Journal articles: 'African American prisoners – Education (Higher)'

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Howard-Vital, Michelle R. "African-American Women in Higher Education." Journal of Black Studies 20, no. 2 (1989): 180–91. http://dx.doi.org/10.1177/002193478902000205.

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Zamani, Eboni M. "African American women in higher education." New Directions for Student Services 2003, no. 104 (2003): 5–18. http://dx.doi.org/10.1002/ss.103.

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Cowan, Tom, and Jack Maguire. "History's Milestones of African-American Higher Education." Journal of Blacks in Higher Education, no. 7 (1995): 86. http://dx.doi.org/10.2307/2963440.

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Cross, Theodore. "African-American Higher Education: How Big Is It?" Journal of Blacks in Higher Education, no. 3 (1994): 80. http://dx.doi.org/10.2307/2963112.

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Cooks, Michael. "Higher Education and the Early Education of African American Ministers." Christian Higher Education 9, no. 3 (2010): 259–70. http://dx.doi.org/10.1080/15363750903382264.

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Lindsay, Beverly. "Public and higher education policies influencing African-American women." Higher Education 17, no. 5 (1988): 563–80. http://dx.doi.org/10.1007/bf00130546.

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Freeman, Kassie. "Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives." Journal of Higher Education 68, no. 5 (1997): 523. http://dx.doi.org/10.2307/2959945.

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Sneed, Rodlescia. "The Health and Well-Being of African-American Older Adults With a History of Incarceration." Innovation in Aging 4, Supplement_1 (2020): 506. http://dx.doi.org/10.1093/geroni/igaa057.1633.

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Abstract African-Americans are overrepresented in the criminal justice system. Longer prison stays and release programs for older prisoners may result in an increased number of community-dwelling older adults with a history of incarceration. In recent years, there has been a substantial increase in research on health-related outcomes for currently incarcerated older adults; however, there has been little inquiry into outcomes for formerly incarcerated African-American older adults following community re-entry. In this study, we used secondary data from the Health and Retirement Study to describe employment, economic, and health-related outcomes in this population. Twelve percent of the 2238 African-Americans in our sample had been previously incarcerated. Those who had been previously incarcerated had higher rates of lung disease, arthritis, back problems, mobility problems, and mental health issues than their counterparts. They also had higher rates of hospitalization and lower use of dental health services. Further, while they did not experience lower employment rates than those with no criminal history, those who had been incarcerated had more physically demanding jobs and reported greater economic strain. Given the disproportionate incarceration rates among African-Americans, the aging of the prison population, and the increase in community re-entry for older prisoners, research that explores factors that impact the health and well-being of formerly incarcerated individuals has broad impact. Future work should focus on addressing the needs of this vulnerable population of African-American older adults.

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Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

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AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not as successful as other racial and gender groups in K-12, but little research has been given to Black men who successfully finish the K-12 system and matriculate to higher education (Griffin, K. A., Jayakumar, U. M., Jones, M. M., & Allen, W. R. (2010). Ebony in the ivory tower: Examining trends in the socioeconomic status, achievement, and self-concept of black, male freshmen. Equity & Excellence in Education, 43(2), 232–248. doi: 10.1080/10665681003704915). This study presents the cultural background of a male from Africa and how his culture has helped him to be successful in higher education.

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McKinney, Richard I. "Mordecai Johnson: An Early Pillar of African-American Higher Education." Journal of Blacks in Higher Education, no. 27 (2000): 99. http://dx.doi.org/10.2307/2679021.

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Flowers, Lamont A. "Retaining African-American Students in Higher Education: An Integrative Review." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (2004): 23–35. http://dx.doi.org/10.2190/9qpj-k9qe-ebga-gwyt.

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Rhein, Douglas. "African American student sociocultural adjustment to Thai international higher education." Globalisation, Societies and Education 16, no. 4 (2018): 381–94. http://dx.doi.org/10.1080/14767724.2018.1440349.

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Jowers-Barber, Sandra. "Documenting the Struggles of African American Scholars in Higher Education." History: Reviews of New Books 38, no. 2 (2010): 37–39. http://dx.doi.org/10.1080/03612750903462483.

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Hall, Ronald E., and George T. Rowan. "African American males in higher education: A descriptive/qualitative analysis." Journal of African American Men 5, no. 3 (2000): 3–14. http://dx.doi.org/10.1007/s12111-000-1000-0.

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Barnum, Christopher C., Sandra A. Quinn, and Nick J. Manrique. "Racial Disparity in Iowa Prisons: Possible Theoretical Explanations for Racial Differences Between Inmates on the Level of Service Inventory–Revised." Race and Justice 2, no. 2 (2012): 71–92. http://dx.doi.org/10.1177/2153368712440461.

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This article presents a test of several theoretically informed hypotheses that characterize differences between Whites and African Americans incarcerated in the Iowa prison system. The authors judge differences by comparing inmates’ responses on the Level of Service Inventory–Revised or LSI-R, which is a standardized risk/need assessment instrument used to classify Iowa inmates. The hypotheses are based on ideas found in theories of structural distributive justice, general strain theory (GST), and macro-structural explanations of crime. Iowa is an interesting case study because it ranks near the top in the United States in the proportion of Black to White prisoner disparity. This disparity serves as a lens that sharpens distinctions between the populations. The findings suggest that in comparison to White prisoners, African American inmates have higher total LSI-R scores than White inmates and that prior to incarceration African American prisoners had more difficulty finding work, were more likely to have an official record of violent crime, and were more likely to associate with people who were involved in crime than were White inmates. Additionally, the results suggest that in comparison to White inmates, African American prisoners were more likely to feel that their prison sentences were unfair and to act in ways that were indicative of this. These findings are consistent with explanations found in macro-structural theories of crime as well as concepts found in GST and structural distributive justice theory. The authors briefly discuss the implications of these findings.

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Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.

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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.

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Knight, Linda, Elizabeth Davenport, Patricia Green- Powell, and Adriel A. Hilton. "The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape." International Journal of Education 4, no. 2 (2012): 223. http://dx.doi.org/10.5296/ije.v4i2.1650.

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Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.

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Naylor, Lorenda A., Heather Wyatt-Nichol, and Samuel L. Brown. "Inequality: Underrepresentation of African American Males in U. S. Higher Education." Journal of Public Affairs Education 21, no. 4 (2015): 523–38. http://dx.doi.org/10.1080/15236803.2015.12002218.

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Holmes, Valerie L. "Media Review: Pathways to Higher Education Administration for African American Women." Journal of Student Affairs Research and Practice 51, no. 4 (2014): 475–77. http://dx.doi.org/10.1515/jsarp-2014-0047.

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Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.

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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

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Birgeneau, Robert J. "How California's Proposition 209 Created a Crisis in African-American Higher Education." Journal of Blacks in Higher Education, no. 47 (April 1, 2005): 59. http://dx.doi.org/10.2307/25073173.

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Cross, Theodore, and Robert Bruce Slater. "Marshalling Black Voting Power to Increase African-American Opportunities in Higher Education." Journal of Blacks in Higher Education, no. 21 (1998): 94. http://dx.doi.org/10.2307/2999011.

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Sawyer, Thomas F. "Francis Cecil Sumner: His views and influence on African American higher education." History of Psychology 3, no. 2 (2000): 122–41. http://dx.doi.org/10.1037/1093-4510.3.2.122.

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Strayhorn, Terrell L. "The Absence of African-American Men in Higher Education and Veterinary Medicine." Journal of Veterinary Medical Education 36, no. 4 (2009): 351–58. http://dx.doi.org/10.3138/jvme.36.4.351.

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DeCuir-Gunby, Jessica T., Oriana T. Johnson, Callie Womble Edwards, Whitney N. McCoy, and Angela M. White. "African American professionals in higher education: experiencing and coping with racial microaggressions." Race Ethnicity and Education 23, no. 4 (2019): 492–508. http://dx.doi.org/10.1080/13613324.2019.1579706.

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Brown, Danice L., Christopher B. Rosnick, and Daniel J. Segrist. "Internalized Racial Oppression and Higher Education Values." Journal of Black Psychology 43, no. 4 (2016): 358–80. http://dx.doi.org/10.1177/0095798416641865.

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A plethora of research underscores the deleterious effects that racial discrimination can have on the higher education pursuits and experiences of African Americans. The current study investigated the relationship between internalized racial oppression, higher education values, academic locus of control, and gender among a sample of African Americans. Participants were 156 African Americans currently attending college. All participants completed measures of internalized racial oppression, perceived value of higher education, and academic locus of control. Results indicated that greater internalized racial oppression correlated with a lower valuing of higher education and a more external academic locus of control. Subsequent mediational analyses showed that academic locus of control was an intervening variable in the relationship between internalized racial oppression and the value placed on higher education for men, but not women. For African American men, greater experiences of internalized racial oppression predicted a more external locus of control, which subsequently predicted a lower valuing of higher education. Implications for mental health providers and educators were discussed herein.

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Ponder, Henry, Calvin W. Burnett, Cleon F. Thompson, et al. "How I Would Spend a $ 30 Million Grant for African-American Higher Education." Journal of Blacks in Higher Education, no. 3 (1994): 86. http://dx.doi.org/10.2307/2963115.

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McJamerson, Evangeline McConnell. "The declining participation of African‐American men in higher education: Causes and consequences." Sociological Spectrum 11, no. 1 (1991): 45–65. http://dx.doi.org/10.1080/02732173.1991.9981953.

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Olzak, Susan, and Nicole Kangas. "Ethnic, Women's, and African American Studies Majors in U.S. Institutions of Higher Education." Sociology of Education 81, no. 2 (2008): 163–88. http://dx.doi.org/10.1177/003804070808100203.

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Sato, Takahiro, and Samuel Russell Hodge. "African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education." Journal of Teaching in Physical Education 36, no. 1 (2017): 97–112. http://dx.doi.org/10.1123/jtpe.2016-0010.

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The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.

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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

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Simmons, Lamont D. "Beyond Matriculation: Examining Factors That Contribute to African American Male Persistence at a Predominantly White Institution." Journal of College Student Retention: Research, Theory & Practice 21, no. 3 (2017): 358–83. http://dx.doi.org/10.1177/1521025117714163.

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In higher education, academic disparities exist between African American males and their gender and ethnic counterparts. Furthermore, many institutions struggle to promote African American male persistence beyond matriculation. This study provides insight into how a sample of undergraduate African American males was persisting at a predominantly White institution. Six themes emerged, including (a) exposure to rigorous high school curriculum, (b) feeling encouraged and supported, (c) having a sense of motivation, (d) educational aspirations beyond a bachelor’s degree, (e) involvement in ethnic-based campus organizations, and (f) connecting with minority faculty. The preponderance of findings demonstrates that noncognitive factors are essential to how African American males persist.

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Burden, Joe W., Louis Harrison, and Samuel R. Hodge. "Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education." Research Quarterly for Exercise and Sport 76, no. 2 (2005): 224–37. http://dx.doi.org/10.1080/02701367.2005.10599283.

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Mahaffey, Carlos C., Danelle Stevens-Watkins, and Carl Leukefeld. "Life After: Examining the Relationship Between Sociobehavioral Factors and Mental Health Among African American Ex-Offenders." International Journal of Offender Therapy and Comparative Criminology 62, no. 12 (2018): 3873–89. http://dx.doi.org/10.1177/0306624x17750327.

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Mental health problems are 3 times higher among prisoners than the general population. After release, reentry barriers and other factors can exacerbate mental problems. This study of 250 African American ex-offenders examines the relationship between sociobehavioral factors and mental health. Independent variables included self-reported health, alcohol use, employment, and history of mental problems before prison. Covariates included the number of immediate family with mental problems and the number of serious conflicts with family members or friends. Analyses revealed that men who had serious conflicts, used alcohol more often, reported less than excellent health, and not employed were more likely to report being troubled by mental problems. Family mental health history was not statistically significant. The current study adds to the literature by identifying selected factors associated with the mental health of African American male, ex-offenders. Findings from this study can inform interventions to address mental health issues and reduce recidivism.

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Franklin, H. Bruce. "Can the Penitentiary Teach the Academy How to Read?" PMLA/Publications of the Modern Language Association of America 123, no. 3 (2008): 643–50. http://dx.doi.org/10.1632/pmla.2008.123.3.643.

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As the shadow of the colossal american prison lengthens amid the encroaching nightfall of our twenty-first-century security state, it is pierced by a brilliant though flickering illumination: the literature created by those who have endured the terrors of America's walls and cells, with their unremitting surveillance, relentless brutality, and overpowering hopelessness. When I began teaching American prison literature back in 1975, there were 360,000 people incarcerated in the nation's jails and prisons. Today there are more than 2.4 million—almost twenty-five percent of all the prisoners in the world. During these thirty-three years, this country has constructed on average one new prison every week. Many states annually spend more on prisons than they do on higher education. More than five million Americans have been permanently disenfranchised because of felony convictions. More than seven million are under the direct control of the criminal-justice system. And the experience of these millions of prisoners and ex-prisoners becomes ever more integral to American culture, not just to the culture of the devastated neighborhoods where most prisoners grew up and to which they return but also to the culture of an entire society grown accustomed to omnipresent surveillance cameras, routine body and car searches, and police patrolling the corridors of high schools.

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Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

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This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

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Hillman, Stephen B., Paula C. Wood, and Shlomo S. Sawilowsky. "ATTRIBUTIONAL STYLE OF AFRICAN-AMERICAN ADOLESCENTS." Social Behavior and Personality: an international journal 22, no. 2 (1994): 163–75. http://dx.doi.org/10.2224/sbp.1994.22.2.163.

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This study ascertains how positive and negative life events are viewed by stigmatized youngsters. The causal attributions of a sample of 139 at-risk African American adolescents are analyzed in a doubly multivariate repeated measures design. These students were participants in either the federally funded Summer Training and Education Program or the Student Academic and Leadership Enhancement Program funded by the Detroit Compact. Previous research on these students indicated that they have higher than norm global self-concepts and their locus of control is more external than would be expected for their age. The findings of the current study suggest that the attributions these youngsters ascribed to positive events were significantly more internal, stable, and global than the attributions for negative events. An ancillary outcome of this study is to report psychometric information regarding the use of The Attributional Style Questionnaire.

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Lebeau, Yann, and David Mills. "From 'crisis' to 'transformation'? Shifting orthodoxies of African higher education policy and research." Learning and Teaching 1, no. 1 (2008): 58–88. http://dx.doi.org/10.3167/175522708783113523.

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After years of neglect, there is renewed international interest in higher education in sub-Saharan Africa. Comparative projects have been launched on a continental scale, looking at the socio-economic relevance of higher education, often with the aim of reviving failing institutions. A new 'transformation' policy paradigm has replaced a previously dominant rhetoric of 'crisis'. Promoted by the major funders, this discourse has been adopted by many within African governments and university administrations. We argue that such interventions are possible because of the particular post-colonial historical ties among African, European and American academies. They represent the latest stage of donor involvement in African universities, and are made possible by the outward-looking perspectives of many African scholars. Yet is this latest paradigm shift leading to real changes in research capacity and teaching quality within African institutions? Is it informed by specific institutional needs? We compare research and development projects led by donors with those led by academics themselves. Attempts by international donors to invigorate locally relevant research capacity are limiting the re-emergence of academic autonomy. Academic research 'collaborations', especially those led by European and American scholars, fare little better.'

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Walter R. Allen, Channel McLewis, Chantal Jones, and Daniel Harris. "From Bakke to Fisher: African American Students in U.S. Higher Education over Forty Years." RSF: The Russell Sage Foundation Journal of the Social Sciences 4, no. 6 (2018): 41. http://dx.doi.org/10.7758/rsf.2018.4.6.03.

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Lloyd-Jones, Brenda. "Implications of Race and Gender in Higher Education Administration: An African American Woman’s Perspective." Advances in Developing Human Resources 11, no. 5 (2009): 606–18. http://dx.doi.org/10.1177/1523422309351820.

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Freeman, Kassie. "HBCs or PWIs? African American High School Students' Consideration of Higher Education Institution Types." Review of Higher Education 23, no. 1 (1999): 91–106. http://dx.doi.org/10.1353/rhe.1999.0022.

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Simmons, Jake, Russell Lowery-Hart, Shawn T. Wahl, and M. Chad McBride. "Understanding the African-American Student Experience in Higher Education Through a Relational Dialectics Perspective." Communication Education 62, no. 4 (2013): 376–94. http://dx.doi.org/10.1080/03634523.2013.813631.

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Edwards, Harry. "Democratic Pluralism: Placing African-American Student-Athletes in the Context of a New Agenda for Higher Education." NACADA Journal 11, no. 2 (1991): 28–118. http://dx.doi.org/10.12930/0271-9517-11.2.28.

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Harry Edwards delivered the NACADA Journal symposium lecture at the 1990 NACADA National Conference. He was invited by the Journal's editors to expand the ideas he presented into an article to give the entire membership an opportunity to examine these ideas. We have also included responses from several professionals who are actively involved in exploring the issues that Edwards deals with. The editors welcome further responses to this article. The character and dynamics of developments at the interface of intergroup relations, education, and sport are shown to be deeply embedded in the historical evolution and intertwined with the contemporary complexities and contradictions of race and ethnic relations more generally in American society. The proposition is developed that African-American student-athletes' patterned negative outcomes can be reliably understood and effectively addressed only if due consideration is given social, cultural, and political forces that serious-impact but that emanate far beyond the institutional functioning of academia and sport. Established and broadly accepted African-American advancement strategies and goals are critiqued and evaluated relative to their past viability and future remedial potential as adjunctive influences upon the content, contours, and direction of African-American education. Competing educational philosophies and methods are analysed and assessed as to the appropriateness and promise of each in a postindustrial, ever more ethnically diverse America. Democratic pluralism is posed as an alternative to both established Black liberal and incipient Black neoconservative integration/assimilation dispositions and change regimens, as well as to various Black separatist and separate development strategems relative to African-American individual and collective advancement in sport, education, and society. Broad perspectives and guidelines pertaining to the role responsibilities and realms of accountability of educational administrators (particularly college presidents and chancellors), counselling supervisors and academic advisors, teachers, African-American communities and families, and African-American student-athletes are discussed against a background of longstanding and ongoing Black/White intergroup tensions and heightened athletic and academic pressures upon the student-athlete.

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Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.

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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.

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Freeman, Tyrone McKinley. "Beyond hegemony: Reappraising the history of philanthropy and African-American higher education in the nineteenth century." International Journal of Educational Advancement 10, no. 3 (2010): 148–65. http://dx.doi.org/10.1057/ijea.2010.15.

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Tottie, Gunnel, and Michel Rey. "Relativization strategies in Earlier African American Vernacular English." Language Variation and Change 9, no. 2 (1997): 219–47. http://dx.doi.org/10.1017/s0954394500001885.

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ABSTRACTThis article, which examines the system of relative markers in Early African American English as documented in the Ex-Slave Recordings (Bailey et al., 1991), is intended as a contribution to two areas of research: African American Vernacular English and the system of relativization in English. We found a significantly higher incidence of zero marking in adverbial relatives than in non-adverbial relatives. Among non-adverbial relatives, a variable rule analysis showed that non-humanness of the head as well as the function of the head as subject complement or subject in an existential sentence strongly favored zero relatives, and that prepositional complement heads disfavored zeroes. The lack of wh-relatives aswell as the frequency of zero subject relatives is interpreted as evidence that African American Vernacular English is a dialect of English.

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Assari, Shervin. "Parental Education Attainment and Educational Upward Mobility; Role of Race and Gender." Behavioral Sciences 8, no. 11 (2018): 107. http://dx.doi.org/10.3390/bs8110107.

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Background. The Minorities’ Diminished Return theory suggests that education attainment and other socioeconomic resources have smaller effects on the health and well-being of African Americans and other racial and ethnic minorities compared to Whites. Racial and ethnic differences in the processes involved with educational upward mobility may contribute to the diminished returns of education attainment for African Americans compared to Whites. Aim: This study compared African Americans and non-Hispanic Whites for the effect of parental education attainment on educational upward mobility and explored gender differences in these effects. Methods. The National Survey of American Life (NSAL 2003) is a nationally representative survey of American adults. Participants included 891 non-Hispanic White and 3570 African American adults. Gender, race/ethnicity, age, highest parental education attainment, and respondents’ educational attainment were measured. Data were analyzed using linear regression models. Results. Overall, higher parental education attainment was associated with higher educational upward mobility (b = 0.34, p < 0.001), however, this boosting effect was significantly smaller for African Americans compared to Whites (b = −0.13, p = 0.003). Our further analysis showed that race by parental education attainment can be found for females (b = −0.14, p = 0.013) but not males (p > 0.05). Conclusion. African American females are at a disadvantage compared to White females regarding the effect of parental education attainment on their educational upward mobility, a phenomenon which could not be observed when comparing African American and White males. These results advocate for taking intersectionality frameworks to study the effects of race, gender, and class in the US.

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Assari, Shervin, Hamid Helmi, and Mohsen Bazargan. "Polypharmacy in African American Adults: A National Epidemiological Study." Pharmacy 7, no. 2 (2019): 33. http://dx.doi.org/10.3390/pharmacy7020033.

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Background: Despite the association between polypharmacy and undesired health outcomes being well established, very little is known about epidemiology of polypharmacy in the African American community. We are not aware of any nationally representative studies that have described the socioeconomic, behavioral, and health determinants of polypharmacy among African Americans. Aims: We aimed to investigate the socioeconomic and health correlates of polypharmacy in a national sample of African American adults in the US. Methods: The National Survey of American Life (NSAL, 2003–2004) included 3,570 African American adults. Gender, age, socioeconomic status (SES; education attainment, poverty index, and marital status), access to the healthcare system (health insurance and having a usual source of care), and health (self-rated health [SRH], chronic medical disease, and psychiatric disorders) in addition to polypharmacy (5 + medications) as well as hyper-polypharmacy (10 + medications) were measured. Logistic regressions were applied for statistical analysis. Results: that About 9% and 1% of all African American adults had polypharmacy and hyper-polypharmacy, respectively. Overall, higher age, higher SES (education and poverty index), and worse health (poor SRH, more chronic medical disease, and psychiatric disorders) were associated with polypharmacy and hyper-polypharmacy. Individuals with insurance and those with a routine place for healthcare also had higher odds of polypharmacy and hyper-polypharmacy. Conclusions: Given the health risks associated with polypharmacy, there is a need for systemic evaluation of medication use in older African Americans with multiple chronic conditions. Such policies may prevent medication errors and harmful drug interactions, however, they require effective strategies that are tailored to African Americans.

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Black, Ray, and Albert Y. Bimper. "Successful Undergraduate African American Men's Navigation and Negotiation of Academic and Social Counter-Spaces as Adaptation to Racism at Historically White Institutions." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (2017): 326–50. http://dx.doi.org/10.1177/1521025117747209.

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Extant research has extensively illuminated African American men's experiences with racism at historically White institutions. Their efforts to persist and graduate meant many of them learned to navigate and respond to racism on and off campus. Such learned behavior has necessitated adopting coping mechanisms to acculturate to the social, cultural, and academic environments within and surrounding institutions of higher education. Drawn from a larger study, this qualitative case study explored the experiences and the strategies used by two participants as they self-navigated the institution's support programs, affinity groups, and campus organizations to achieve personal and academic success. Academically persistent and successful African American men formed unique personal networks; sought out support; and received help from African American organizations, family members, faculty members, and staff members. This research advances a growing body of literature focusing on the success strategies of undergraduate African American men pursuing their educational goals at historically White institutions.

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Perkins, Linda M. "“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement." Journal of African American History 100, no. 4 (2015): 721–47. http://dx.doi.org/10.5323/jafriamerhist.100.4.0721.

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Journal articles on the topic 'African American prisoners – Education (Higher)'

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