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Structural oppression of African Americans in higher educationPowell, William N. 05 April 1999 (has links)
Researching what I believe to be exclusionary practices in higher education against
African Americans has compelled me to approach this subject, in part, historically.
Although I realize that a historical chronology of any subject is often deceptive, as with
any writer, I am tempted to interpret events to fit my reality. However, my interest goes
far beyond the matter of setting a historical record straight. I am far more interested in
investigating reasons why there seem to be structural barriers erected against African
Americans in higher education. For many, the answer is simple. They say that it is racism,
pure and simple. However, I propose to show that it is more than racism. I contend that
higher education is the source and disseminator of the theoretical concept of race and
consequently of racism. I contend that once a theoretical concept, such as "race," has been
socially and educationally constructed, all questions henceforth can be designed and
narrowed down to a perpetually tautological construct called knowledge.
In this dissertation, 1 will refer, metaphorically, to the concept of "race" as being
an incurably malignant pathological paradigm that has been nurtured in higher education
and passed on as knowledge. Based on this pathological paradigm, I will explore how
higher education has portrayed African Americans as an inferior paradigmatic archetype. / Graduation date: 1999
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A qualitative study designed to explore some factors that white educators need to teach black students effectivelyHenry, Calvin Oscar Leon 16 April 1997 (has links)
The purpose of this study was to explore some of the factors White
educators need to teach Black students effectively. It examined what role the
race of the teachers may play in Black students' academic success and whether
White teachers are able and willing to meet the educational needs of Black
students. Eight White teachers were interviewed. In this study, race is defined
as a grouping of individuals who display the same phenotypic skin color by
which people in the United States identify themselves and are identified by
others.
Today's reality is that more and more Black students are being taught by
White teachers in public schools even where Black students are a majority.
There are still marked disparities in the academic achievement between Black
and White students. The gap between the academic achievement of White and
Black students in public secondary schools is increasing. White teachers have
not been properly prepared by their pre-service education programs and in-service
training to teach Black students effectively. White teachers recognized
that their preparation and training for teaching came out of their own cultural
background for the traditional students, either White students or students who
conform to mainstream Eurocentric standards, and that they are not being held
responsible and accountable for the productive academic achievement of the
Black students they teach. White teachers did not identify with their Black
students, and they dealt with Black students from their "White privilege"
perspective.
This study revealed the presence of racism in the public school and that
the race of the teacher did affect the achievement of Black students. It pointed
out that White teachers fear the Black students they teach. White teachers need
to be antiracist educators. They must understand racism and how different
forms of racism affect their belief systems and their philosophies of teaching.
Also they should know and understand how these forms of racism affect the
academic achievement of the Black students they teach. The concept of
"customer" being applied to teaching Black students might encourage White
teachers to be more responsive, accountable and productive in teaching Black
students. / Graduation date: 1997
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Rosenwald Junior College place matters in a school community /Riggle, Allison Marie. January 2009 (has links)
Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 212 pages. Includes bibliographical references.
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Prevailing over prejudice : a story of race, inequity, and education in Gonzales, TexasMorowski, Deborah Lynn, 1959- 13 September 2012 (has links)
This dissertation traces the history of Edwards High School in Gonzales, Texas, from its origins in the late 1800s through its closure in 1965 and situates Edwards within the larger framework of secondary schooling for African-Americans in Texas. Although more than two hundred high schools for African-Americans existed in Texas for some period by 1947, little is known about these institutions, especially those located in small towns. Schooling for African-Americans following the Civil War was irregular and normally consisted only of elementary grades. As more schools became available, black students received an inequitable share of resources for their education and they did not share in the groundswell of high schools available to white students. Many of the high schools that became available to African-Americans during the first part of the twentieth century were located in urban areas. Little is known of the secondary institutions for African-Americans in the small towns of Texas. This study serves to recount the story of one such school. The study pays particular attention to the students, teachers, and curriculum of Edwards High School, focusing on the years between 1935 and 1965, the year the school closed due to desegregation. Archival materials provided information on student demographics, enrollment and attendance patterns, as well as student participation in activities. Oral history interviews offered a glimpse into the lived experience of those who attended Edwards High. Teachers’ certification records and salary data informed an understanding of Edwards High School’s faculty. The study sheds light on the relationship between teachers and students and between faculty and the larger African-American community in Gonzales. The curriculum of Edwards High changed over time. Changing state classification and accreditation standards provided the impetus for these changes. This examination of Edwards High School informs a greater understanding of secondary education for African-Americans in Texas. / text
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A critical survey of extra-curricular activities in Negro secondary schoolsDallis, Rebecca H., 1896- January 1960 (has links)
No description available.
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A self-awareness workshop for indigent kindergarten mothersSmith, Kathryn J. January 1970 (has links)
This creative project attempted to help six indigent black kindergarten mothers from an inner city school community to develop better self-concepts through a systematically planned sequence of workshop sessions conducted by the author.The sessions were on good grooming and charm, physical fitness and diet, home planning and budget, social activities and political awareness.The Tennessee Self Concept Scale and the Sentence Completion Test were administered to the six mothers pre and post. A comparative evaluation of test data indicated a decrease in conflict of emotions by the Sentence Completion Test and an increase in the total positive score by the Tennessee Self Concept Scale.The writer concluded that progress was made toward the development of better self-concepts by the mothers as a consequence of these experiences.
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Perceptions of nontraditional African American baccalaureate nursing students of their persistence in or departure from an urban nursing programRodebaugh, Linda S. January 1997 (has links)
The purpose of this naturalistic qualitative inquiry was to determine perceptions of experiences of nontraditional African American nursing students regarding their persistence in or departure from a baccalaureate degree nursing program. The literature reflects that although more people of color are enrolling in higher education, graduation rates remain dismal. Many studies have examined the problem from an institutional viewpoint with a focus on retention and attrition. The present study laid out a blueprint for qualitative research and focused on the individual student so that the problem was approached from the angles of persistence and departure. A bi-polar model of this educational issue was proposed to demonstrate this concept.Convenience sampling was used to identify participants who were assigned to separate focus groups. One group was composed of participants who were departers due to academic dismissal. The second group was composed of participants who persisted and were either currently enrolled or had graduated. Interview guides were developed and participants were interviewed in a focus group setting, followed by individual interviews. Data analysis identified emergent themes from the transcribed interviews that fell into the categories of educational climate, myth of homogeneity, and desire for a level playing field.The findings suggest that African Americans attending predominantly White institutions continue to face racism and oppression, supporting the conclusion of previous researchers on these issues. Implications from this study concluded that to reflect the changing demographics in society, higher education and specifically nursing education must become more inclusive.The conceptual framework for this study was based on the theories of McClusky (1963) from the field of adult education; and Tinto (1975, 1993) prominent in the field of higher education. McClusky's Power/Load/Margin Theory was found to be minimally supportive in describing the experiences of nontraditional African American BSN students. Participants identified barriers that related solely to their status as African Americans and thus eroded the level of Margin. Tinto's longitudinal model of institutional departure was found to be applicable to students who leave due to academic dismissal, an area not previously addressed in the model. Recommendations for further research were given. / Department of Educational Leadership
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Holla if you hear me giving voice to those we have missed : a qualitative examination of black middle class parents' involvement and engagement activities and relationships in public secondary schools /Reynolds, Rema Ella. January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 178-198).
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The vanishing African-American male student in middle and high school college preparatory classroomsJumal, O. Ajamu 01 January 1991 (has links)
No description available.
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The Influence Of Social Capital Factors On African-american And Hispanic High School Student Achievement.Davis, Jacqueline L. 01 January 2009 (has links)
The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students’ academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored iv females. Also, Hispanic students’ scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
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