is often mitigated by instructional barriers in K–8 classrooms. In this article, the author offers a set of principles, inspired by the work of the late Brazilian educator Paulo Freire that teachers can use to enhance Black students’ college and career readiness. The treatise outlines four instructional principles that help Black students critically “read the word and the world”: (a) Leverage students’ community knowledge and career aspirations for literacy skill instruction; (b) Center students’ racial literacies and conventional literacies within instruction; (c Promote liberatory literacies through conventional, creative, and critical writing; and (d) Inspire skill development, critique, and action through “problem-posing” projects.
{"title":"Improving Black Students’ College and Career Readiness through Literacy Instruction: A Freirean-Inspired Approach for K–8 Classrooms","authors":"Jennifer D. Turner","doi":"10.7709/jnegroeducation.88.4.0443","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0443","url":null,"abstract":"Abstract:Scholars have argued that college preparation for Black students is the civil rights issue for our times. While Black students hold high aspirations for future success, their college and career readiness in literacy is often mitigated by instructional barriers in K–8 classrooms. In this article, the author offers a set of principles, inspired by the work of the late Brazilian educator Paulo Freire that teachers can use to enhance Black students’ college and career readiness. The treatise outlines four instructional principles that help Black students critically “read the word and the world”: (a) Leverage students’ community knowledge and career aspirations for literacy skill instruction; (b) Center students’ racial literacies and conventional literacies within instruction; (c Promote liberatory literacies through conventional, creative, and critical writing; and (d) Inspire skill development, critique, and action through “problem-posing” projects.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"56 1","pages":"443 - 453"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76711318","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.81.1.0082
Chavella T. Pittman
Abstract:What role does race play in the lives of fourteen African American (7 women, 7 men) faculty on a predominantly White campus? This case study focuses on their narratives which revealed that racial microaggressions were a common and negative facet of their lives on campus. Specifically, their narratives suggest interactions of microinvalidations with White colleagues and microinsults with White students. This faculty responded to racial microaggressions by creating campus change and safe space for students of color. Given the potential negative outcomes of racial microaggression, these findings suggest that work is needed to improve the campus climate for African American faculty.
{"title":"Racial Microaggressions: The Narratives of African American Faculty at a Predominantly White University","authors":"Chavella T. Pittman","doi":"10.7709/JNEGROEDUCATION.81.1.0082","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0082","url":null,"abstract":"Abstract:What role does race play in the lives of fourteen African American (7 women, 7 men) faculty on a predominantly White campus? This case study focuses on their narratives which revealed that racial microaggressions were a common and negative facet of their lives on campus. Specifically, their narratives suggest interactions of microinvalidations with White colleagues and microinsults with White students. This faculty responded to racial microaggressions by creating campus change and safe space for students of color. Given the potential negative outcomes of racial microaggression, these findings suggest that work is needed to improve the campus climate for African American faculty.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"3 1","pages":"82 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76725299","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.88.3.0343
H. García, Bryan K., Jon Mcnaughtan
Abstract:Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.
{"title":"“Why Not?”: How STEM Identity Development Promotes Black Transfer and Transition","authors":"H. García, Bryan K., Jon Mcnaughtan","doi":"10.7709/jnegroeducation.88.3.0343","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0343","url":null,"abstract":"Abstract:Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"44 1","pages":"343 - 357"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85783161","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.84.1.0096
Donald G. Mitchell
Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts, edited by Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis. Charlotte, NC: Information Age, 2012, 231 pp., $85.99, hardcover; $45.99, paperback.As an African American male who persisted through the Ph.D., I often wonder, what are the salient supports that influenced my postsecondary experience that other African American males need as approximately two-thirds-who even make it to college-drop out? Is it faith, family and friends, mentors, peers, institutional choice, self-motivation, or engagement? Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis, explored these same issues in their edited volume, Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts. The text is composed of eleven chapters, each exploring the experiences of African American males who attend diverse institutional types.Lewis, in Chapter one, noted that scholarship examining the experiences of African American males in higher education has virtually ignored the impact of institutional context and culture. He concluded the chapter with an overview of the remaining 10 chapters.In Chapter two, Wood and Hilton conducted a meta-synthesis of the literature on Black males at community colleges over the past 40 years. They stated that three types of factors influence the experiences of Black males at community colleges: (a) economic, (b) academic, and (c) external. They concluded with policy recommendations included in the literature, presenting them by levels or groups (i.e., high school, institutional, state, federal), and called for additional research noting (at the time) that only eight peer-reviewed journal articles were published on Black males at community colleges in the past 40 years.Chapter three, written by Fountaine, included a literature review and overview of for-profit colleges and the access they provide African Americans. For example, Fountaine noted the University of Phoenix-Online Campus was the top producer of Black associates, bachelor's, and master's degrees. Because literature concerning African American males at for-profit colleges is narrow, at best, she concentrated on African American trends, generally. However, her overview of for-profit institutions was extraordinary as research and scholarship on these institutions is limited.A personal favorite, Chapter four by Berhanu and Jackson qualitatively investigated the experiences of two African American males who attended an Ivy League institution for master's degrees using an aspiration theoretical framework. The authors found that the males chose their institution because of prestige, they were engaged partly to deconstruct stereotypes about African American males, and faced issues of race and racism on the campus.Gasman, Lundy-Wagner, and Commodore, in Chapter five, wrote about experiences of Black males studying at historically Black colleges and universiti
高等教育中的黑人男性:在不同制度背景下审视他们的经历，由Adriel A. Hilton, J. Luke Wood和Chance W. Lewis编辑。北卡罗来纳州夏洛特:信息时代出版社，2012年，231页，85.99美元，精装本;45.99美元,平装书。作为一名坚持读完博士学位的非裔美国男性，我经常想，是什么显著的支持影响了我的高等教育经历，而其他非裔美国男性大约有三分之二甚至上了大学，他们都辍学了?是信仰、家人和朋友、导师、同伴、机构选择、自我激励还是参与?Adriel A. Hilton, J. Luke Wood和Chance W. Lewis在他们的编辑卷《高等教育中的黑人男性:在不同制度背景下检查他们的经历》中探讨了同样的问题。正文由十一章组成，每一章都探讨了参加不同类型机构的非裔美国男性的经历。刘易斯在第一章中指出，研究非裔美国男性在高等教育中的经历的学术研究实际上忽略了制度背景和文化的影响。他在这一章的结尾概述了剩下的10章。在第二章中，Wood和Hilton对过去40年来有关社区大学黑人男性的文献进行了综合分析。他们指出，有三种因素影响黑人男性在社区大学的经历:(a)经济、(b)学术和(c)外部。他们总结了文献中包含的政策建议，按层次或群体(即高中，机构，州，联邦)进行展示，并呼吁进行额外的研究，注意到(当时)在过去的40年里，只有8篇同行评议的期刊文章发表在社区大学的黑人男性身上。第三章由方丹撰写，包括对营利性大学的文献回顾和概述，以及它们为非裔美国人提供的机会。例如，方丹指出，凤凰城大学在线校区是培养黑人助理、学士和硕士学位最多的地方。因为关于盈利性大学的非裔美国男性的文献很少，她把重点放在了非裔美国人的总体趋势上。然而，她对营利性机构的概述是非凡的，因为对这些机构的研究和奖学金是有限的。伯哈努和杰克逊的第四章是我个人最喜欢的一篇文章，它用抱负理论框架定性地调查了两名在常春藤盟校攻读硕士学位的非裔美国男性的经历。作者发现，这些男性选择这所学校的原因是声誉，他们在一定程度上参与了解构对非洲裔美国男性的刻板印象，并在校园里面临种族和种族主义问题。Gasman, Lundy-Wagner和Commodore在第五章中写了黑人男性在传统黑人学院和大学(HBCUs)学习的经历。作者回顾了文献，并使用综合高等教育数据系统(IPEDS，见https://nces.ed.gov/ipeds)提供了HBCUs黑人男性的描述性概述。他们指出，黑人男性占两年制hbcu学生的大多数，而hbcu对于从两年制大学转到四年制大学的黑人男性至关重要。在第六章中，Newman、Mmeje和Allen探讨了非裔美国男性在以白人为主的大学(pwi)中的经历，分析了现有文献，并探索了“前50名国立大学”的趋势。他们指出，莱斯大学的非裔美国学生毕业率最高，加州理工学院的非裔美国学生中男性比例最高(81.8%)。Newman, Mmeje和Allen在本书中提供了最详细的实践建议列表。…
{"title":"Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts by Adriel A. Hilton J. Luke Wood Chance W. Lewis (review)","authors":"Donald G. Mitchell","doi":"10.7709/jnegroeducation.84.1.0096","DOIUrl":"https://doi.org/10.7709/jnegroeducation.84.1.0096","url":null,"abstract":"Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts, edited by Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis. Charlotte, NC: Information Age, 2012, 231 pp., $85.99, hardcover; $45.99, paperback.As an African American male who persisted through the Ph.D., I often wonder, what are the salient supports that influenced my postsecondary experience that other African American males need as approximately two-thirds-who even make it to college-drop out? Is it faith, family and friends, mentors, peers, institutional choice, self-motivation, or engagement? Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis, explored these same issues in their edited volume, Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts. The text is composed of eleven chapters, each exploring the experiences of African American males who attend diverse institutional types.Lewis, in Chapter one, noted that scholarship examining the experiences of African American males in higher education has virtually ignored the impact of institutional context and culture. He concluded the chapter with an overview of the remaining 10 chapters.In Chapter two, Wood and Hilton conducted a meta-synthesis of the literature on Black males at community colleges over the past 40 years. They stated that three types of factors influence the experiences of Black males at community colleges: (a) economic, (b) academic, and (c) external. They concluded with policy recommendations included in the literature, presenting them by levels or groups (i.e., high school, institutional, state, federal), and called for additional research noting (at the time) that only eight peer-reviewed journal articles were published on Black males at community colleges in the past 40 years.Chapter three, written by Fountaine, included a literature review and overview of for-profit colleges and the access they provide African Americans. For example, Fountaine noted the University of Phoenix-Online Campus was the top producer of Black associates, bachelor's, and master's degrees. Because literature concerning African American males at for-profit colleges is narrow, at best, she concentrated on African American trends, generally. However, her overview of for-profit institutions was extraordinary as research and scholarship on these institutions is limited.A personal favorite, Chapter four by Berhanu and Jackson qualitatively investigated the experiences of two African American males who attended an Ivy League institution for master's degrees using an aspiration theoretical framework. The authors found that the males chose their institution because of prestige, they were engaged partly to deconstruct stereotypes about African American males, and faced issues of race and racism on the campus.Gasman, Lundy-Wagner, and Commodore, in Chapter five, wrote about experiences of Black males studying at historically Black colleges and universiti","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"80 1","pages":"96 - 98"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84223564","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.88.3.0229
L. Oseguera, Hyunjae Park, Maria Javiera De Los Rios, Elyzza M. Aparicio, Royel M. Johnson
Abstract:This study reports on early program retention in a multi-component undergraduate science, technology, engineering, and mathematics (STEM) scholar program aimed at diversifying STEM at a large, research-intensive, predominantly White university. The authors drew on London and associates’ STEM Engagement Framework to determine what factors are related to remaining in the program through the first two years. Results indicate that having a high scientific identity and reporting fewer instances of discrimination increased the likelihood of remaining in the program. Black students were somewhat more likely than the other underrepresented racially minoritized (URM) groups to remain in the program and were as likely as non-URM participants to remain enrolled in the program.
{"title":"Examining the Role of Scientific Identity in Black Student Retention in a STEM Scholar Program","authors":"L. Oseguera, Hyunjae Park, Maria Javiera De Los Rios, Elyzza M. Aparicio, Royel M. Johnson","doi":"10.7709/jnegroeducation.88.3.0229","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0229","url":null,"abstract":"Abstract:This study reports on early program retention in a multi-component undergraduate science, technology, engineering, and mathematics (STEM) scholar program aimed at diversifying STEM at a large, research-intensive, predominantly White university. The authors drew on London and associates’ STEM Engagement Framework to determine what factors are related to remaining in the program through the first two years. Results indicate that having a high scientific identity and reporting fewer instances of discrimination increased the likelihood of remaining in the program. Black students were somewhat more likely than the other underrepresented racially minoritized (URM) groups to remain in the program and were as likely as non-URM participants to remain enrolled in the program.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"28 1","pages":"229 - 248"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89390359","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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