Relevant bibliographies by topics / African American studies|Higher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'African American studies|Higher education'

Author: Grafiati
Published: 9 July 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'African American studies|Higher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

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

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "African American studies|Higher education"

1

Berry, Ruben Dean. "Athletic commodities: The African-American male student-athlete in higher education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279889.

Full text
Abstract:
Most of the focus and support given to student-athletes is during the time of eligibility. After the eligibility expires, some of these athletes disconnect themselves from the athletic department and become a mere memory of the past. The myriad of unique challenges facing former student-athletes who have not graduated or retired from sports are well documented. Dexter Manley of the Washington Redskins tearfully told a U.S. Senate panel on illiteracy that despite his four years at Oklahoma State University, he had neither graduated nor learned to read. Kevin Ross, former basketball player who did not graduate, complained on national TV talk shows that he had never learned to read in four years at Creighton University (Byers, 1995). To alleviate some of the problems, I decided to focus my study on the college experiences of African-American student-athletes to better understand the complexities that they encounter during and after their athletic scholarship. The long-term objective is to establish a service oriented, salubrious program for former student athletes once their eligibility expires along with their retirement from sport. After perusing a myriad of reports of the exploitation of student-athletes in the revenue producing sports, the research questions became: Are these accounts typical? Universal? Do most athletes experience exploitation and abuse? African-Americans more than other racial groups? How representative are these commentaries of the actual sports experiences of college sport participants? In this investigation I will focus on African-American college athletes' attitudes, opinions, experiences, and perceptions surrounding exploitation.
APA, Harvard, Vancouver, ISO, and other styles
2

Scott, Tamekia M. "Life histories of African American women senior student affairs officers." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158967.

Full text
Abstract:
<p> The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants&rsquo; recounted raced and gendered experiences during their journey to <i> becoming</i> a senior student affairs officer into their journey of <i> being</i> a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.</p>
APA, Harvard, Vancouver, ISO, and other styles
3

Mason, Gregory K. "The Role of Mentoring in Developing Future African American Community College Presidents." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930282.

Full text
Abstract:
<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants&rsquo; backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>
APA, Harvard, Vancouver, ISO, and other styles
4

Edwards, Elaine A. "African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/982.

Full text
Abstract:
The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21st century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets' perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg's theory of intelligence and Woodman, Sawyer, and Griffin's theory of organizational creativity. The research problem explored the relationship between African American college student retention and their success in ROTC programs. A random sample of 23 junior and senior ROTC cadets at a Historically Black College and University completed a self-administered survey; 12 cadets later participated in an unstructured focus group interview. A statistical analysis revealed positive correlations between African American college student retention and the level of support offered by institutions, families, and peers. Qualitative analysis using the phenomenological approach resulted in data that supported the statistical findings. Results of this study may lead to positive social change through the identification of student influences that promote academic and military achievement, as well as effective retention strategies for African American Army ROTC cadets. Understanding the perceptions of African American cadets about ROTC programs can enhance recruitment and retention efforts of administrators and instructors in both ROTC and higher institutions of learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Hussein, Hassen. "The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267844.

Full text
Abstract:
<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students&rsquo; perceptions of TSI were assessed using two existing instruments, the <i>Experience with Faculty Scale and Student-Professor Interaction Scale.</i> Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA&mdash;casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed. </p>
APA, Harvard, Vancouver, ISO, and other styles
6

Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.

Full text
Abstract:
African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.
APA, Harvard, Vancouver, ISO, and other styles
7

Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.

Full text
Abstract:
<p> From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants&rsquo; experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. </p><p> This qualitative study highlighted the fundamental reasons why a small group of African American male high school juniors and seniors in the selected high school have succeeded academically. Through interviews, and field notes, I uncovered factors related to home and school environmental factors, academic and surrounding community factors, factors of self-motivation from participants, and the role of sports and extracurricular activities, which contributed to the success of these African American males. </p><p> The qualitative methods used in the study gave voice to the students and made their individual experiences clear. The findings indicated that parent and teachers&rsquo; high expectations and positive relationships, loyal peers who also served as accountability partners and a strong relationship with their parents; especially their mothers contributed to their academic success. An in-depth examination of the study findings could lead school personnel to actively participate in critical conversations about issues related to African American male achievement. The context centering on the mutual themes present in the lives of the 21 participants of this study may lead to significant school-based, school district, local and national school reform and increased achievement for all students; particularly African American males.</p>
APA, Harvard, Vancouver, ISO, and other styles
8

Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.

Full text
Abstract:
<p> This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants&rsquo; descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives. </p><p> Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics. </p><p> Students&rsquo; articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students&rsquo; experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students&rsquo; transnational competence and positions African American students more competitively for academic and professional success in a globalized world.</p>
APA, Harvard, Vancouver, ISO, and other styles
9

Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.

Full text
Abstract:
<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>
APA, Harvard, Vancouver, ISO, and other styles
10

Johnson, Susan Denita. "Terms of engagement what matters to African American college student participation in educationally purposeful activities /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278241.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3758. Adviser: George D. Kuh. Title from dissertation home page (viewed May 8, 2008).
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "African American studies|Higher education"

1

Pathways to higher education administration for African American women. Stylus Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nettles, Michael T. The African American education data book : executive summary. Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Voices of the talented tenth: Values of young black males in higher education. University Press of America, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The African American scholarship guide: Thousands of scholarships and grants for African American students. Amber Classics, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Black american males in higher education: Diminishing proportions. Emerald Jai, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nettles, Michael T. The African American education data book. Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nettles, Michael T. The African American education data book. Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mimi, Wolverton, ed. Answering the call: African American women in higher education leadership. Stylus Pub., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Srinivasa, Murty Komanduri, ed. Historically black colleges and universities: Their place in American higher education. Praeger, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Latimer, Leah Y. Higher ground: Preparing African-American children for college. Avon Books, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "African American studies|Higher education"

1

Lindsay, Beverly. "Public and higher education policies influencing African-American women." In Women’s Higher Education in Comparative Perspective. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3816-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Boafo-Arthur, Susan, and Linda Tsevi. "Experiences of Black African International Faculty at American Higher Education Institutions." In The Experiences of International Faculty in Institutions of Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003081562-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carter, Deborah Faye. "College Students’ Degree Aspirations: A Theoretical Model and Literature Review With a Focus on African American and Latino Students." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0245-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Perkins, Linda M. "African American Women, Femininity and Their History in Physical Education and Sports in American Higher Education: From World War I Through the Mid-century." In ‘Femininity’ and the History of Women's Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"AFRICAN AMERICAN LEADERSHIP IN HIGHER EDUCATION." In Diversity in Higher Education. Emerald Group Publishing Limited, 2005. http://dx.doi.org/10.1108/s1479-3644(2005)0000005006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jackson, Caesar R., Mark A. Melton, and Sandra C. Jackson. "African American males in U.S. science." In Diversity in Higher Education. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1479-3644(2009)0000007011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Democracy and Education (1896)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33819.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

KING, ELEANOR M. "African Americans, American Indians, and Heritage Education." In History and Approaches to Heritage Studies. University Press of Florida, 2019. http://dx.doi.org/10.2307/j.ctvx0774h.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leggon, Cheryl B. "African American males in academic science and engineering." In Diversity in Higher Education. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1479-3644(2009)0000007013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Brown v. Board of Education (1954)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33621.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "African American studies|Higher education"

1

Culley, Soleil. "Bees at the Table: Ecological and Cultural Connections between African American and Native American Cuisines." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mondisa, Joi-Lynn. "Increasing diversity in higher education by examining African-American STEM mentors' mentoring approaches." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318046.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

Full text
Abstract:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
APA, Harvard, Vancouver, ISO, and other styles
4

Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

Full text
Abstract:
This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
APA, Harvard, Vancouver, ISO, and other styles
5

Steynberg, Lizl, Jan Grundling, Bing Liu, and Yuan Li. "A Multiphase Mixed Methods Approach to Internationalisation of South African Higher Education: A Research Framework Outline." In 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.500.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dos reis, Karen Marion. "The intricacies of developing a work readiness programme for South African Business degree students." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9464.

Full text
Abstract:
Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.
APA, Harvard, Vancouver, ISO, and other styles
7

Steinbach, Theresa, James White, and Linda Knight. "Encouraging Minority Enrollment in IT Degree Programs through Participatory Organizations." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2576.

Full text
Abstract:
Worldwide demand for qualified IT workers has employers exploring under-represented segments of the workforce. The percentage of women IT workers is not keeping pace with the growth of the industry. Minority populations, which are country specific, are also under-represented segments. This paper focuses on three significant minority segments in the United States: women, African Americans and Hispanic Americans. Studies have shown that increasing the number of these three groups enrolled in university computer science programs can help ease the shortage of qualified IT workers. One approach to attract and retain these students is to encourage the use of participatory organizations. This paper traces the initial efforts of one university to retain these segments through student-led chapters of the Association for Computing Machinery - Women, National Society of Black Engineers and Society of Hispanic Professional Engineers. Critical success factors are identified for use by other universities interested in initiating similar programs.
APA, Harvard, Vancouver, ISO, and other styles
8

Dowelani, Musimuni, and Faith Dowelani. "Curriculum development in South Africa: the role of professional bodies." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11188.

Full text
Abstract:
The function and main goal of higher education has evolved over time; studies show that there is a shift in focus from pure intellectual exploration to job preparation. Curriculum development literature argues that the collaboration between universities and industries is critical for skills development and provides alignment between skills required in the workplace and skills transferred through higher education. This desk study aimed to synthesis the role of professional bodies as representatives of industry in curriculum development in the South African context. Observations show that a significant number of professional bodies mandate curriculum, by accrediting qualifications offered by universities. Not all programs require professional body accreditation or approval, however approximately 60% of all university programmes in South Africa are subject to the accreditation of professional associations. Without the accreditation from professional bodies, universities would not be able to offer qualifications in certain disciplines such as health and engineering. There is evidence that professional body involvement in curriculum development ascertains a level of quality.
APA, Harvard, Vancouver, ISO, and other styles
9

Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

Full text
Abstract:
Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
APA, Harvard, Vancouver, ISO, and other styles
10

Strenger, Natascha, Dominik May, Tobias Ortelt, Daniel Kruse, Sulamith Frerich, and A. Erman Tekkaya. "Internationalization and Digitalization in Engineering Education." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5289.

Full text
Abstract:
Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'African American studies|Higher education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography