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Examining the Social Distance Between Africans and African Americans: The Role of Internalized RacismIheduru, Adaobi C. January 2013 (has links)
No description available.
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Caribbean Blacks And Acculturative Stress: The Moderating Role of Religious CopingSuperville, Devon J. 25 June 2014 (has links)
No description available.
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Illustrating the Smallest Black Bodies: The Creation of Childhood in African American Children’s Literature, 1836 – 2015Byrne, Cara 30 May 2016 (has links)
No description available.
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No Definite Destination: Transnational Liminality in Harlem Renaissance Lives and WritingsMurray, Joshua M. 27 April 2016 (has links)
No description available.
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Characteristics of Intimate Partner Violence: Implications for Prevalence RatesJohnson, Jennifer M. January 2016 (has links)
No description available.
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Corporeal (isms): Race, Gender, and Corpulence Performativity in Visual and Narrative CulturesCochran, Shannon M., Phd 25 October 2010 (has links)
No description available.
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The Politics of Care: Black Community Activism in England and the United States, 1975-1985Jackson, Nicole M. 26 June 2012 (has links)
No description available.
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Lock My Body, Can't Trap My Mind: A Study of the Scholarship and Social Movements Surrounding the Case of Imprisoned Radical Mumia Abu-JamalBlack, Jennifer 19 December 2012 (has links)
No description available.
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Exploring and Understanding Factors Contributing to the Success of a Single Gender School for African American MalesMills, Reuben F. January 2020 (has links)
Urban, suburban and rural school districts across the country are all grappling with issues concerning the plight of students of color and in particular males of color who continue to lag academically behind their female counterparts and in particular their same age male complements. This qualitative research study explored factors and procedural operations contributing to the founding, expansion and ultimate success of a predominantly African American single gender public charter high school serving young men located in a large metropolitan northeastern city. Study participants included teachers, school administrators, school board members, and other school staff who agreed to participate in this study, conducted over a two-year period. At the time of the study, the school enrolled 498 young men and employed approximately 47 staff, which included teachers, non-instructional personnel and administrative staff. In addition to first-hand interviews accounts, findings were documented through field observations, review of anecdotal records such as Staff and Student Handbooks, teacher lesson plans and standardized test scores, which included the state-mandated annual examination. Three primary findings emerged from almost 100 hours of the study and were operationalized bounded by a conceptual framework around three distinct themes: (1) teacher/student developed relationships in the classroom and outside the classroom, (2) school climate and culture, and tangible policies and procedures developed to encourage a peaceful and purposeful school environment, linked to incentives, a documented rigid i disciplinary style approach to education, and (3) the role of consistent and effective school governance from a committed Board of Trustees and the resiliency and sustainable leadership of school administrators. These three conceptual domains formed the basis that this school has made key strides in demonstrating social and academic success in the lives of African American males. The findings also amplify that despite discourse which suggests the underachievement of Black boys in schools, the young men attending West Philadelphia Preparatory Charter School (pseudonym) enrolled with a variety of assets which included mentors, parents who demonstrated immense interest in the success of their children, peer to peer supports, high attendance records and resiliency in negotiating challenges between their communities of residence and the school. These findings are significant for single gender schools, urban public education, charter and independent schools, classroom management and the influence of a Latin-based foundation as they provide the critical ingredients desired to improve K-12 spaces delivering increased opportunities for postsecondary success and future workforce-ready participants. The results of the study tell us that teachers, administrators and other school personnel play a key role in delivering a specific set of actions items which tend to illuminate assets that young men bring to school which eventually contributes to their successful matriculation through high school. Further, results identify key functions of school policy and procedures that produced an academically rich, culturally sensitive and safe environment which contributed to maintaining high academic performance, increased student attendance and a unique set of in school and non-traditional extended day activities for African American males. / Educational Leadership
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(Re)conceptualizing Intellectual Histories of Africana Studies: Preliminary ConsiderationsMyers, Joshua M. January 2011 (has links)
The overarching objective of this thesis outlines the preliminary rationale for the development of a comprehensive review of the sources that seek to understand disciplinarity, Africana Studies, and Africana intellectual histories. It is the conceptual overlay for an extended work that will eventually offer a (re)conceptualization of Africana Studies intellectual genealogies. / African American Studies
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