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This review hopes to highlight the contributing factors of hypertension and heart disease, reasons African American men are disproportionately affected by hypertension, and ways to treat hypertension. The study is targeted around identifying the issues and health disparities in the African- American community regarding hypertension and heart disease. Hypertension is a problematic disorder that can affect anyone with an unhealthy lifestyle, but specifically hypertension has been affecting the African American male community on a greater scale. Roughly 85 million Americans are affected by hypertension. To declare someone with hypertension, their systemic blood pressure must be equal to or greater to 120/80 mmHg. Researchers have concluded that the contributing factors are not limited to one category, but includes genetics, environmental factors, education, and psychologic factors. Hypertension in the African American community has been a highly impactful and prominent issue for many years. It has been associated with many issues related to heart disease and blood pressure. With its connections to other health problem, this disease can reduce one’s lifespan by years if left untreated. Specifically, this disease has reduced African Americans life expectancy, but the main people who are greatly impacted are African American males. Given that high blood pressure is one of the leading issues African American males are faced with, they have the lowest life expectancy of all demographics. To treat hypertension, many variables need to be considered because each patient is different. The treatments used now include nonpharmacologic and pharmacologic regiments given the wide range of factors that can contribute to the disease

<p> As a critical race ethnography, this dissertation attempts to foreground the richness of Black urban youth culture during and around science classroom instruction. Ironically, during an era of much diversity rhetoric in the United States, the culture of urban Black youth is rarely reflected in mainstream public school culture. I attempt to explicate such a worldview compassionately and authentically for both insiders and outsiders of the lived experiences of Black America. Education in the United States can be damning for Black youth who do not fit the mainstream mold, and several authors have provided detailed critique of mechanisms that shape, direct, and marginalize outliers to the successful academic cultural model. The U.S. through this lens is experiencing an opportunity gap, not an achievement gap&mdash;one which equitable educational experience can best be viewed through the richness of critical ethnographic methods. This methodical approach allowed me as a researcher to listen to marginalized voices and to incorporate lived interactions with youth, their parents, and community stakeholders all committed to provide support for the today&rsquo;s youth. As a Black female science educator, I explore the evidence for reform impact as I examine in school experiences and science teaching of culturally relevant pedagogies for urban, working-class and poor families of color in grades six-eight who participated in a Western New York academic enrichment program. Findings suggest that skepticism of reform efforts and new pedagogical approaches existed for all stakeholders aforementioned, but that students were the most amenable and responsive to alternative educational approaches. Specific recommendations for engaging students in inquiry processes are given for teachers, institutions, parents and students on the basis of videotaped lessons, interviews, and instructional artifacts. Implications include the recommendations that educators working with youth of color need to be prepared to discuss the ethnic and racial identities of students and jointly construct a sense of activism and empowerment in the face of existing systemic oppression that can and should be eliminated if we are to reach the national goal (AAAS, 1986) of &ldquo;Science for All Americans,&rdquo; professed as many as three decades ago.</p>

Toni Morrison has written of a literary phenomenon she terms "literary blackness"--the depiction of black characters and blackness in the works of white writers. This dissertation examines the reverse of Morrison's observation, the creation of a similar "literary whiteness" in works by black authors, and posits that black writers often create white characters who function as "majority Others" that enable the creation of round and believable black characters and reinforce differences between blacks and whites. / The first two chapters analyze the nature of the Primary/Other dichotomy as it is manifested in contemporary multicultural literature and supply information concerning the nature of recent scholarship in this field. These chapters also discuss the existence and functions of the majority Other and supply a catalogue of the most frequently recurring conceptions of the majority Other in works by black authors. / Chapters Two through Five address, respectively, selected works of James Baldwin, Alice Walker, and Toni Morrison, chosen because each of these writers brings a different conception of the Other to his or her work. While Baldwin often pits black and white in hostile confrontation, Walker accepts that black and white are not always the central issue for her work, and Morrison actually experiments with the removal of all racially coded language from her writing. / The conclusion examines ways in which the majority Other is both similar to and different from the minority Other, and suggests avenues for future critical exploration. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2826. / Major Professor: Douglas Fowler. / Thesis (Ph.D.)--The Florida State University, 1994.