This study investigates African-American college students’ beliefs about foreign language learning, foreign language anxiety, motivations for language learning, and the extent to which the racial composition of a campus environment plays a role in those factors. 571 students across four universities completed three survey instruments: modified versions of the Beliefs About Language Learning Inventory (Horwitz, 1986), the Academic Motivation Scale (Vallerand et al., 1992) respectively, the Foreign Language Classroom Academic Scale (Horwitz et al., 1986), and three open-ended questions on being African-American and learning a foreign language. Findings noted that one of three motivation factors for language learning was significantly different for campus environment. Post-hoc analyses indicated that participants at HBCUs were less likely to be the least motivated by short-term extrinsic goals for learning a foreign language than those at a PWI. African-American participants reported higher levels of foreign language anxiety than mixed groups of participants in previous studies and there were no significant differences in foreign language anxiety regarding campus environment and gender; but, there were significant differences for academic classification and the individual universities. Two of three motivation factors correlated with foreign language anxiety. Long Term Intrinsic: Discovery and Satisfaction—had a positive relationship with anxiety only at Predominantly White Institutions (PWI), whereas, Short Term Extrinsic: Minimal Investment had a negative relationship with foreign language anxiety at both PWIs and HBCUs, This factor also had the highest relationship with anxiety. The beliefs analysis indicated that African-American college students across campus environments displayed more similarities in their beliefs about foreign language learning than differences. Findings also noted few differences when compared to prior studies with other language learner groups. The belief category “African-American Expectations,” noted that African-Americans strongly believe that they are capable of learning a foreign language, and that learning a foreign language would benefit them in the future. The open-ended questions provided a wide range of perspectives to several of the beliefs about language learning, as well as motivation and anxiety from African-American college students. One major theme that emerged from the analysis focused on pressures African-American students face in the foreign language classroom. / text

Research studies have indicated that Black male collegians have the lowest retention rates in the higher education setting in predominately White institutional (PWI) settings. Several factors, such as spirituality, involvement on campus, and other positive experiences are cited as contributing to a lower retention rate for Black males in the PWI higher education setting; however, research in the PWI religiously affiliated setting has been limited. The purpose of this basic qualitative study was to explore the campus engagement experiences of religiously involved Black males who attended religiously affiliated PWIs. Astin's student involvement theory and Astin, Astin, and Lindholm's findings on spiritual development in the higher education setting are used as a conceptual framework. The research questions explored how religiously involved Black males who were at religiously affiliated PWIs during college described their campus engagement experiences, how their religious belief influenced their campus engagement, and how other factors influenced their campus engagement and contributed to their graduation. Interviews with 8 Black male participants were analyzed for codes and themes using Merriam and Tisdell's coding method. The themes that emerged suggested that although participants perceived initial negative experiences, overall, they had positive campus experiences due to involvement experiences. The participants recalled that their religious engagement fostered more participation in religious involvement, developed their spiritual identity, and that family and community fostered engagement. This study may contribute to positive social change by providing administrators of religiously affiliated PWIs with approaches to increase the engagement and retention of Black male students.

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The purpose of this descriptive and inferential quantitative research design was to examine the differences in attitudes and beliefs about hazing activities within Black Greek letter organizations (BGLOs). While previous research has highlighted the existence of hazing activities and practices in BGLOs, there is a gap in understanding the perceptions and attitudes of Black males who have participated in these activities (Samson, 2021; Schiffer et al., 2022). To address this gap, a quantitative survey research design was employed to investigate the attitudes and beliefs among Black males at both a selected historically Black colleges and universities and a predominantly White institution. Variables assessed included age, educational level, and the attitudes and beliefs of Black male members of BGLOs. The findings within this study revealed that when age increases, the support for hazing decreases. In addition, participants with a bachelor’s degree differ from those with master’s and doctorates. Those with bachelor’s degrees are somewhat more positive about hazing. In reference to the attitudes and beliefs about hazing of Black male members of BGLOs, the findings represented that the respondents, which came from two different institutions: one historically Black college and university and one predominantly White institution, were not significant. / Educational Leadership

abstract: This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu’s cultural capital theory and Yosso’s community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants’ undergraduate and graduate school experiences influenced their perseverance. Because those aspects are intricately intertwined with race, I also employed critical race theory and double consciousness theory, and used Angela Duckworth’s Grit Scale to measure degree perseverance. Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self-perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance? After developing a portrait of each participant’s pre-college and college experiences, analysis reveled that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI. Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences. / Dissertation/Thesis / Doctoral Dissertation Music Education 2015

This study focuses on a 2-phase assessment of the desegregation of selected public postsecondary institutions under the Tennessee Board of Regents (TBR) [Tennessee State University and University of Memphis] and the University of Tennessee systems [University of Tennessee-Knoxville]. The 1st phase involved obtaining and analyzing the annual reports, court cases, legal journals, articles, and books concerning the 1968 Sanders v. Ellington case (better known as Geier v. Alexander); the 1984 Geier Stipulation of Settlement that mandated a desegregation plan; and the implementation of the 2001 Geier Consent Decree. The study also examines enrollment of black students in selected historically white institutions and white students enrolled in the selected historically black institution for the years 1985 (1 year after the 1984 Geier Stipulation of Settlement) through 2006 (5 years after the Geier Consent Decree and the same year the case was dismissed). The 2nd phase of this study involved interviewing administrators and principal actors responsible for the planning of, implementation of, and compliance with the Geier Stipulation of Settlement of 1984. The study reveals degrees of compliance or noncompliance with the Stipulation of Settlement of 1984 as well as the 2001 Consent Decree and examines more successful and less successful efforts to increase minorities enrolled and employed as faculty staff and administrators on each campus.