<p> The purpose of this study was to examine the phenomena of underrepresentation of African American women in corporate America. Semi-structured interviews were conducted with 20 African American women with current or previous experience working in corporate America in senior-level roles, who acknowledged that racism and sexism exists in corporate America, and were willing to share their experiences. A phenomenological methodology was used to explore the lived experiences of these women. Results of the analysis uncovered five themes that described experiences of practices leading to inequality, diversity, leadership journeys, leadership practices and racial perceptions. Participants employed several strategies to cope with experiences of racism and sexism in the workplace. Theoretical and leadership implications, limitations, recommendations, as well as suggestions for future research were discussed.</p>

<p> The purpose of this qualitative research methods study with empirical phenomenological research design was to explore the lived experiences of the African American females compared to other populations entering engineering or other Science, Technology, Engineering and Mathematics (STEM) program in colleges. Although African American females have made some strides in educational achievements, there continues to significantly less progress in engineering and other STEM disciplines. Many occupations in the science, technology, engineering, and math fields require degrees in STEM to be considered for interviews and eventual employment. The African American female population in order to be more successful in engineering or other STEM programs it will be necessary to understand what barriers may exist that hinder positive results on an ongoing basis. The general problem of low numbers of female minority college students in STEM programs continues to create concerns for administrators and instructors. Proper evaluation and recommended improvements are needed to improve success rates for the African American female students. The goal of this research was to interview approximately 20 &ndash; 25 African America female college students in engineering and other STEM programs to identify what obstacles may exist that might hinder their success in these programs and make recommendations for improvements in the future.</p>

<p> Falls and the outcomes of falls are a serious concern for the elderly, their families, and the healthcare system. The purpose of this study was to examine factors related to fall risk scores and near-falls in a sample of community-dwelling elderly Blacks. Data were collected from 120 male and female patients, age 65 and older, who self-identified as being Black/African American from two outpatient clinics at Mount Sinai Hospital, NYC: the Martha Stewart Center for Living and Internal Medicine Associates (IMA). The study utilized the Elderly Falls Screening Test (EFST), an instrument that generated a fall risk score as the dependent variable. Predictors assessed were comorbidity (Charlson Comorbidity Index), self-rated health (SRH), falls efficacy (Modified Falls Efficacy Scale), and confidence in performing activities of daily living without falling and physical activity (Rapid Assessment of Physical Activity or RAPA). Covariates included demographic data. Controlling for demographics, all predictors were statistically significant for fall risk scores. Using a backward stepwise regression, falls efficacy (beta = -.453, <i> p</i> &lt; .001) and aerobic physical activity together (beta = -2.35, <i> p</i> = .005) constituted the best set of predictors of fall risk score. Those who had lower confidence to do activities of daily living without falling had a higher risk of falling. Those with lower aerobic physical activity levels had a greater risk of falling. </p><p> Near-falls is a component of EFST and has not been studied in elderly Blacks. A logistic regression analysis with near-falls as the dependent variable use of an assistive device, gait, physical activity, and time on the observed 5-meter walk (another component of EFST) as predictors and demographics as the covariates, showed that gender and time on the observed 5-meter walk were significant predictors of near-falls (Nagelkerke = .178). In a backward stepwise logistic regression model, only gender and time constituted the best set of significant predictors. Men were 3.675 (p = .022) times more likely to experience a near-fall than women. Participants were 1.414 (p = .001) times more likely to have a near-fall for each unit increase in time (seconds). </p><p> New knowledge on falls, fall risk, and near-falls in elderly Blacks can improve standards of care from assessment, planning, implementation, and evaluation of interventions.</p>

<p> Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt &amp; Turner, 2002; Outcalt &amp; Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock &amp; Hua, 2006; Fleming, 1984; Freeman &amp; Thomas, 2002; Tobolowsky, Outcalt, &amp; McDonough, 2005). The current scope of literature fails to recognize Black high school students' perspectives on electing to attend an HBCU (Dancy &amp; Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants' perspectives (as teens aspiring to attend college) to their collegiate experiences.</p>

<p> This study examined the social class of African American students in an upper middle class high school and their engagement in school influenced by a parent advisory group consisting of upper and middle class African American men. Student engagement has become a hot topic for school policy makers, administration, teachers, and parents at all educational levels. The question of how best to engage students for academic success is the priority. Although research suggests middle and upper class students do well in school as compared to lower class and working class students, the upper and middle class African American students in this particular school were failing until a group of parents intervened. The school experienced increased student engagement resulting in higher GPA, increased graduation rates, increased numbers of college enrollments and graduation rates, and a reduction in the achievement gap. Using the narrative inquiry method, a qualitative approach, the researcher listened to the participants' authentic voices and conveyed their story. Using a semi-structured conversational interview protocol, the participants shared their "lived" stories about the impact that a parent advisory group had on student engagement at the high school of interest. Findings suggest that when adults exhibit care, build meaningful relationships, and communicate that students are valued, student engagement increases and students are successful in school. The participants explained how the identity, behavior, and status of a group of parents gave options to a group of students in order to increase their academic success and hope for the future.</p>

<p> This qualitative case study examined the engagement experiences of African American students in the COMPASS and PEACE Linked Learning certified pathways at Millikan High School in the Long Beach Unified School District. The study explores institution-controlled factors of the Linked Learning Pathways model that demonstrate positive influences over the African American achievement gap. Institution-controlled factors that positively influence equitable practices and access in concert with engaged student-controlled factors could potentially reduce the dropout rate. The long term benefits of Linked Learning could improve the quality of the workforce as well as reduce poverty, crime, and incarceration rates.</p><p> This case study consisted of 18 interviews: 1 0 with African American students in COMPASS and PEACE and 8 with adult staff members who had direct involvement with the students. The participants' voices illuminated five themes. First, having a robust desire to realize the dream in a certified pathway operationalized students' efforts. Second, quality curriculum and instruction fueled by strong philosophical belief is an institution-controlled factor that positively affects African American students' level of engagement specific to ethics, personal growth, and academic satisfaction. Third, critical race pedagogy is an instructional tool used by teachers who genuinely have passion for teaching disenfranchised students. Fourth, a focus on social justice means students engage in dialogue and activities around global and local issues that inspire them to act. Fifth, students' access and equity influence whether or not they feel welcomed and empowered to take the initiative to seek assistance. Together, these five themes weaved a picture of a supportive environment that promotes greater student satisfaction and enhances engagement.</p><p> The study is directly related to the state's high school reform efforts to improve the quality of the workforce and economic development. The measures of quality within a Linked Learning certified pathway were integral to this study and could significantly inform reform efforts and support strides toward closing the achievement gap. The program proposes to support all students, and Millikan demonstrated results with African American students are worthy of examination. This inquiry investigated Linked Learning Pathways' support of African American students, their perceptions, and lived experiences using the SELL conceptual framework. The SELL was informed by Appleton, Christenson, and Furlong's "Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct," Tinto's "Dropout from Higher Education: A Theoretical Synthesis of Recent Research" and Tinto and Pusser's (2006) "Moving from Theory to Action: Building a Model of Institutional Action for Student Success."</p>

<p> This qualitative study explored substance abuse providers' attitudes, perceptions and beliefs about the impact of crack cocaine in the African American community.</p><p> Fifteen participants were surveyed utilizing a semi-structured interview guide about (a) their experiences working with African American clients; (b) biases, stereotypes and stigmas that have impacted African Americans in relation to the use of crack cocaine; and (c) attitudes, perceptions and beliefs about the media's role in the racialization of imagery and its impact on the African American community.</p><p> Participants reported multiple significant indicators regarding a client's success in treatment as well as the competence of providers who work with African American clients. Furthermore, participants indicated that a thorough knowledge base of the historical experience of African Americans and its implication for the use of crack cocaine is necessary. Mental health professionals need to have a better understanding of the historical impact of crack cocaine on African American individuals, families and the community as a whole.</p>

<p> Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson &amp; Mason, 2008; Williams &amp; Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that membership had a positive impact on the college experiences of African American male college students at a PWI. The study also examined the perceptions of counselors and other college student personnel regarding their role in improving the academic and psychosocial outcomes of African American male college students. Participants indicated that their role is to provide academic and psychosocial support for these students; they offered strategies for PWIs to improve the persistence and success of these students. Implications for counseling, higher education, and Black Greek life are provided.</p>

<p> The present investigation was an online quantitative study that examined the associations between religion-based homonegative messages, internalized homonegativity, depressive symptoms, and sexual HIV risk behavior among a nationally recruited sample of 428 Black men who have sex with men (BMSM). The men in the sample had a mean age of 34, primarily resided the Southeastern region of the United States and identified as African American and gay. A series of hierarchal multiple regression and binary logistic regression analyses were conducted to test a path model that linked religion-based homonegative messages with sexual HIV risk behavior. Religion-based homonegative messages were found to be significantly associated with internalized homonegativity; internalized homonegativity was found to be significantly associated with depressive symptoms; and depressive symptoms were found to be significantly associated with sexual HIV risk behavior. The implications of these findings for mental health professionals, researchers, HIV prevention workers, and clergy are discussed.</p>

<p> This dissertation explores the role of critical service-learning from the perspective of urban community members. Specifically, it examines the counternarratives produced by Black women community gardeners who engage in academic service-learning with postsecondary faculty. The study focuses on this particular group because of the women's deep involvement with grassroots organizing that reflects their sense of self and other community members, as well as their personal and political relationships to Detroit, Michigan. Given the city's economic disparities rooted in racial segregation, structural violence and gender oppression, Detroit is a site of critical learning within a postindustrial/postcolonial context. This intersectionalist approach to service-learning is likened to bell hooks's concept of homeplace, a site of resistance created by Black women for the purposes of conducting anti-oppression work. Integrating community member interviews and the author's autoethnographic account to dialogically co-construct meaning, the study employs the womanist epistemological tenet of multivocality through connections to place, community, and activist praxis. Presenting Black female cultural expressions and life stories illustrated in the data, the study identifies holistic community-campus partnerships as those that emphasize environmental insight, cultural representation, reflexive relationships, and collective action. The dissertation has strong implications in service-learning research and practice, advancing an ethos of responsibility that provides a space for unheard voices to speak and for relationships among community members and academics to reflect a model based on solidarity as opposed to traditional paradigms centered on charity. </p>