Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.86.3.0318
Jonathan A. McElderry, Stephanie Rivera
Abstract:For this study, we use duoethnography in conducting an analysis of recorded pláticas, which is understood as a collaborative process of dialogue to explain our experiences as previous administrators at the University of Missouri during times of racial unrest. Through this article, we provide an understanding of the events leading up to the fall of 2015 and reflect on our experiences as administrators working directly with students and doing inclusion and diversity work. Utilizing critical race theory and critical race feminism we analyze our roles in the movement, the feelings that arose because of institutional dynamics, as well as the oppressive conditions we experienced. In turn, this article sheds light on how the lack of institutional support for inclusion and diversity efforts led to increased campus turmoil and a challenging experience for us as professionals.
{"title":"“Your Agenda Item, Our Experience”: Two Administrators’ Insights on Campus Unrest at Mizzou","authors":"Jonathan A. McElderry, Stephanie Rivera","doi":"10.7709/JNEGROEDUCATION.86.3.0318","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.3.0318","url":null,"abstract":"Abstract:For this study, we use duoethnography in conducting an analysis of recorded pláticas, which is understood as a collaborative process of dialogue to explain our experiences as previous administrators at the University of Missouri during times of racial unrest. Through this article, we provide an understanding of the events leading up to the fall of 2015 and reflect on our experiences as administrators working directly with students and doing inclusion and diversity work. Utilizing critical race theory and critical race feminism we analyze our roles in the movement, the feelings that arose because of institutional dynamics, as well as the oppressive conditions we experienced. In turn, this article sheds light on how the lack of institutional support for inclusion and diversity efforts led to increased campus turmoil and a challenging experience for us as professionals.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"89 1","pages":"318 - 337"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83146319","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.81.1.0067
Lorenzo Baber
Abstract:While persistence and completion rates in postsecondary education are on the rise, gaps based on racial/ethnic demographics remain. This is particularly evident at predominately White institutions (PWIs), despite increasing enrollment of African Americans at these institutions. Previous studies have linked psychosocial health of African American students with positive educational outcomes. Using qualitative data from a study of first-year African American students at a PWI, this article examines the influence of racial identity development on the educational experiences through an interpretive theoretical framework—the Multidimensional Model of Racial Identity (MMRI). Five themes are presented, representing the influence of both internal reconceptualization of racial identity and external sources of support. Implications for policy development and future research are discussed.
{"title":"A Qualitative Inquiry on the Multidimensional Racial Development among First-Year African American College Students Attending a Predominately White Institution","authors":"Lorenzo Baber","doi":"10.7709/JNEGROEDUCATION.81.1.0067","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0067","url":null,"abstract":"Abstract:While persistence and completion rates in postsecondary education are on the rise, gaps based on racial/ethnic demographics remain. This is particularly evident at predominately White institutions (PWIs), despite increasing enrollment of African Americans at these institutions. Previous studies have linked psychosocial health of African American students with positive educational outcomes. Using qualitative data from a study of first-year African American students at a PWI, this article examines the influence of racial identity development on the educational experiences through an interpretive theoretical framework—the Multidimensional Model of Racial Identity (MMRI). Five themes are presented, representing the influence of both internal reconceptualization of racial identity and external sources of support. Implications for policy development and future research are discussed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"5 6 1","pages":"67 - 81"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83408575","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.88.1.0017
Robin L. Jarrett, Sarai Coba-Rodriguez
Abstract:Policymakers have refocused attention on the school readiness of low-income, African American children. Yet, preschools, elementary schools, and families often differ in their beliefs about salient abilities. The degree of alignment among teachers and parents influences how successfully children make the transition to kindergarten. Focusing on one inner-city neighborhood and using qualitative interviews, the authors examine preschool teachers’, kindergarten teachers’, and low-income African American mothers’ school readiness beliefs. African American teachers from Head Start and charter and neighborhood schools emphasized academic and socio-emotional skills. Their views were consonant with mothers of preschoolers. Montessori teachers differed from mothers in their emphasis on socio-emotional skills. Teachers’ beliefs were related to school type, curricula, and teacher tenure and race. Mothers’ beliefs reflected racial background. These findings contribute to research on home-school collaborations and offer recommendations for promoting home-school alignments.
{"title":"“We Gonna Get on the Same Page:” School Readiness Perspectives from Preschool Teachers, Kindergarten Teachers, and Low-income, African American Mothers of Preschoolers","authors":"Robin L. Jarrett, Sarai Coba-Rodriguez","doi":"10.7709/JNEGROEDUCATION.88.1.0017","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.88.1.0017","url":null,"abstract":"Abstract:Policymakers have refocused attention on the school readiness of low-income, African American children. Yet, preschools, elementary schools, and families often differ in their beliefs about salient abilities. The degree of alignment among teachers and parents influences how successfully children make the transition to kindergarten. Focusing on one inner-city neighborhood and using qualitative interviews, the authors examine preschool teachers’, kindergarten teachers’, and low-income African American mothers’ school readiness beliefs. African American teachers from Head Start and charter and neighborhood schools emphasized academic and socio-emotional skills. Their views were consonant with mothers of preschoolers. Montessori teachers differed from mothers in their emphasis on socio-emotional skills. Teachers’ beliefs were related to school type, curricula, and teacher tenure and race. Mothers’ beliefs reflected racial background. These findings contribute to research on home-school collaborations and offer recommendations for promoting home-school alignments.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"24 1","pages":"17 - 31"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82476354","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.89.1.0024
Aaron Goodson
Abstract:Follow-up studies of clustering by academic major, the dynamic of 25% or more of the student-athletes on a roster pursuing the same academic major, indicate that it still occurs in revenue-generating sports. Research on clustering is absent in member institutions of different NCAA divisions, institutions with unique missions, specifically historically Black colleges and universities (HBCUs). This study examined the academic majors of student-athletes in football and basketball at select HBCUs by obtaining data about academic majors from institutional media guides. The results revealed that clustering occurred at eighteen of the twenty-two. From these results, clustering by academic major is not just an issue at “big time” institutions, but potentially a widespread issue across collegiate athletics.
{"title":"Clustering by Academic Major at Historically Black Colleges and Universities (HBCUs)","authors":"Aaron Goodson","doi":"10.7709/JNEGROEDUCATION.89.1.0024","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.89.1.0024","url":null,"abstract":"Abstract:Follow-up studies of clustering by academic major, the dynamic of 25% or more of the student-athletes on a roster pursuing the same academic major, indicate that it still occurs in revenue-generating sports. Research on clustering is absent in member institutions of different NCAA divisions, institutions with unique missions, specifically historically Black colleges and universities (HBCUs). This study examined the academic majors of student-athletes in football and basketball at select HBCUs by obtaining data about academic majors from institutional media guides. The results revealed that clustering occurred at eighteen of the twenty-two. From these results, clustering by academic major is not just an issue at “big time” institutions, but potentially a widespread issue across collegiate athletics.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"3 1","pages":"24 - 37"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87513277","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.88.2.0146
Keonya C. Booker, Gloria D. Campbell-Whatley
Abstract:In this study, student perceptions of diversity and inclusion at a Historically Black University were explored using a qualitative research methodology. Sixteen undergraduate and graduate students participated in individual and focus group interviews that examined faculty and peer relationships, campus programming, and methods of university communication. Findings revealed that students felt a strong sense of connection with their instructors, but social integration with peers was mixed. Using Tinto’s theory of student departure, we described student participants’ encounters with culturally relevant andragogy, student life programs, and interactions with classmates.
{"title":"Student Perceptions of Inclusion at a Historically Black University","authors":"Keonya C. Booker, Gloria D. Campbell-Whatley","doi":"10.7709/jnegroeducation.88.2.0146","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.2.0146","url":null,"abstract":"Abstract:In this study, student perceptions of diversity and inclusion at a Historically Black University were explored using a qualitative research methodology. Sixteen undergraduate and graduate students participated in individual and focus group interviews that examined faculty and peer relationships, campus programming, and methods of university communication. Findings revealed that students felt a strong sense of connection with their instructors, but social integration with peers was mixed. Using Tinto’s theory of student departure, we described student participants’ encounters with culturally relevant andragogy, student life programs, and interactions with classmates.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"1 1","pages":"146 - 158"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76577512","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.81.1.0052
H. Harding, L. Harrison-Jones, Howard M. Rebach
Abstract:The authors of the No Child Left Behind Act of 2001 anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of students placed ‘at-risk and to hold public schools accountable for increasing the proficiency levels of students in reading and mathematics. This study examined whether provision of supplemental educational services significantly improved academic achievement of students in Baltimore City Public Schools after they received supplemental services. A quasi-experimental research design was utilized in this study to compare SES participants and non-participants.
摘要:2001年《不让一个孩子掉队法案》(No Child Left Behind Act)的起草人预计，如果没有援助，大多数学区或学校将无法达到州和国家的成绩标准。因此，该法案创造了一个被称为补充教育服务(SES)计划的主要宗旨，以改善处于危险中的学生的学习成果，并要求公立学校负责提高学生的阅读和数学水平。本研究考察了提供辅助教育服务是否能显著提高巴尔的摩市公立学校学生在接受辅助教育服务后的学业成绩。本研究采用准实验研究设计，比较社会经济地位者与非社会经济地位者。
{"title":"A Study of the Effectiveness of Supplemental Educational Services for Title I Students in Baltimore City Public Schools","authors":"H. Harding, L. Harrison-Jones, Howard M. Rebach","doi":"10.7709/JNEGROEDUCATION.81.1.0052","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0052","url":null,"abstract":"Abstract:The authors of the No Child Left Behind Act of 2001 anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of students placed ‘at-risk and to hold public schools accountable for increasing the proficiency levels of students in reading and mathematics. This study examined whether provision of supplemental educational services significantly improved academic achievement of students in Baltimore City Public Schools after they received supplemental services. A quasi-experimental research design was utilized in this study to compare SES participants and non-participants.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"33 1","pages":"52 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80267951","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.84.1.0007
Shametrice Davis
Abstract:This study examines how a Black college, referred to as Southern College, used a number of resources and strategies to remain a credible institution of choice in the community while also reversing a severe financial deficit. Qualitative research methods are used to understand strategies embraced by Southern College to stay afloat of the many negative criticisms HBCUs are receiving in the 21st century as a result of declining enrollments, low endowments, and high revocation of accreditation. The success tactics deemed significant in Southern College’s successful operation throughout the economic downturn surfaced as four major themes: (a) pruning operationally and enforcing strict fiscal policies, (b) implementing effective marketing strategies, (c) involving faculty in strategic planning, and (d) revising and implementing tenure and promotion policies.
{"title":"And Still We Rise: How a Black College Survives the Economic Recession","authors":"Shametrice Davis","doi":"10.7709/JNEGROEDUCATION.84.1.0007","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0007","url":null,"abstract":"Abstract:This study examines how a Black college, referred to as Southern College, used a number of resources and strategies to remain a credible institution of choice in the community while also reversing a severe financial deficit. Qualitative research methods are used to understand strategies embraced by Southern College to stay afloat of the many negative criticisms HBCUs are receiving in the 21st century as a result of declining enrollments, low endowments, and high revocation of accreditation. The success tactics deemed significant in Southern College’s successful operation throughout the economic downturn surfaced as four major themes: (a) pruning operationally and enforcing strict fiscal policies, (b) implementing effective marketing strategies, (c) involving faculty in strategic planning, and (d) revising and implementing tenure and promotion policies.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"17 1","pages":"24 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72928449","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.85.3.0193
I. Toldson
{"title":"Editor’s Commentary: Black Women and Girls in Education, and the Call to Action for Black Male Scholars","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.85.3.0193","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.3.0193","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"6 1","pages":"- 193"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81595563","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.87.1.0059
Derrick R. Brooms
Abstract:This multisite study explored the role of a Black Male Initiative (BMI) program on Black male students’ college experiences across three separate campuses. Strayhorn’s sense of belonging and Yosso’s community cultural wealth models were employed as a theoretical frame to investigate how the participants made meaning from their engagement. The findings suggest that the BMI program enhanced the students’ sense of mattering and belonging on campus through helping them access sociocultural capital, providing holistic support, focusing on Black male identities, and engendering students’ persistence. The author argues that the students’ narratives highlight the potential and possibilities for supporting Black male success through BMI-type programs.
{"title":"Exploring Black Male Initiative Programs: Potential and Possibilities for Supporting Black Male Success in College","authors":"Derrick R. Brooms","doi":"10.7709/JNEGROEDUCATION.87.1.0059","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.1.0059","url":null,"abstract":"Abstract:This multisite study explored the role of a Black Male Initiative (BMI) program on Black male students’ college experiences across three separate campuses. Strayhorn’s sense of belonging and Yosso’s community cultural wealth models were employed as a theoretical frame to investigate how the participants made meaning from their engagement. The findings suggest that the BMI program enhanced the students’ sense of mattering and belonging on campus through helping them access sociocultural capital, providing holistic support, focusing on Black male identities, and engendering students’ persistence. The author argues that the students’ narratives highlight the potential and possibilities for supporting Black male success through BMI-type programs.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"22 1","pages":"59 - 72"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79996173","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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