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Journal articles on the topic 'African American studies|Higher education'

Author: Grafiati

Published: 9 July 2021

Last updated: 29 July 2025

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1

Gutarra Cordero, Dannelle. "Imagining a Higher Education Career in African American Studies." International Journal of Arts, Humanities & Social Science 04, no. 11 (2023): 16–25. http://dx.doi.org/10.56734/ijahss.v4n11a3.

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This article was written during the 2020 summer seminar “Imagining a Higher Education Career in African American Studies” at Princeton University, coordinated by Dr. Dannelle Gutarra Cordero. This summer seminar aimed to be a safe and restorative space for ten undergraduate students of Princeton University from underrepresented backgrounds that intend to pursue or explore a career in higher education in African American Studies. This article is the culmination of the scholarly collaboration throughout this summer seminar, where, as research associates, all participants researched the possibili

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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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Quayson, Felix. "Sociocultural Perspective: The Factors Affecting African American Graduation Rate In Higher Education." Interdisciplinary Journal of Advances in Research in Education 3, no. 2 (2021): 1–16. http://dx.doi.org/10.55138/ab104284hep.

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The graduation rate for African-Americans in the United States is alarming at a time when jobs require college degrees and advanced career knowledge. The disparities in African-American graduation rate are partly due to the lack of allocated resources and insufficient preparation. Educators and leaders are concerned about the challenges facing African American students and their graduation rate. Hines et al. (2020) and Kunjufu (2007) argued that the impact of class differences and socio-economics on teaching and learning puts forward other factors as better predictors for educators to gauge st

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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

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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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Abdullahi, Ali Arazeem. "Decolonization of Higher Education in South Africa." Perspectives on Global Development and Technology 20, no. 4 (2021): 380–401. http://dx.doi.org/10.1163/15691497-12341601.

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Abstract Western education still dominates the education terrain across Africa. For some people, the dominance is nothing but ‘academic imperialism,’ which is believed to have relegated African scholars to mere conduits of knowledge through which European and American scholarship and interests are protected and promoted. Consequently, a dissident voice is resonating in the African educational system, particularly South African education system, demanding the recognition of ‘home-grown’ knowledge to solve home-grown problems. This article engages the debate about decolonization of higher educat

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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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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 interna

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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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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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11

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

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12

Paul, James C. N. "American Law Teachers and Africa: Some Historical Observations." Journal of African Law 31, no. 1-2 (1987): 18–28. http://dx.doi.org/10.1017/s0021855300009207.

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In 1961 Tony Allott, then a rather young elder statesman of African law, helped to foster my interest in that subject, and my subsequent work in Ethiopia. He and several other distinguished colleagues in London also encouraged other American initiatives to assist the development of legal education and research in Africa, efforts which began in 1962, burgeoned during the ensuing decade, and then withered rapidly.The activities of the early 60s helped to generate an extraordinary number of different kinds of projects: the temporary placement of over 150 Americans in law teaching positions in Afr

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13

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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14

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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15

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 p

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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 ex

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Coffman, Jennifer E., and Kevin Brennan. "African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (2003): 139–47. http://dx.doi.org/10.36366/frontiers.v9i1.118.

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American education operates as an export industry, as indicated by the proliferation of American study abroad programs in Africa and the influx of Africans seeking degrees from American universities. In this article, we have used statistics (from the Institute for International Education (IIE)’s Open Doors and NAFSA/SECUSSA) compiled to track this educational exchange and estimate economic investments made by students and their host institutions into the socio-geographical areas in which the programs take place. These statistics, coupled with the authors’ experiences in directing study abroad

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Armstrong, Joslyn, Fiorella L. Carlos Chavez, Julia H. Jones, Shar’Dane Harris, and Gregory J. Harris. "“A Dream Deferred”: How Discrimination Impacts the American Dream Achievement for African Americans." Journal of Black Studies 50, no. 3 (2019): 227–50. http://dx.doi.org/10.1177/0021934719833330.

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The American Dream (TAD) is an ideological symbol of achievement and success in American culture. Historical barriers to equal opportunities and economic attainment through racial discrimination have limited access to TAD for African Americans. Barriers of discrimination also reduce the perception of one’s life satisfaction, which can further affect the beliefs of ever obtaining TAD. The present research evaluated the effects of discrimination and life satisfaction on perceptions of achieving TAD among a sample of N = 1,081 African American adults. Results showed that higher levels of discrimi

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Warren, Kim Cary. "Rethinking Racial, Ethnoracial, and Imperial Categories: Key Concepts in Comparative Race Studies in the History of Education." History of Education Quarterly 60, no. 4 (2020): 657–69. http://dx.doi.org/10.1017/heq.2020.42.

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While researching racially segregated education, I came across speeches delivered in the 1940s by two educational leaders—one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few years before Buster delivered his speech, Henry Roe Cloud (Winnebago), a Native American educator, was more critical of white Americans, specifically the federal government, which he blamed for destroying American Indian cultures. At the same time, Roe Cloud prais

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Assari, Shervin. "Educational Attainment Better Protects African American Women than African American Men Against Depressive Symptoms and Psychological Distress." Brain Sciences 8, no. 10 (2018): 182. http://dx.doi.org/10.3390/brainsci8100182.

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Background: Recent research has shown smaller health effects of socioeconomic status (SES) indicators such as education attainment for African Americans as compared to whites. However, less is known about diminished returns based on gender within African Americans. Aim: To test whether among African American men are at a relative disadvantage compared to women in terms of having improved mental health as a result of their education attainment. This study thus explored gender differences in the association between education attainment and mental health, using a representative sample of American

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Weiler, Kathleen. "Mabel Carney at Teachers College: From Home Missionary to White Ally." Teachers College Record: The Voice of Scholarship in Education 107, no. 12 (2005): 2599–633. http://dx.doi.org/10.1177/016146810510701203.

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This article discusses the career of Mabel Carney, head of the Department of Rural Education at Teachers College from 1918 to 1941. Carney was deeply involved with African American and African education, traveling to Africa and the American South, teaching courses on “Negro education,” and working closely with both African and African American graduate students. When she retired from Teachers College in 1942, she was given an honorary doctorate from Howard University for her support of African American education. She died in 1968. Carney is barely mentioned in educational histories of the peri

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Dixson, Adrienne D. ""Let's Do This!"." Urban Education 38, no. 2 (2003): 217–35. http://dx.doi.org/10.1177/0042085902250482.

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Historically, African American teachers have been actively involved in political movements that sought to improve the material conditions of African Americans. More contemporary examinations of African American teachers' pedagogy and, in particular, African American women's pedagogy, have found that these teachers have a decidedly political mission to their teaching. Some researchers have described these teachers' pedagogy as culturally relevant. Notwithstanding, there is a growing body of research that seeks to highlight how Black women, in various contexts, have participated in political act

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23

Burack, Jonathan. "Henry Rosovsky and African American Studies at Harvard." Academic Questions 36, no. 3 (2023): 53–55. http://dx.doi.org/10.51845/36.3.10.

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Sakamoto, Arthur, Ernesto F. L. Amaral, Sharron Xuanren Wang, and Courtney Nelson. "The Socioeconomic Attainments of Second-Generation Nigerian and Other Black Americans: Evidence from the Current Population Survey, 2009 to 2019." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110019. http://dx.doi.org/10.1177/23780231211001971.

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Second-generation black Americans have been inadequately studied in prior quantitative research. The authors seek to ameliorate this research gap by using the Current Population Survey to investigate education and wages among second-generation black Americans with a focus on Nigerian Americans. The latter group has been identified in some qualitative studies as having particularly notable socioeconomic attainments. The results indicate that the educational attainment of second-generation Nigerian Americans exceeds other second-generation black Americans, third- and higher generation African Am

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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 his

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Mitchell, Antoinefte. "African American Teachers." Education and Urban Society 31, no. 1 (1998): 104–22. http://dx.doi.org/10.1177/0013124598031001008.

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27

Lomotey, Kofi. "African-American Principals." Urban Education 27, no. 4 (1993): 395–412. http://dx.doi.org/10.1177/0042085993027004005.

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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 a

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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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30

Assari, Shervin, and Mohsen Bazargan. "Polypharmacy and Psychological Distress May Be Associated in African American Adults." Pharmacy 7, no. 1 (2019): 14. http://dx.doi.org/10.3390/pharmacy7010014.

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Background: Compared to Whites, African Americans are at a higher risk of multiple chronic conditions, which places them at a higher risk of polypharmacy. Few national studies, however, have tested whether polypharmacy is associated with psychological distress—the net of socioeconomic status, health status, and stress—in African Americans. Aims: In a national sample of African Americans in the US, this study investigated the association between polypharmacy and psychological distress. Methods: The National Survey of American Life (NSAL, 2003) included 3570 African American adults who were 18 y

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Jordan, Diedria H., and Camille M. Wilson. "Supporting African American Student Success Through Prophetic Activism." Urban Education 52, no. 1 (2016): 91–119. http://dx.doi.org/10.1177/0042085914566098.

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This article describes how African American students’ success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both churches have outreach programs in local schools, and their activities indicate the value of faith-based partnerships embodying “prophetic activism” that benefits broader communities and empowers African Americans overall. We draw upon the study’s find

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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 histori

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Hilton, Adriel A., and Fred A. Bonner. "Today’s Urban Black Male: The Importance of Finding the Right College to Realize Maximum Success." Urban Education 52, no. 9 (2017): 1051–56. http://dx.doi.org/10.1177/0042085915620652.

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When it comes to higher education, finding the right school is only one obstacle in the lives of most African-American males. Studies show that even out of the number of enrolled African-American males in the nation, about one-third of them will actually complete an undergraduate degree. A lack of experience in higher education may affect the decision-making process when shopping for the right school. The decision selecting the right school may be predicated on circumstance rather than outright choice, and may depend on the prospective student’s physical location or residence, whether they are

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Dixson, Adrienne D. "Yes, We Did? Educational Equity in a New “Post-Racial” Society." Teachers College Record: The Voice of Scholarship in Education 117, no. 14 (2015): 171–84. http://dx.doi.org/10.1177/016146811511701409.

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The election of Barack Obama as the first African American president of the United States of America marked a watershed moment in American politics. Campaigning on the slogans, “Si se puede!” and “Hope” and “Change,” many Americans, regardless of race, had hoped that his election would also signal an improvement and progress in U.S. race relations and usher in a “post-racial” moment in the United States. This chapter draws on personal narrative to examine the post-racial rhetoric within the context of a multicultural and equity studies doctoral course.

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Muhammad, Malik, Adrian D. Miller, Tyler C. Johnson, et al. "Building resilience in African American males during pursuit of higher education." Journal of Psychology & Clinical Psychiatry 10, no. 3 (2019): 112–16. http://dx.doi.org/10.15406/jpcpy.2019.10.00638.

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This paper presents a brief historical look at education for young African American men from the post-Civil War era to the present. It explores reasons why education for this group has become a less favorable aspiration than when education became available to them. Changing role models are strong factors that negatively influence school participation and excellence. Suggestions for ways to instill resilience in young African American men to excel academically are offered, as well as areas for further study

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Lee, Xzania White, and Michael Cunningham. "Perceived Teacher Encouragement as Buffer to Substance Use in Urban African American Adolescents: Implications for Disconnected Youth." Education and Urban Society 51, no. 1 (2017): 144–69. http://dx.doi.org/10.1177/0013124517714848.

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The variety of experiences of African American adolescents is still misunderstood and neglected. Empirical and lay reports consistently report that drug use is rampant within African American communities despite the fact that national statistics show that African Americans engage in substance use less than their White counterparts. Thus, the current study investigates the relations between African American adolescents’ school encouragement, academic future expectations (AFE), and substance use engagement. The participants are 206 African American adolescents (females = 65.7%), mean age 15.78 (

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37

Todorinova, Lily. "Race and the Yale Report of 1828." History of Education Quarterly 64, no. 1 (2024): 3–23. http://dx.doi.org/10.1017/heq.2023.51.

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AbstractThis essay recontextualizes the Yale Report of 1828, arguing that the report’s advocacy for classical liberal education should be understood alongside the racial concerns of its authors, some of whom were well-known colonizationists who viewed African American education as a threat to New Haven’s social and economic stability. The Yale Report’s vision for leadership and economic success not only excluded African Americans by default, but created a lasting binary that defined Black educational opportunities in the nineteenth century and beyond. The essay considers the near overlap betwe

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38

Gordon, Beverly M. "African-American Cultural Knowledge and Liberatory Education." Urban Education 27, no. 4 (1993): 448–70. http://dx.doi.org/10.1177/0042085993027004008.

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39

Roberts, Tangela. "African Americans and Activism." Journal for Social Action in Counseling & Psychology 15, no. 1 (2023): 14–31. http://dx.doi.org/10.33043/jsacp.15.1.14-31.

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This study aimed to investigate the relationship between psychological well-being and PTSD symptoms in relation to activism orientations among African Americans. Additionally, the study explored the moderating roles of activist self-identity and length of activism involvement in these relationships. A national sample of 298 African American adults was examined, and the following findings were observed: African Americans with a greater inclination toward conventional activism reported higher levels of psychological well-being. Those who self-identified as activists displayed a nearly fourfold d

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Richardson, Sydney D. "Higher Education Leaders as Entre-Employees: A Narrative Study." American Journal of Qualitative Research 7, no. 3 (2023): 1–18. http://dx.doi.org/10.29333/ajqr/13222.

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<i>During 2020, the world experienced a pandemic that led to sickness, death, and a global shutdown. Businesses closed, governments worked to keep people paid during the shutdown, children learned from their homes, and adults worked from home (for those who could).&nbsp; Other adults lost their jobs due to downsizing during the pandemic, while others quit their jobs, starting the great resignation (Cook 2021). Among those affected were African American women who launched their own companies, even those with leadership roles in higher education. Whether they did so as a side business

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Vega, Desireé, and James L. Moore III. "Access to gifted education among African-American and Latino males." Journal for Multicultural Education 12, no. 3 (2018): 237–48. http://dx.doi.org/10.1108/jme-01-2017-0006.

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Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When

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Kelch-Oliver, Karia, Chaundrissa Oyeshiku Smith, Josie S. Welkom, Natasha D. Gardner, and Marietta H. Collins. "Exploring the Mentoring Relationship among African American Women in Psychology." Advancing Women in Leadership Journal 33 (June 12, 2017): 29–37. http://dx.doi.org/10.21423/awlj-v33.a98.

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Historically, there has been a scarcity of available mentors for African American women in psychology. The diminished presence of African American female psychologists in higher education limits the availability of same-race mentors for African American students, which decreases opportunities for African American students to pursue and succeed in this field, which in turn reduces the number of African Americans pursuing teaching, research, and clinical careers within psychology. We assert that same-race/same-gender mentorship is imperative in increasing the recruitment, retention, and training

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Bacon, Ellen, Joy Banks, Kathryn Young, and Francesina Jackson. "Perceptions of African American and European American Teachers on the Education of African American Boys." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 160–72. http://dx.doi.org/10.56829/muvo.10.1-2.42640877v6646546.

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The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacherstudent relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students,

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Coleman-Burns, Patricia. "African American women?education for what?" Sex Roles 21, no. 1-2 (1989): 145–60. http://dx.doi.org/10.1007/bf00289733.

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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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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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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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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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49

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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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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