Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2334. Adviser: Donna Eder.

Unlike many Black-specific disciplines in the academy (Black psychology, Black history, etc), Black philosophy never completely forged a unique conceptual framework separate from American and Continental intellectual traditions. Instead the field has continued to define its validity by the extent that Black authors extend the thought of white philosophers towards race. This epistemic convergence, or the extent to which Black theory converges with established white philosophical traditions, and hence white racial sensibilities, continues to misguide many of the current philosophical systems of Africana thought. Because this practice is so dominate, it has made current scholarship in African American and Africana thought derelict, in the sense that all investigations into Blackness are normatively, hence ideologically driven, and not culturally relevant to the actual lives of Africana people. Because whites are able to connect their work in traditional philosophy to studies of race under the misnomer of "critical race theory," these white associations with Black philosophy have given the illusion that integration and multicultural exchanges in Africana philosophy contribute to the restructuring of the discipline of philosophy and psychical changes in whites. Unfortunately this is merely wishful thinking that fails to consider the empirical research that confirms the undeniable failure of integration. This inability by Blacks to accept and explore racism without the illusion of racial coexistence in America makes current approaches to Black philosophy irrelevant to the present day struggles that Blacks find themselves burdened by in the American context. This dissertation however argues that the acceptance of the racial realist perspective, which accepts the permanence of racism, allows Blacks to "conceptually disengage" the triumphalism of the integrationist myth and explore the world without the illusion of anthropological parity. This lacuna in the European narration of liberal democracy's vision of equality spurs the culturalogical turn in Critical Race Theory, and introduces the philosophical insights of Derrick Bell and Paul Robeson as guiding voices towards the silencing of the idealist trends in contemporary studies of racism.

This thesis examines the crucial role of spirituals and freedom songs during the American Civil Rights movement from 1955-1968. Singing this music and speaking their lyrics affirmed African Americans' humanity, inspired hope for justice, and nurtured community development. When they sang, activists experienced "egalitarian resonance"-- spontaneous community among singers and listeners crossing race, age, gender, and class differences. These moments modeled the ideal American, multiracial community. In the absence of a 24/7 news cycle, freedom songs instantly provided a grassroots history of the movement. Both artistic expression and vocal protest, spirituals testified to the resilience of the human spirit. Created by African American slaves, spirituals expressed human psychological, emotional, and physical suffering. During twentieth-century segregation, W.E.B. Du Bois, James Weldon Johnson, and Howard Thurman wrote about spirituals and racial oppression. They understood spirituals expressed hope for justice despite despair. During the Civil Rights Movement, Rev. Martin Luther King, Jr. quoted spirituals and freedom songs, linking past suffering with present persecution. Forming part of nonviolent protest, spirituals offered hope for an all-inclusive, "beloved community." Between 1955 and 1968, freedom songs chronicled events and persons, orally recording the movement as it happened. Protesters sang long-established spirituals and newly-created freedom songs composed while working to open public facilities and to expand the franchise to all persons. Singing together in mass meetings solidified the resolve of participants and community members. When the movement spread from a regional to national phenomenon, freedom songs began showing other music influences including blues, rock and roll, and folk rock.

<p> Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers &ldquo;missing in action,&rdquo; and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.</p><p>

<p> Background: Breast cancer diagnosis and treatment are traumatic experiences that leave an enduring sense of fear and worry about recurrence for most survivors. African-American breast cancer survivors experience moderate levels of fear of recurrence- a cancer-related maladaptive psychological outcome that involves worrying about cancer returning. Based on the social-cognitive processing theory, breast cancer survivors experience psychological distress when they have attempted to process the trauma of cancer within an environment that is not supportive. A previous study has found that breast cancer survivors with poor social environments (low social support and high social constraints) experience greater psychological distress and that emotional intelligence serves as a moderator in that relationship. No study to date has examined the impact of social environment on fear of recurrence and the usefulness of emotional intelligence as a moderator in African-American breast cancer survivors. </p><p> Purpose: This study sought to examine the relationships between social environment (social support and social constraints) and fear of recurrence and to examine emotional intelligence as a moderator in the relationships between the social environment and fear of recurrence in African-American breast cancer survivors. </p><p> Method: A community sample of 64 African-American breast cancer survivors completed a questionnaire assessing demographic and clinical variables, social support, social constraints, emotional intelligence, and fear of recurrence. The relationships between the social environmental variables (social support and social constraints) and fear of recurrence were examined using Pearson's <i> r</i> Partial Correlations. Using the PROCESS Macro for SPSS, moderation analyses were conducted to test emotional intelligence as a moderator in the relationships between the social environmental variables and fear of recurrence dimensions. </p><p> Results: Fear of recurrence was experienced by 60.9% of the sample. Contrary to expectations, increased social support was positively associated with increased fears of recurrence in the form of Role Worries, Health Worries, Womanhood Worries, and Death Worries (<i>p</i>&lt;.05) indicating that participants with more social support tended to experience more fears of recurrence. As expected, increased social constraint was positively associated with increased fear of recurrence on all five dimensions (<i> p</i>&lt;.05) indicating that participants with more social constraints experienced more fears of recurrence. Also, emotional intelligence moderated the relationship between social support and death-related fears of recurrence, indicating that the positive relationship between social support and death related fears of recurrence no longer occurred at high levels of emotional intelligence. </p><p> Conclusion: The present study generated results that highlight the need to further explore the relationship between social environment, fear of recurrence, and emotional intelligence in African-American breast cancer survivors.</p><p>

<p> This study examines the conditions contributing to Black women becoming firsts and thriving in positions of leadership and authority. This qualitative phenomenological study explores the lived experiences of six Black women leaders, representative of different fields and geographies across the United States. In 2018, there remains a conspicuous absence of Black women in top leadership positions. The availability of models and mentors to inspire young Black girls and women to achieve key positions of authority remains a challenge. The literature of Black women that concentrates on the challenges, barriers, and stereotypes as manifestations of racism, sexism and classism diminishes how Black women are viewed. The phenomenological research method provides an opportunity for these leaders to reflect on their journeys, and to use their own voices to share their stories, their insights and collective wisdom. We learn by virtue of their experiences that the daily struggles of gendered racism never truly end. </p><p> The conceptual framework for this study addresses self-efficacy, professional development and organizational culture. In spite of their organizational accomplishments, success is a relative condition, one that may be fleeting. Since the challenges have not ceased these leaders have learned to operate in the face of the struggles that persist. For this reason, this study focuses on the phenomenon <i> to thrive</i>, a dynamic state of contributing and influencing change. </p><p> The findings reveal six emergent themes: 1) strong supportive family, 2) strong sense of self/self-confidence, 3) resilience/ adaptability, 4) the desire to make an impact/help others, 5) collaborative/connector of people, and 6) use their voice. The six themes that work together dynamically for the leaders to thrive, do not provide a roadmap paved with guarantees. At best, they offer us a pathway lined with uncertainty. And yet, given the option to give up or keep going, we can learn from their experiences and look to the illustrations presented here of resilience and resolve, as a model to emulate. </p><p> This study gleans poignant advice to young Black women embarking on their careers and recommendations to organizational leaders committed to the advancement of Black women as leaders.</p><p>

abstract: In the years following Lance Freeman’s seminal study, There Goes the ‘Hood: Views of Gentrification from the Ground Up (2006), the literature about how Black residents experience gentrification and its impacts on education, agency, and life has grown only slightly, and tends to explore gentrification as a class-based phenomenon. Yet, in America, race is inextricably linked to economics and geographical space. Therefore any discussion of urban blight and economic redevelopment must necessarily locate race as its nucleus to connect the vestiges of systemic racism to contemporary issues of social transformation. Using Critical Race Theory as a construct, this dissertation attempts to demonstrate the interconnectedness of racism and capitalism to extend the academic and practical discussions of gentrification. This ethnographically inspired study begins with a historical analysis of Olde Towne East (OTE), a gentrifying community in Columbus, Ohio and then moves to a contemporary analysis of relevant data to demonstrate the vast disparities across myriad measures between the neighborhood’s Black and White residents. The crux of the dissertation features interviews with Black residents (N=17) who shared their stories about life in OTE and reflected upon the dynamics they perceive and ascribe to be associated with the transformation of their community. Using grounded theory to analyze the values, attitudes, and beliefs contained in participant reflections, findings indicate that Black folks in this study are keenly aware of the systemic forces, including institutionalized racism, that have resulted in the gentrifying of their community. In addition to the systemic factors these participants ascribe to be associated with the transformation of OTE, they also contend that a lack of Black critical consciousness exacerbated the racially inequitable outcomes associated with gentrification. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016

abstract: This master's thesis examines negative stereotypes of blackness in mainstream media in the Dominican Republic, and analyzes the manner in which racial identity has been reinforced and contested. Discourse analysis is utilized to analyze the language and rhetoric of editorials from Listin Diario. The rationale for this study is to assess how Dominicans have learned about blackness through the depictions in media and popular music, and therefore draw conclusions as to how Dominicans view their own racial identity. Considerable attention will be paid to the years between 2010-2013, using the Haitian earthquake disaster of 2010 and Verdict TC 0168-13 of the Dominican Constitutional Tribunal of 2013 as major historical events to frame the study. To these assumptions, this inquiry addresses the following questions: How have Haitians been portrayed in the mainstream newspaper of Listin Diario between the period of 2010-2013? How do the pedagogies in media and popular music educate Dominicans about portrayals of blackness during this period? What are the historiographical roots of these portrayals, particularly regarding the dynamics of race and citizenship? I will demonstrate that the prevailing depictions of Haitians adhere to a historically oriented construction of Dominican identity, known as "Dominicanidad" or "Dominicanness," and that these depictions largely omit African heritage as a contributor to national identity. / Dissertation/Thesis / M.A. Social and Cultural Pedagogy 2014

<p> This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males&rsquo; face within the K-12 system. Such barriers impede on college access and success.</p><p>

<p> Community colleges enroll nearly half of the students in public undergraduate programs and a disproportionate number of first-generation, low-income, underprepared, and minority students. The new national completion agenda initiated by President Barack Obama had brought both visibility and pressure to community colleges, which had completion rates of less than 25% for first-time and full-time African-American students and even lower rates for part-time students. When comparing four-year collegiate institutions with community colleges, more African-American males had enrolled into community colleges because of open admission policies, a variety of program offerings, and convenient locations. In contrast, community colleges had more likely lost these particular students because of employment, leniency within admission policies, and personal challenges. A qualitative case study provided some lacking reasons why these students drop out, and these circumstances may subsequently lead to indications of how to decrease the community college dropout rate. The specific problem of interest is the perceptions and experiences that African-American male students had for dropping out of community college before attaining a certificate or associate&rsquo;s degree or transferring to a four-year institution. The purpose of this qualitative case study was to explore the perceptions and lived experiences of African-American male community college students regarding college dropout. The participants of this study were 10 African-American male former community college students who withdrew from an urban multi-campus in North Texas without transferring to a four-year college or university, or without attaining a certificate or associate&rsquo;s degree from the community college. Participants were students formerly enrolled at the institution for at least one entire two-semester year. Recommendations concerning these students should be advised on the pros and cons of being employed while attending school during their initial counseling appointment with college personnel. Students should be informed on the difficulties, stress, and anxiety they may receive balancing their job with employment. Advisors should assist these students with skills such as time management and organization to reduce stress and anxiety. If permissible, advisors should also collaborate with students to plan class schedules that may be more flexible concerning their employment. Counseling services also need to be available to assist with stress, anxiety, and other difficulties and uncertainties. Faculty should also be involved to the extent of modifying assignments, tests, etc., in order to assist student success. </p><p> On the other hand, students may need to look at classes that are available online as well as seek job opportunities that have flexible work days and times. Community colleges should create an environment that is deeply rooted in the college and outside community. College administrators, community leaders, and other stakeholders may need to create student-friendly employers, which could be advertised in the college newspaper, or school&rsquo;s website. These types of employers could provide student friendly policies such as daycare and tuition reimbursement plans, merchandise discounts, and flexible work schedules. The second recommendation is to make sure African-American male students are engaged with the community college to encompass efficient academic advisement, career counseling, college transfer, and support services. The third recommendation is that this particular group of students may need to be provided mentors. Community leaders and other stakeholders who are men of color should be part of the educational experience for African-American males in college to show them what can happen with hard work and attaining a college degree. This particular group of students needs to be viewed holistically, and mentors may provide a personable, positive connection to keep these students in college.</p><p>