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Relevant bibliographies by topics / African American women – Education (Higher)

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Academic literature on the topic 'African American women – Education (Higher)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "African American women – 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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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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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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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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Shieh, Carol, and Michael T. Weaver. "Comparisons in Perceived Importance of and Needs for Maternal Gestational Weight Information Between African American and Caucasian Pregnant Women." Journal of Perinatal Education 20, no. 2 (2011): 100–107. http://dx.doi.org/10.1891/1058-1243.20.2.100.

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This study compared the perceived importance of and needs for maternal gestational weight information between African American and Caucasian pregnant women. A secondary analysis of data from 113 pregnant women (82 African Americans and 31 Caucasians) attending an inner-city prenatal clinic was conducted for this study. Perceived importance of and needs for information were measured in five areas: (1) nutrition, (2) prenatal vitamins, (3) rest/activity balance, (4) exercise, and (5) appropriate weight gain. African American women demonstrated significantly higher perceived importance of and needs for information on rest/activity balance and appropriate weight gain than Caucasian women. Exercise information was rated lower in importance but was most needed by both African American and Caucasian women. Education programs about maternal gestational weight need to be cognizant of ethnic women’s needs.

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Brown, Maria T., and Luvenia W. Cowart. "Evaluating the effectiveness of faith-based breast health education." Health Education Journal 77, no. 5 (2018): 571–85. http://dx.doi.org/10.1177/0017896918778308.

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Objective: In an effort to evaluate the effectiveness of faith-based health promotion programmes in educating African American women about breast cancer knowledge and risks, the local affiliate of a national breast cancer research foundation funded the Genesis Health Project (GHP) Network, a community-designed, culturally competent intervention, to develop, implement and evaluate the Breast Cancer Awareness and Education Program. This article reports on the faith-based education model used and uses evaluation data to determine whether the intervention improved awareness of breast cancer risk, methods for reducing risk, the importance of early detection and the availability of low-cost or free mammograms. Design: Pastoral health messaging and culturally appropriate strategies were used to heighten awareness of breast cancer risks and prevention, promote mammography and early detection, increase awareness of free/low-cost mammography and encourage the adoption of healthier behaviours. Setting: African American churches and collaborators targeting African American women in a mid-sized city in the northeastern USA. Method: Summative evaluations used paper and pencil pre- and post-event surveys, with measures for objectives targeted by the programme to evaluate the impact of activities. Results: Overall, participants in the Breast Cancer Awareness and Education Program showed improvements in general knowledge about breast cancer, higher breast cancer mortality among African American women, warning signs, risks and ways to mitigate risk, and the availability of low-cost or free mammograms. Conclusion: Findings confirm that faith-based health promotion programmes can be effective in helping to educate inner-city African American women about breast cancer and associated risk factors.

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Neal-Barnett, Angela M., and Janis H. Crowther. "To Be Female, Middle Class, Anxious, and Black." Psychology of Women Quarterly 24, no. 2 (2000): 129–36. http://dx.doi.org/10.1111/j.1471-6402.2000.tb00193.x.

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Women of color theorists have suggested that the double minority status of gender and ethnicity places African American women at higher risk for anxiety. However, little information is available about anxiety disorders among African American women. The existing literature subsumes Black women under the general category of African Americans and focuses on low-income samples. In this study, we examine the manifestation of panic disorder in a sample of 15 predominantly middle-class African American women. We then compare these women to a group of 35 predominantly middle-class African American women without panic disorder on several factors, including presence of isolated sleep paralysis, presence of other anxiety disorders, help-seeking behavior, and victimization. Results indicate that African American women with panic disorder experienced isolated sleep paralysis, and that both groups had high levels of sexual victimization. Help-seeking among women with panic and other anxiety disorders was limited to relationship difficulties, sexual assault, and bereavement.

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Kamoun, Camilia, and Diane Spatz. "Influence of Islamic Traditions on Breastfeeding Beliefs and Practices Among African American Muslims in West Philadelphia: A Mixed-Methods Study." Journal of Human Lactation 34, no. 1 (2017): 164–75. http://dx.doi.org/10.1177/0890334417705856.

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Background: Little is known regarding the influence of religion on breastfeeding in African American communities. In particular, whether Islamic traditions influence breastfeeding beliefs and practices among African American Muslims has not been studied. Research aim: This study sought to gain understanding of breastfeeding attitudes, rates, and education among African American Muslims in West Philadelphia and to examine if engaging Islamic teachings in breastfeeding education can positively influence breastfeeding attitudes. Methods: Open-ended, in-person, digitally recorded qualitative interviews were conducted with 10 community leaders and analyzed by conventional content analysis. A study tool distributed to a convenience sample of 44 community members and 11 leaders was used to gather information about education received from community leaders, breastfeeding attitudes and practices, and the potential for Islamic teachings to positively affect breastfeeding attitudes and practices. To obtain further data on this last topic, preliminary data analysis guided the creation of an education pamphlet, about which feedback was gathered through another study tool. Results: Education surrounding Islamic perspectives on breastfeeding was not prevalent. African American Muslims in West Philadelphia view breastfeeding favorably and have higher rates of breastfeeding than African Americans as a whole. Community education about breastfeeding that engaged Islamic teachings improved respondents’ breastfeeding attitudes. Conclusion: Increasing education among providers and African American Muslims about Islamic perspectives on breastfeeding may improve breastfeeding exclusivity and duration. Healthcare providers who care for Muslim women should be aware of Islam’s tradition of positive attitudes toward breastfeeding and partner with Muslim leaders to improve breastfeeding rates and duration among such women.

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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 Americans, third- and higher generation whites, second-generation whites, and second-generation Asian Americans. Controlling for age, education, and disability, the wages of second-generation Nigerian Americans have reached parity with those of third- and higher generation whites. The educational attainment of other second-generation black Americans exceeds that of third- and higher generation African Americans but has reached parity with that of third- and higher generation whites only among women. These results indicate significant socioeconomic variation within the African American/black category by gender, ethnicity, and generational status that merits further research.

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Dissertations / Theses on the topic "African American women – Education (Higher)"

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Freeman, Pamela Telia Barber. "Presidential profiles in higher education : perspectives from African American women /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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Ausmer, Nicole. "Redefining leadership: Examination of African American women serving as presidents in institutions of higher education." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243164670.

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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.

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<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’ 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>

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Brinkley, Edna. "The relationship of racial identity and gender role identity to voice representations of African American women in higher education." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3024997.

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Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.

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Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.

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While numerous efforts have been made across different educational contexts aimed towards increasing demographic diversity in STEM education, career decision-making content related to the potential pursuit of health professions education has failed to reach all students. Thus, there is a need for a more consistent and targeted sharing of information, including from the graduate level (where students must meet detailed requirements for specific healthcare disciplines), down to the community college and high school levels where students often make life-changing career-direction decisions without sufficient information to inform these decisions. At the other end of the spectrum, the conventional learning experiences in graduate health professions education have failed to adequately adapt to the expanding diversity of the patients they serve or to emphasize the depth and unique insight that students of color can bring to patients, their communities, and to the health professions classroom (Warshaw, 2016). In this context, this dissertation seeks to understand the experiences of a sample of Black women who have successfully entered or completed a graduate health professions degree program. Using a qualitative methodology, this study will explore and identify factors that first influenced their exploration into a health professions field, what barriers they overcame in their educational process, and how these experiences and meaning can be used by educational leaders wishing to improve access and inclusion for health professions education in the future.

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

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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.

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Haynes, Christina S. "TIGHTROPE WALKERS: NARRATIVES OF ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN ATTENDING PREDOMINATELY WHITE INSTITUTIONS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366996649.

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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.

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<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’ 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’ 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’ 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’ transnational competence and positions African American students more competitively for academic and professional success in a globalized world.</p>

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Hargett, Temetria D. "Career vs. marriage : perceptions of professional Black women employed in higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458569.pdf.

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Books on the topic "African American women – Education (Higher)"

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

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

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On spiritual strivings: Transforming an African American woman's academic life. State University of New York Press, 2006.

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Success factors of young African American women at a historically black college. Praeger, 2003.

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The Negro woman's college education. Garland, 1987.

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Cuthbert, Marion V. Education and marginality: A study of the Negro woman college graduate. Garland, 1987.

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Black women in the academy: The secrets to success and achievement. University Press of America, 1999.

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Black women in the academy: The secrets to success and achievement. University Press of America, 1995.

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Program, American College Testing, ed. Equity of higher educational opportunitity for women, black, Hispanic, and low income students. American College Testing Program, 1991.

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Parham, Marisa. African American student's guide to college. Random House, 1998.

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Book chapters on the topic "African American women – Education (Higher)"

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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.

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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.

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Olodo, Muyibat A., and Benedict O. Emunemu. "Push and Pull Factors in Women Attainment of Chief Executive Positions in South-West, Nigeria." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_11.

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Manrique, Cecilia G., and Gabriel G. Manrique. "Third World Immigrant Women in American Higher Education." In Gender and Immigration. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983461_6.

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Frances, Carol. "Women in American Higher Education: A Descriptive Profile." In The Changing Role of Women in Higher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42436-1_2.

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Mlambo, Yeukai Angela. "Black African Women in Engineering Higher Education in South Africa." In Gender Equity in STEM in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003053217-121.

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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.

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McMahon, Lucia. "“She Pursued Her Life-Work”: The Life Lessons of American Women Educators, 1800–1860." In Women’s Higher Education in the United States. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_2.

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Atterberry, Adrienne Lee. "Pathways to U.S. Higher Education: Capital, Citizenship, and Indian Women MBA Students." In Understanding International Students from Asia in American Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60394-0_3.

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Tao, Yu, and Cheryl Leggon. "African American Women in Engineering: Intersectionality as a Pathway to Social Justice." In Social Justice and Education in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_13.

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Conference papers on the topic "African American women – Education (Higher)"

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Adams, Stephanie, Carlotta Berry, Cordelia Brown, et al. "Panel Session - The Experiences of African American Women Engineering Faculty." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322546.

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Ngwane, Knowledge, and Akhona Ngcobo. "ANALYSING THE EMPOWERMENT OF WOMEN LEADERSHIP: A CASE STUDY OF A SOUTH AFRICAN HIGHER EDUCATION INSTITUTION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1675.

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Frillman, Sharron A., Catherine E. Brawner, and Cindy Waters. "Work in progress — Tracking the success of African American women undergraduates majoring in engineering." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673661.

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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.

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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.

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Breitkopf, Carmen Radecki, Karen P. Williams, Jennifer L. Ridgeway, et al. "Abstract 4233: Linking education to action: A program to increase research participation among African American women." In Proceedings: AACR Annual Meeting 2017; April 1-5, 2017; Washington, DC. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7445.am2017-4233.

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Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.

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Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.

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Rodriguez, Elisa M., Frances G. Saad-Harfouche, Christy A. Widman, et al. "Abstract B13: New messages and opportunities for prevention to empower African American women through community-based outreach and education on breast and cervical cancer risk." In Abstracts: Tenth AACR Conference on The Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; September 25-28, 2017; Atlanta, GA. American Association for Cancer Research, 2018. http://dx.doi.org/10.1158/1538-7755.disp17-b13.

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Mokoena, Alice, and Gregory Alexander. "A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end033.

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The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.

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Reports on the topic "African American women – Education (Higher)"

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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, et al. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.

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