Bibliography: African Americans (page 1217 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include J. Luke Wood, Aimee Berger, Adam Winsler, Robert T. Palmer, Joseph Jefferson, Diane N. Rubble, Jerome Levitt, Jeannette M. Alvarez, Jessica A. Cameron, and Teresa Laird.

Beyerbach, Barbara, Ed.; Davis, R. Deborah, Ed. (2011). Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues through the Arts. Counterpoints: Studies in the Postmodern Theory of Education. Volume 403, Peter Lang New York. Artists have always had a role in imagining a more socially just, inclusive world–many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. This book contains: (1) Introduction (Barbara Beyerbach); (2) Social Justice Education Through the Arts (Barbara Beyerbach); (3) Learning about the Farmworkers and the Landless Rural Workers Movements Through the Arts (Tania Ramalho and Leah Russell); (4) Art and Change in the Afro Reggae Cultural Group (Leah Russell); (5) Media Literacy and Social Justice in a Visual World (Jacquelyn S. Kibbey); (6) Enlivening the Curriculum Through Imagination (Mary Harrell); (7) Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other (Dennis Parsons); (8) Creating Student Activists Through Community Participatory Documentaries (Jane Winslow); (9) Art Class at the Onondaga Nation School: A Practice of the Good Mind (Jennifer Kagan and Chris Capella); (10) Indigenous Activism: Art, Identity, and the Politics of the Quincentenary (Lisa Roberts Seppi); (11) Activist Art and Pedagogy: The Dinner Party Curriculum Project (Carrie Nordlund, Peg Speirs, Marilyn Stewart and Judy Chicago); (12) Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum (Lisa Langlois); (13) Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through "Osw3go.net 2010: Racism on Campus" (Patricia E. Clark, Ulises A. Mejias, Peter Cavana, Daniel Herson, and Sharon M. Strong); (14) In the Grey: Finding Beauty Without Labels (Barbara Stout); (15) The Art of Growing Food (Suzanne Bellamy); and (16) Activist Art in Social Justice Pedagogy (Barbara Beyerbach and Tania Ramalho).   [More]  Descriptors: Social Justice, Preservice Teachers, Multicultural Education, Fine Arts

Laird, Teresa; Shelton, Andrea; Jefferson, Joseph (2007). Social Norms of Alcohol Use at Historically Black University, Alabama Counseling Association Journal. The authors surveyed 239 volunteer participants at one southern historically Black university using the Core Alcohol and Drug survey. The purpose was to document the overestimation (or misperception) of alcohol and drug usage rates at the selected institution and to compare reported rates to those noted at a predominately White university within close proximity. Analysis of the data indicated that participants' actual responses differed significantly from what they perceived to be the campus norm.   [More]  Descriptors: White Students, African American Students, Comparative Analysis, Student Attitudes

ACT, Inc. (2015). The Condition of College & Career Readiness 2015: National. This report is the ACT annual report on the progress of U.S. high school graduates relative to college readiness. This year's report shows that 59% of students in the 2015 U.S. graduating class took the ACT¬Æ test, up from 57% last year and 49% in 2011. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of college readiness as well as offering a glimpse at the emerging educational pipeline. This report is designed to help educators understand and answer the following questions: (1) Are your students graduating from high school prepared for college and career?; (2) Are enough of your students taking core courses necessary to be prepared for success, and are those courses rigorous enough?; (3) What are the most popular majors/occupations, and what does the pipeline for each look like?; and (4) What other dimensions of college and career readiness, outside of academic readiness, should educators measure and track? The following key findings are discussed: (1) graduating class representation; (2) academic achievement; (3) opportunity for growth; (4) student aspirations; and (5) next steps for improving college and career readiness of students. [For the 2014 report, see ED558038.]   [More]  Descriptors: College Readiness, Career Readiness, Core Curriculum, College Preparation

Lenear, Phoebe E. (2007). E-Mentoring Interaction Models, Online Submission. Little research has been conducted on electronic mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction, transactional distance, structure, satisfaction, and support in Internet-based asynchronous and synchronous mentoring settings. Emerging from this study were two ementoring interaction models–Mentor Initiation Model and Protege Collaboration Model.   [More]  Descriptors: Mentors, Interaction, Models, Internet

Hill, Lenda P. (2007). From "Brown" to "The Journal of Negro Education" with Six Degrees of Separation, Journal of Negro Education. My life journey started with "Brown" and has culminated with the celebration and legacy of "The Journal of Negro Education" using, only six degrees of separation. Six degrees of separation is a theory that anyone can be connected to another person on the planet through a chain of acquaintances or events that has no more than five intermediaries. During these past 52 years, I see my life as a planned chain of events that have connected me with my historical past to ensure the continuance of educational excellence of future generations.   [More]  Descriptors: African American Education, Educational Quality, Federal Legislation, Student Unions

Winsler, Adam; Gupta Karkhanis, Deepti; Kim, Yoon Kyong; Levitt, Jerome (2013). Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs, Urban Review: Issues and Ideas in Public Education. Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5%) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15% of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.   [More]  Descriptors: African American Students, Males, Disproportionate Representation, Academically Gifted

Armstrong, Lenora E. (2011). Career Pathways of Athletic Directors: Consideration of the Impact of Diversity, ProQuest LLC. This study explored career pathways for becoming an athletic director (AD) at National Collegiate Athletic Association (NCAA) Divisions I, II, and, III member institutions with consideration of gender and race/ethnicity.   The study employed an exploratory, descriptive research design using a quantitative electronic survey tapping a census of all ADs of NCAA Divisions I, II, and III. The survey sought demographic data from which career pathways were determined. Responses were obtained from 269 of 966 respondents for a 28% response rate. Descriptive and Chi-square statistics were used for data analysis. Results portrayed demographic characteristics, career pathways, and the relationship between variables identified in the research questions and the hypotheses.   Findings reinforced existing scholarship regarding the specific AD demographics of age, gender, race/ethnicity, education, and sports affiliation, as well as number of years in key positions. Results from the descriptive analysis indicated men were more widely represented than women as ADs, with White men appearing in the greatest number in this post. White women and men were not distributed equally across the NCAA Divisions; women were more likely to serve as ADs in Division III institutions. Other categories of race/ethnicity include Blacks/Non-Hispanics, Hispanic/Latinos, Native Hawaiian/Pacific Islander, Asian, and those who self-identified as two or more races. The Masters was the most common highest degree earned. Education was the most common study field at both the undergraduate level and at the level of the highest degree earned. Across the highest degree earned, education was followed by sport administration/ management, business, science and technology, arts, communications, law, and medicine.   The study underscored the low distribution of race/ethnicity and gender among ADs across NCAA Divisions, with women disproportionally located in Division III institutions. Those ADs who have advanced degrees beyond the bachelor's degree are primarily credentialed in the fields of education and sport. There were more similarities than differences among the career pathways of ADs across the three NCAA divisions. Five sports emerged as involving the largest number of ADs having been both college athletes and head coaches in football, men's basketball, women's basketball, baseball and softball. The pathways indicated that team sports played and coached versus individual sports played and coached were the key thresholds for advancement to the AD position.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: College Athletics, Career Choice, Career Development, Administrators

Berger, Aimee; Cochran, Kate (2007). Covering (Up?) Katrina: Discursive Ambivalence in Coverage of Hurricane Katrina, CEA Forum. Long before Katrina, the South functioned in the social imaginary to contain racism and poverty, and the Mason-Dixon acts then in the national imagination as a buffer to safeguard the nation from the taint of such undemocratic realities. More and more, in many countries of America, a system known as "neoliberalism" prevails; based on a purely economic conception of the human person….At times this system has become the ideological justification for certain attitudes and behavior in the social and political spheres leading to the neglect of the weaker members of society. Indeed, the poor are becoming ever more numerous, victims of specific policies and structures which are often unjust. The uniform overlay of social neoliberalism on public discourse as reflected in mainstream media results in a "tightly controlled visual landscape" (Giroux 172) in which people living in poverty in the U.S. most often emerge as antagonists in the broad narrative of contemporary American life. Narrative can not exist without antagonism and conflict, good guys and bad guys, a sense of "us vs. them." While Hurricane Katrina's devastating appearance on the physical landscape of the Gulf Coast held the potential to disrupt the visual and narrative landscape created in the post-Reagan U.S., and to open up difficult, long overdue discussions about race and class in the U.S. in short order, the dominant discourse soon reverted to familiar patterns. In this article, the authors analyze the facts that have been represented of social neoliberalism and Hurricane Katrina.   [More]  Descriptors: Natural Disasters, Neoliberalism, Social Attitudes, Poverty

Núñez, Anne-Marie; Elizondo, Diane (2013). Closing the Latino/a Transfer Gap: Creating Pathways to the Baccalaureate. PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 2, Spring 2013, American Association of Hispanics in Higher Education. Latinos are far more likely to begin postsecondary education in community colleges, and in fact roughly 51% are concentrated in this sector. Yet it is well documented that few manage to successfully complete the transition from a two- to a four-year college or university, making transfer the key leakage point in the pathway to the baccalaureate. In fact, Latino and Black students transfer at lower rates than White students. Consequently, closing the transfer gap has become one of the most important policy issues in higher education. This policy brief addresses how to build the capacity of community colleges to foster Latino student transfer to four-year colleges and universities. [For Issue No. 1, see ED571015.]   [More]  Descriptors: Hispanic American Students, Postsecondary Education, College Students, Access to Education

Johnston, Lloyd D.; O'Malley, Patrick M.; Bachman, Jerald G.; Schulenberg, John E. (2011). Demographic Subgroup Trends for Various Licit and Illicit Drugs, 1975-2010. Monitoring the Future Occasional Paper Series. Paper 74, Institute for Social Research. The full 2010 survey results are reported in "Monitoring the Future National Survey Results on Drug Use, 1975;2010: Volume I, Secondary School Students". That monograph contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds, licit and illicit, and a number of related factors such as attitudes and beliefs about drugs, age of initiation, non-continuation of drug use, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. Appendix D of "Volume I" contains tabular data on trends in drug use for various demographic subgroups for each of the many drugs under study. The present occasional paper presents those same subgroup trends in "graphic form", because graphic presentations are much easier to comprehend. (Showing the trends in color greatly facilitates the differentiation of the various trend lines in each graph.) Historically, the graphic presentations have not been included in "Volume I" due both to their length and the cost of printing them in color. Even though the annual monographs from the study now are published electronically on the study's Website, rather than in paper form, the authors continue to make the graphic presentation of the subgroup trends available in this separate document in the MTF Occasional Paper series. Trend data are presented for 12th-grade respondents beginning with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Trend data for 8th and 10th grades are presented beginning with 1991, when the study's annual surveys were expanded to include those grade levels. The numerical information upon which these graphics are based is contained in the relevant appendix D tables of "Volume I". Detailed definitions of the demographic categories are given in appendix B of that volume.   [More]  Descriptors: Narcotics, Drug Abuse, Social Environment, Secondary School Students

Pfeifer, Jennifer H.; Rubble, Diane N.; Bachman, Meredith A.; Alvarez, Jeannette M.; Cameron, Jessica A.; Fuligni, Andrew J. (2007). Social Identities and Intergroup Bias in Immigrant and Nonimmigrant Children, Developmental Psychology. Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children.   [More]  Descriptors: Grade 2, Grade 4, Ethnicity, Immigrants

Mandell, David S.; Salzer, Mark S. (2007). Who Joins Support Groups among Parents of Children with Autism?, Autism: The International Journal of Research & Practice. This study identified factors associated with support group participation among families of children with autism. A survey was administered to 1005 caregivers of children with autism in Pennsylvania. Two-thirds of respondents (66.4%) had ever participated in an autism-specific support group. In adjusted analyses, demographic characteristics, including age and sex of the child, ethnicity and parental education and income, were associated with support group participation. Parents of children with self-injurious behavior, sleep problems or severe language deficits were more likely to belong, as were parents whose diagnosing clinician referred them to a support group. The results of this study suggest the importance of clinician referrals to groups, and the need to make groups available to under-served populations.   [More]  Descriptors: Parents, Sleep, Self Destructive Behavior, Autism

Bonnick, Lemah (2007). In the Service of Neglected People: Anna Julia Cooper, Ontology, and Education, Philosophical Studies in Education. The most influential accounts of Anna Julia Cooper's work have tended to focus on the question of women's equality. In this respect Mary Helen Washington credits Cooper with providing an "embryonic feminist analysis" in the 1890s. The focus of the author is on her understanding of educational matters, which should be seen as a powerful inaugural formulation of an anti-racist pedagogy, detailing the concomitant understanding of the interconnection of race, gender, and class that others have built upon. Education was often the vehicle she used to exemplify the particular exclusion and marginalization of black women, linking the uplift of the race to the higher education of girls. In this essay, the author wants to consider the historic terms of engagement between race and education and to assess their meaning against the pedagogic imperative of Cooper's avowal of her life's work as "the education of neglected people." The author believes that her declaration synthesizes and adumbrates the underlying and explicit program for action in contemporary black struggles for education.   [More]  Descriptors: Profiles, Feminism, Females, Social Justice

Stairs, Andrea J. (2007). Culturally Responsive Teaching: The Harlem Renaissance in an Urban English Class, English Journal. Andrea J. Stairs advocates culturally responsive teaching, a practice that explicitly highlights "issues of race, ethnicity, and culture as central to teaching, learning, and schooling," and emphasizes the necessity of interrogating the themes of race, power, and privilege in the urban classroom. Stairs observes two student teachers as they actively integrate rap lyrics, jazz and blues music, the poetry of Langston Hughes, discussion of figurative language, and analysis and imitation activities to examine elements of racism and prejudice during the Harlem Renaissance.   [More]  Descriptors: Poetry, Figurative Language, Student Teachers, Music

Palmer, Robert T., Ed.; Wood, J. Luke, Ed. (2011). Black Men in College: Implications for HBCUs and beyond, Routledge, Taylor & Francis Group. "Black Men in College" provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Chapter contributors describe the diverse challenges Black men in HBCUs face and discuss how to support and retain high-achieving men, gay men, academically unprepared men, low-income men, men in STEM, American immigrants, millennials, collegiate fathers, those affiliated with Greek organizations, and athletes. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions. This book contains the following: (1) Setting the Foundation for Black Men in Colleges: Implications for HBCUs and Beyond (Robert T. Palmer and J. Luke Wood); (2) High Achieving Black Men at HBCU's (Marybeth Gasman and Dorsey Spencer Jr.); (3) Coming Out of the Dark: Black Gay Men's Experiences at Historically Black Colleges and Universities (Terrell L. Strayhorn and Jameel A. Scott); (4) "Yes, I can!" Strengths-based Approaches for Engaging and Empowering Academically Underprepared Black Men (Tiffany P. Fountaine and Joelle Carter); (5) "Reaching Out to My Brothers": A Critical Review of Literature to Improve the Retention of Low-Income Black Men at HBCUs (Jameel A. Scott); (6) Establishing Critical Relationships: How Black Males Persist in Physics at HBCUs (Sharon Fries-Britt, Brian A. Burt and Khadish Franklin); (7) Bicultural Experiences of Second Generation Black American Males (Lorenzo DuBois Baber); (8) Standing in the Intersection: Black, Male, Millennial College Students (Fred A. Bonner,); (9) Black Fathers in College: Multiple Identities, Persistence and Contextual Differences (T. Elon Dancy II and Gralon A. Johnson); (10) Black Men, Fraternities, and Historically Black Colleges and Universities (Dorian L. McCoy); (11) "Man-to-Man": An Exploratory Study of Coaches' Impact on Black Male Student-Athlete Success at HBCUs (David Horton Jr.); (12) Academically Gifted Black Male Undergraduates in Engineering: Perceptions of Factors Contributing to their Success in an Historically Black College and University (Alonzo M. Flowers); and (13) Innovative Initiatives and Recommendations for Practice and Future Research: Enhancing the Status of Black Men at HBCUs and Beyond (J. Luke Wood and Robert T. Palmer).   [More]  Descriptors: Academically Gifted, Black Colleges, Academic Persistence, Homosexuality

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