黑人宗教参与和大学毕业后的教育途径:人口变量的作用

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2024-02-02 DOI:10.1007/s10755-024-09698-5
Emy Nelson Decker, Benjamin Lugu
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引用次数: 0

摘要

本文以历史背景为背景,采用定量种族批判理论(QuantCrit)来理解黑人参与宗教活动和大学毕业后教育途径的关键方面。本研究选择的变量揭示了黑人学生毕业后的结果,这些学生受到美国内战之前、期间和之后不久成立的自由人局和其他类似组织的重视。1979-80 年《美国黑人全国调查》(NSBA)的数据为分析美国黑人大学毕业后加入教会和追求高级学位的情况提供了内容。这项调查是在南北战争结束约 100 年后进行的,至今仍对政策制定者具有影响力,并使我们有机会在这一建国两百周年之际反思当今对黑人教育的看法。这样做可以重新认识黑人大学毕业后的成功,正如致力于自由人社会和教育倡议的组织最初所设想的那样,而且仍然独立于那些常常掩盖黑人大学毕业后成功的前景和看法的衡量标准之外。
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Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables

This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.

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来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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