Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.87.3.0230
L. Dean
Abstract:Some sociologists referred to W.E.B. Du Bois, a 19th century sociologist, as the founding father of American Sociology due to his trailblazing social science research, The Philadelphia Negro. However, The Philadelphia Negro globally revolutionized social science and epidemiological research that expands far beyond sociology and the United States. This study, which was groundbreaking for its era in its implication of social, spatial, intercultural, and intracultural health determinants, authenticated the existence of racial disparities and how systemic inequalities impact health. Du Bois was a social epidemiology frontrunner, yet compared to his contemporaries, acknowledgment of his global contributions to social epidemiology has been practically mute. It is time that Du Bois and Duboisian research are fully acknowledged in the social epidemiology field.
{"title":"After 121 Years, It’s Time to Recognize W.E.B. Du Bois as a Founding Father of Social Epidemiology","authors":"L. Dean","doi":"10.7709/JNEGROEDUCATION.87.3.0230","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.3.0230","url":null,"abstract":"Abstract:Some sociologists referred to W.E.B. Du Bois, a 19th century sociologist, as the founding father of American Sociology due to his trailblazing social science research, The Philadelphia Negro. However, The Philadelphia Negro globally revolutionized social science and epidemiological research that expands far beyond sociology and the United States. This study, which was groundbreaking for its era in its implication of social, spatial, intercultural, and intracultural health determinants, authenticated the existence of racial disparities and how systemic inequalities impact health. Du Bois was a social epidemiology frontrunner, yet compared to his contemporaries, acknowledgment of his global contributions to social epidemiology has been practically mute. It is time that Du Bois and Duboisian research are fully acknowledged in the social epidemiology field.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"35 4 1","pages":"230 - 245"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77960908","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":"Becoming Critical: The Emergence of Social Justice Scholars by Felecia M. Briscoe Muhammad A. Khalifa (review)","authors":"Michael D. Royster","doi":"10.5860/choice.193271","DOIUrl":"https://doi.org/10.5860/choice.193271","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"29 1","pages":"194 - 195"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78708806","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.82.1.0062
L. D. Simmons
Abstract:The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members of PE, a campus-based organization designed to enhance African American male retention. The researcher conducted interviews with both participants, and analyzed the data verbatim uncovering these four themes: (a) college preparedness, (b) high aspirations and goals, (c) social connections and relationships, and (d) growth through student organizational commitment. The study found that components of PE support African American male persistence. The findings implicate the need for ethnic-based programs for African American men, and for institutions to encourage program participation among this student group.
{"title":"Factors of Persistence for African American Men in a Student Support Organization","authors":"L. D. Simmons","doi":"10.7709/JNEGROEDUCATION.82.1.0062","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0062","url":null,"abstract":"Abstract:The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members of PE, a campus-based organization designed to enhance African American male retention. The researcher conducted interviews with both participants, and analyzed the data verbatim uncovering these four themes: (a) college preparedness, (b) high aspirations and goals, (c) social connections and relationships, and (d) growth through student organizational commitment. The study found that components of PE support African American male persistence. The findings implicate the need for ethnic-based programs for African American men, and for institutions to encourage program participation among this student group.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"12 1","pages":"62 - 74"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87236657","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.88.1.0005
Ransford Pinto
Abstract:Prior to the arrival of Europeans in the 15th century, informal education existed in Ghana with the goal of introducing young people into the society. The traditions and values of the community, as well as the meaning of life, were taught to the child. By using postcolonial theory as a framework for analysis, it is evident that the Western formal education introduced to the people of the Gold Coast by the Christian missionaries and the British Colonial government did not serve the indigenous population well. Rather, it denationalized and facilitated the indignity and loss of cultural identity of the Ghanaian. The missionary and colonial education aimed at character training and civilization resulted in cultural annihilation and religious, and linguistic hegemony.
{"title":"The Effect of Western Formal Education on the Ghanaian Educational System and Cultural Identity","authors":"Ransford Pinto","doi":"10.7709/JNEGROEDUCATION.88.1.0005","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.88.1.0005","url":null,"abstract":"Abstract:Prior to the arrival of Europeans in the 15th century, informal education existed in Ghana with the goal of introducing young people into the society. The traditions and values of the community, as well as the meaning of life, were taught to the child. By using postcolonial theory as a framework for analysis, it is evident that the Western formal education introduced to the people of the Gold Coast by the Christian missionaries and the British Colonial government did not serve the indigenous population well. Rather, it denationalized and facilitated the indignity and loss of cultural identity of the Ghanaian. The missionary and colonial education aimed at character training and civilization resulted in cultural annihilation and religious, and linguistic hegemony.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"2 1","pages":"16 - 5"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87753944","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.88.3.0269
Elizabeth Piatt, D. Merolla, Eboni J Pringle, R. Serpe
Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.
{"title":"The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students","authors":"Elizabeth Piatt, D. Merolla, Eboni J Pringle, R. Serpe","doi":"10.7709/jnegroeducation.88.3.0269","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0269","url":null,"abstract":"Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"9 1","pages":"269 - 280"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87909686","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}
Walking in Circles: The Black Struggle for School Reform, by Barbara A. Sizemore. Chicago: Third World Press, 2008, 370 pp., $19.95, paperback. What does it mean to be the leader of school reform in an urban district? What is it like to be a Black female superintendent with passion, have the innate ability to lead, a vision for educating Black children - and not be able to make a sustained impact on the district schools? How does this leader determine the direction, the destination, and begin the journey? What crystallizes the leader's stance and pace? What defines the walking? How does this type of walking touch the soul? And, who does the walker become? To answer these questions, I delved into Walking in Circles: The Black Struggle for School Reform, an epic account of the long journey by the late Barbara A. Sizemore. The book's title, "Walking in Circles," describes what some might call a vicious cycle, a brutal and continuous journey that produced a few improvements while inciting conflicts between community leaders and school administrators. Readers may be familiar with the stories about Barbara, have heard the reports, and have read the news excerpts about Dr. Barbara A. Sizemore. One Washington Post article described her tenure in the District of Columbia (DC) this way: Mrs. Sizemore assumed center stage in an arena that was wracked by social ferment, political battles and court fights during the two decades of civil rights struggles and the District's drive for home rule. The campaign for self -government ended only last year with the city's first elected mayor and Council in more than a century. (Lamb, 2004, p. B06) In DC, Barbara's tenure, like that of the superintendents before and after, mirrors the distasteful relationship between the city's school board and its superintendent. Similarly, Barbara's actions in the community were often a flashpoint for board conflict. Her book reflects her brilliance. In fact, Dr. Sizemore had a reputation of being an extraordinary educator and a courageous advocate for decentralization and community-controlled schools in DC. The embattled Dr. Sizemore made no secret that she was particularly interested in raising the academic achievement of African American students. However, Barbara's educational philosophy and administrative style led to her being terminated by the city's elected school board in 1975. As I completed the book, it became painfully apparent that Dr. Sizemore's legacy had not yet been realized. In the late 1980s, Barbara Sizemore called standardized tests "the new lynching tool" for the aspirations of African Americans and in 1989 stated that "it seems the best way to eliminate tests is to help minorities to pass them." (p. 308). She added, "Tests can then become the diagnostic tools they were meant to be instead of the mechanism for separating winners and losers." (p. 308). Therefore, I was stunned to read the unspeakable. Dr. Sizemore's tenure in DC had been terminated - too soon. How
《绕着圈走:黑人争取学校改革的斗争》，芭芭拉·a·西兹莫尔著。芝加哥:第三世界出版社，2008年，370页，19.95美元，平装本。成为市区学校改革的领导者意味着什么?作为一名充满激情的黑人女督学，有天生的领导能力，有教育黑人孩子的远见，但却不能对地区学校产生持续的影响，这是一种什么样的感觉?领导者如何确定方向、目的地和开始旅程?是什么明确了领导者的立场和步伐?是什么定义了步行?这种行走方式是如何触及灵魂的?那么，步行者变成了谁?为了回答这些问题，我深入研究了已故的芭芭拉·a·西兹莫尔(Barbara A. Sizemore)所著的《绕圈行走:黑人为学校改革而奋斗》(Walking in Circles: The Black Struggle for School Reform)这本史诗般的书。这本书的标题是“走在圈子里”，描述了一些人可能称之为恶性循环的过程，这是一个残酷而持续的过程，虽然产生了一些改善，但却引发了社区领导人和学校管理者之间的冲突。读者可能熟悉芭芭拉的故事，听过报道，也读过芭芭拉·a·西兹莫尔医生的新闻摘录。《华盛顿邮报》(Washington Post)的一篇文章是这样描述她在哥伦比亚特区的任期的:在20年的民权斗争和特区自治运动中，西兹莫尔夫人在一个被社会动荡、政治斗争和法庭斗争所破坏的舞台上占据了中心位置。自治运动在去年结束，该市选出了一个多世纪以来的首位民选市长和市议会。(Lamb, 2004, p. B06)在华盛顿特区，芭芭拉的任期，就像之前和之后的督学一样，反映了该市学校董事会与其督学之间令人不快的关系。同样，芭芭拉在社区中的行为也经常成为董事会冲突的导火索。她的书反映了她的才华。事实上，Sizemore博士是一位杰出的教育家，也是华盛顿特区分权和社区控制学校的勇敢倡导者。陷入困境的西兹莫尔博士毫不掩饰她对提高非裔美国学生的学业成绩特别感兴趣。然而，芭芭拉的教育理念和管理风格导致她在1975年被该市选举产生的学校董事会解雇。当我完成这本书时，我痛苦地意识到，西兹莫尔博士的遗产还没有实现。在20世纪80年代末，芭芭拉·西兹莫尔(Barbara Sizemore)称标准化考试是对非洲裔美国人的愿望的“新的私刑工具”，并在1989年表示，“消除考试的最好方法似乎是帮助少数族裔通过考试。”(p。308)。她补充说:“测试可以成为诊断工具，而不是区分赢家和输家的机制。”(p。308)。于是，我读得目瞪口呆，说不出。西兹莫尔博士在华盛顿的任期被终止了——太早了。霍华德大学(Howard University)退休教授、东北伊利诺伊大学(Northeastern Illinois University)内城研究中心(CICS)的负责人之一南希·l·阿梅兹博士(Nancy L. Amez)写了一篇关于西兹莫尔博士任期及其与学校董事会关系的案例研究。在《被围困的学校督学》中，Amez说Sizemore走在了她的时代的前面(Arnez, 1981)。在1996年接受《教育周刊》采访时，阿内兹博士谈到西兹莫尔博士时说:“她敢于反抗权威的事实是让人们感到害怕的事情之一(布拉德利，1996年)。”事实上，“她对国会的态度不是恳求和乞求。她只是以一种强烈的方式提出了她想要帮助这些成绩不佳的学生实现目标的方法(第36页)。”第一章到第三章帮助读者了解芭芭拉的早年生活，以及她为什么成为儿童事业的先驱。她的写作清晰、利落、坦率。第四章分享了她作为学校领导的经历——这份工作的挣扎、压力和紧张。…
{"title":"Walking in Circles: The Black Struggle for School Reform by Barbara A. Sizemore (review)","authors":"","doi":"10.5860/choice.46-0441","DOIUrl":"https://doi.org/10.5860/choice.46-0441","url":null,"abstract":"Walking in Circles: The Black Struggle for School Reform, by Barbara A. Sizemore. Chicago: Third World Press, 2008, 370 pp., $19.95, paperback. What does it mean to be the leader of school reform in an urban district? What is it like to be a Black female superintendent with passion, have the innate ability to lead, a vision for educating Black children - and not be able to make a sustained impact on the district schools? How does this leader determine the direction, the destination, and begin the journey? What crystallizes the leader's stance and pace? What defines the walking? How does this type of walking touch the soul? And, who does the walker become? To answer these questions, I delved into Walking in Circles: The Black Struggle for School Reform, an epic account of the long journey by the late Barbara A. Sizemore. The book's title, \"Walking in Circles,\" describes what some might call a vicious cycle, a brutal and continuous journey that produced a few improvements while inciting conflicts between community leaders and school administrators. Readers may be familiar with the stories about Barbara, have heard the reports, and have read the news excerpts about Dr. Barbara A. Sizemore. One Washington Post article described her tenure in the District of Columbia (DC) this way: Mrs. Sizemore assumed center stage in an arena that was wracked by social ferment, political battles and court fights during the two decades of civil rights struggles and the District's drive for home rule. The campaign for self -government ended only last year with the city's first elected mayor and Council in more than a century. (Lamb, 2004, p. B06) In DC, Barbara's tenure, like that of the superintendents before and after, mirrors the distasteful relationship between the city's school board and its superintendent. Similarly, Barbara's actions in the community were often a flashpoint for board conflict. Her book reflects her brilliance. In fact, Dr. Sizemore had a reputation of being an extraordinary educator and a courageous advocate for decentralization and community-controlled schools in DC. The embattled Dr. Sizemore made no secret that she was particularly interested in raising the academic achievement of African American students. However, Barbara's educational philosophy and administrative style led to her being terminated by the city's elected school board in 1975. As I completed the book, it became painfully apparent that Dr. Sizemore's legacy had not yet been realized. In the late 1980s, Barbara Sizemore called standardized tests \"the new lynching tool\" for the aspirations of African Americans and in 1989 stated that \"it seems the best way to eliminate tests is to help minorities to pass them.\" (p. 308). She added, \"Tests can then become the diagnostic tools they were meant to be instead of the mechanism for separating winners and losers.\" (p. 308). Therefore, I was stunned to read the unspeakable. Dr. Sizemore's tenure in DC had been terminated - too soon. How","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"26 1","pages":"93 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84832790","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.84.2.0105
I. Toldson
{"title":"Why We Believe! Getting over the Fact that Black Boys are Brilliant (Editor’s Commentary)","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.84.2.0105","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.2.0105","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"29 4 1","pages":"105 - 106"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90052608","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.88.3.0199
I. Toldson, M. Mugo, Nyla Wofford
Abstract:A “grantsperson” is a ubiquitous, elusive and debated identity in higher education that describes a person who is proficient in competing for external funding to support research and programs. Historically Black colleges and universities (HBCUs) receive less revenue for computer science research and programs, which could have consequences for national efforts to broaden the participation of Black people in tech. The purpose of this investigation is to explore the grantsperson identity among HBCU computer science faculty and how it shapes the experiences of Black computer science students. This research is based on the findings of focus groups that explored HBCU computer science professors’ experiences with pursuing external funding including factors that facilitated and/or inhibited the process. Participants included faculty with diverse perspectives and institutional experiences representing 15 HBCUs from eight states and the District of Columbia. The findings of this study provided six themes, which can be used to create a profile of an HBCU-based computer science grantsperson.
{"title":"How the Grantsperson Identity of HBCU Computer Science Faculty Shape Efforts to Broaden the Participation of Black People in Tech","authors":"I. Toldson, M. Mugo, Nyla Wofford","doi":"10.7709/jnegroeducation.88.3.0199","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0199","url":null,"abstract":"Abstract:A “grantsperson” is a ubiquitous, elusive and debated identity in higher education that describes a person who is proficient in competing for external funding to support research and programs. Historically Black colleges and universities (HBCUs) receive less revenue for computer science research and programs, which could have consequences for national efforts to broaden the participation of Black people in tech. The purpose of this investigation is to explore the grantsperson identity among HBCU computer science faculty and how it shapes the experiences of Black computer science students. This research is based on the findings of focus groups that explored HBCU computer science professors’ experiences with pursuing external funding including factors that facilitated and/or inhibited the process. Participants included faculty with diverse perspectives and institutional experiences representing 15 HBCUs from eight states and the District of Columbia. The findings of this study provided six themes, which can be used to create a profile of an HBCU-based computer science grantsperson.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"80 1","pages":"199 - 212"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75372002","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.89.1.0067
D. Sandles
Abstract:As this country’s K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic.
{"title":"Using Critical Race Theory to Explore the Black Men Teacher Shortage","authors":"D. Sandles","doi":"10.7709/jnegroeducation.89.1.0067","DOIUrl":"https://doi.org/10.7709/jnegroeducation.89.1.0067","url":null,"abstract":"Abstract:As this country’s K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"88 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":"76049125","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":"From Power to Prejudice: The Rise of Racial Individualism in Midcentury America by Leah N. Gordon (review)","authors":"Brandon C. Allen","doi":"10.1093/jahist/jaw122","DOIUrl":"https://doi.org/10.1093/jahist/jaw122","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"42 1","pages":"98 - 99"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73207619","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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