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Journal articles on the topic 'African Americans – Education (Graduate)'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Bowie, Stan L., and Helen Hancock. "African Americans and Graduate Social Work Education." Journal of Social Work Education 36, no. 3 (2000): 429–48. http://dx.doi.org/10.1080/10437797.2000.10779020.

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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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3

L. Wilkinson, Larrell, Jelani Kerr, Temple Smith, et al. "Psychological health and discrimination experience among graduate students: findings from the Stress Coping Obstruction Prevention & Education (SCOPE) Study." Ethnicity and Inequalities in Health and Social Care 7, no. 3 (2014): 122–36. http://dx.doi.org/10.1108/eihsc-11-2013-0049.

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Purpose – African-Americans historically report greater exposure to discrimination and also experience unfavorable outcomes associated with physical health, poverty concentration, residential segregation, and poorer education. The effects of discrimination are particularly harmful on mental health as discriminatory experiences contribute significantly to diminished mental health status and psychological distress. African-Americans pursuing graduate education may experience additional stressors, increasing the risk for poorer mental health. The purpose of this paper is to examine the associatio

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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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Onwuegbuzie, Anthony J., Eric Mayes, Leslie Arthur, et al. "Reading Comprehension among African American Graduate Students." Journal of Negro Education 73, no. 4 (2004): 443. http://dx.doi.org/10.2307/4129628.

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Birkett, Brenda S., and Mark Kiel. "Attitudes of African American Accounting Students Toward Graduate Education." American Journal of Business 10, no. 2 (1995): 29–34. http://dx.doi.org/10.1108/19355181199500013.

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Wilder, Lynn, David Sanon, Cecil Carter, and Michael Lancellot. "Narrative Ethnographies of Diverse Faculty in Higher Education: “Moral” Multiculturalism among Competing Worldviews." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 1. http://dx.doi.org/10.29333/ejecs/76.

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Since the Civil Right Movement in the United States, African Americans and other diverse students have forged through “integrated” educational systems to terminal graduate degrees. Some studies suggest racial integration in U. S. schools made White participants less prejudiced toward others, although the data showed that after schooling, many Whites again lived (and still do) in segregated neighborhoods with separation in places of employment, churches, and social groups (Wells, Holme, Revilla, & Atanda, 2004). One diverse participant in this study asked whether, after decades of integrati

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Durham, Aisha S. "Behind Beats and Rhymes: Working Class from a Hampton Roads Hip Hop Homeplace." Policy Futures in Education 7, no. 2 (2009): 217–29. http://dx.doi.org/10.2304/pfie.2009.7.2.217.

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The film documentary titled Hip Hop: beyond beats and rhymes captures ongoing conversations among scholars, cultural critics, and hip hop insiders about the state of African Americans by interrogating distinct expressive forms associated with hip hop culture. Durham draws from two scenes to describe her memories as the researched underclass and as the graduate researcher returning to her childhood public housing community to explore the shifting discursive terrain of hip hop as a struggle over meaning waged through class performances. Class is articulated through taste values and notions of re

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McKillip, Jack. "Affirmative Action at Work." education policy analysis archives 9 (April 22, 2001): 12. http://dx.doi.org/10.14507/epaa.v9n12.2001.

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IMGIP and ICEOP are minority graduate fellowship programs sponsored by the State of Illinois in order to increase the number of minority faculty and professional staff at Illinois institutions of higher education through graduate fellowships, networking and mentoring support. Nearly 850 fellowships have been awarded since 1986. A performance audit examined immediate (areas of graduate study, ethnicity of awards), intermediate (graduation areas and rates), and long-range results (academic job placement). The primary source for the audit was the database maintained by the programs' administrativ

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Charleston, LaVar, and Raul Leon. "Constructing self-efficacy in STEM graduate education." Journal for Multicultural Education 10, no. 2 (2016): 152–66. http://dx.doi.org/10.1108/jme-12-2015-0048.

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Purpose Self-efficacy and outcome expectations influence the development of career interests, which, in turn, affect career choices. This study aims to understand self-efficacy beliefs and expectancy outcomes for African-American graduate students and faculty with a focus in science, technology, engineering and mathematics (STEM) degree programs, namely, the computing sciences. Design/methodology/approach This qualitative study examined the lived experiences of 23 African-American graduate students and faculty members in the STEM field of computing sciences. Findings This study reveals that in

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Ji, Chang-Ho C. "Predictive Validity of the Graduate Record Examination in Education." Psychological Reports 82, no. 3 (1998): 899–904. http://dx.doi.org/10.2466/pr0.1998.82.3.899.

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This study investigated 170 students in education for the relations among Graduate Record Examination scores, graduate GPA, academic major, ethnicity, and nationality in combination with sex, undergraduate GPA, and the degree pursued. Regression analyses indicated that the GRE-Quantitative and GRE-Verbal scores accounted for 16% and 6% of the variance, respectively. Academic background, ethnicity, nationality, degree, sex, and undergraduate GPA did not predict success in graduate work in education. The study also suggested that caution must be taken in using GRE scores as graduate admission cr

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Yusef, Kideste, Randy B. Nelson, and Felecia Dix-Richardson. "Florida’s Historically Black Colleges and Universities Address Racial Disparities Within the Criminal Justice System Using Results-Based Accountability." Race and Justice 9, no. 1 (2018): 22–45. http://dx.doi.org/10.1177/2153368718808345.

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The current climate of criminal justice agencies reveals eroding community trust of local police advanced by growing attention to violence among police and citizens, differential justice in our courts, limited governmental accountability, and decades of overreliance on the correctional system and the mass incarceration of our most vulnerable citizens. The policies and practices of criminal justice agencies coupled with the conditions in which many Americans live have contributed to an overrepresentation of African Americans/Blacks within police interactions and arrests, in courts and sentencin

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Butchart, Ronald E. "Mission Matters: Mount Holyoke, Oberlin, and the Schooling of Southern Blacks, 1861–1917." History of Education Quarterly 42, no. 1 (2002): 1–17. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00098.x.

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At the end of her spring term in 1862, Martha Hale Clary bade farewell to her classmates at Mount Holyoke Female Seminary one year before she was to graduate. She was a 24 year-old teacher, the daughter of a farming family from Conway, Massachusetts, who had graduated from Westfield State Normal School five years earlier. By the autumn of 1862, she was living in an abandoned plantation house in Beaufort, South Carolina, organizing a school for the Gullah people not many miles from Confederate lines, one of the earliest participants in the Sea Islands’ “Rehearsal for Reconstruction.” For the ne

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Fields Katopol, Patricia. "Information Anxiety and African-American Students in a Graduate Education Program." Education Libraries 35, no. 1-2 (2017): 5. http://dx.doi.org/10.26443/el.v35i1-2.313.

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Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to information anxiety by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. Findings indicate that information anxiety is a continuous element of minority students’ information behavior and creates a barrier to obtaining and using information for academic work.

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McCallum, Carmen M. "Othermothering: Exploring African American Graduate Students’ Decision to Pursue the Doctorate." Journal of Higher Education 91, no. 6 (2020): 953–76. http://dx.doi.org/10.1080/00221546.2020.1731262.

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Jett, Christopher C. "Mathematical Persistence Among Four African American Male Graduate Students: A Critical Race Analysis of Their Experiences." Journal for Research in Mathematics Education 50, no. 3 (2019): 311–40. http://dx.doi.org/10.5951/jresematheduc.50.3.0311.

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The stories of high-achieving African American mathematics students are gaining prominence in the research literature. In this multiple case study, I use a critical race theoretical frame to document and analyze the experiences of 4 mathematically persistent African American male students who earned undergraduate degrees in mathematics and subsequently enrolled in mathematics or mathematics education graduate programs. The findings reveal that these African American men drew from internal factors to influence their mathematical persistence and identified how racial microaggressions manifest th

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Buckley, Thomas E. "“A Great Religious Octopus”: Church and State at Virginia's Constitutional Convention, 1901–1902." Church History 72, no. 2 (2003): 333–60. http://dx.doi.org/10.1017/s000964070009987x.

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A hundred years ago Virginia drafted a new state constitution designed to disfranchise African American voters. That objective was transparent from the outset of the convention. As John Goode, the presiding officer, assumed his seat, he called black suffrage “a great crime against civilization and Christianity.” At the age of seventy-two, Goode was the grand old man of the convention. A graduate of the University of Virginia and life-long Democrat, he had served in the state legislature, the Secession Convention of 1861, the Confederate legislature, and the U.S. House of Representatives before

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Boutsicaris, Andrew S., James L. Fisher, Darrell M. Gray, Toyin Adeyanju, Jacquelin S. Holland, and Electra D. Paskett. "Changes in colorectal cancer knowledge and screening intention among Ohio African American and Appalachian participants: The screen to save initiative." Cancer Causes & Control 32, no. 10 (2021): 1149–59. http://dx.doi.org/10.1007/s10552-021-01462-w.

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AbstractAfrican Americans and Appalachians experience greater incidence and mortality rates of colorectal cancer due to factors, such as reduced prevalence of screening. An educational session (the Screen to Save Initiative) was conducted to increase intent to screen for colorectal cancer among African Americans and Appalachians in Ohio. Using a community-based approach, from April to September 2017, 85 eligible participants were recruited in Franklin County and Appalachia Ohio. Participants completed a knowledge assessment on colorectal cancer before and after participating in either an educa

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Thomas, Gail. "Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data." Harvard Educational Review 62, no. 1 (1992): 45–66. http://dx.doi.org/10.17763/haer.62.1.rl1271q327844h72.

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In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher e

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O'Meara, KerryAnn, Kimberly A. Griffin, Alexandra Kuvaeva, Gudrun Nyunt, and Tykeia N Robinson. "Sense of Belonging and Its Contributing Factors in Graduate Education." International Journal of Doctoral Studies 12 (2017): 251–79. http://dx.doi.org/10.28945/3903.

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Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducte

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

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Extant research has extensively illuminated African American men's experiences with racism at historically White institutions. Their efforts to persist and graduate meant many of them learned to navigate and respond to racism on and off campus. Such learned behavior has necessitated adopting coping mechanisms to acculturate to the social, cultural, and academic environments within and surrounding institutions of higher education. Drawn from a larger study, this qualitative case study explored the experiences and the strategies used by two participants as they self-navigated the institution's s

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Burt, Brian A., Alexander Knight, and Justin Roberson. "Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research." Journal of International Students 7, no. 4 (2017): 925–43. http://dx.doi.org/10.32674/jis.v7i4.182.

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Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) rac

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Ogunyemi, Dotun, Edward Tangchitnob, Yonathan Mahler, Connie Chung, Carolyn Alexander, and Devra Korwin. "Conflict Styles in a Cohort of Graduate Medical Education Administrators, Residents, and Board-Certified Physicians." Journal of Graduate Medical Education 3, no. 2 (2011): 176–81. http://dx.doi.org/10.4300/jgme-d-10-00184.1.

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Abstract Objective To assess conflict styles and construct validity of the Thomas-Kilmann Mode of Conflict Instrument (TKI) among medical education personnel. Methods From 2006 to 2009, 23 board-certified physicians (faculty), 46 residents, and 31 graduate medical education (GME) administrators participated in 3 behavior surveys. We used self-reported data (as completed by participants on the questionnaire). The TKI defines 5 conflict styles: competing, collaborating, compromising, accommodating, and avoiding. The My Best Communication Style Survey assesses 4 styles of communication: bold, exp

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Green, Tonika Duren, Beverly Booker Ammah, Nola Butler-Byrd, Regina Brandon, and Angela McIntosh. "African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline." Mentoring & Tutoring: Partnership in Learning 25, no. 5 (2017): 528–47. http://dx.doi.org/10.1080/13611267.2017.1415807.

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Davis, Sarita. "Statistics Anxiety Among Female African American Graduate-Level Social Work Students." Journal of Teaching in Social Work 23, no. 3-4 (2003): 143–58. http://dx.doi.org/10.1300/j067v23n03_12.

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Ashlee, Aeriel A., Bianca Zamora, and Shamika N. Karikari. "We Are Woke: A Collaborative Critical Autoethnography of Three “Womxn” of Color Graduate Students in Higher Education." International Journal of Multicultural Education 19, no. 1 (2017): 89. http://dx.doi.org/10.18251/ijme.v19i1.1259.

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This critical collaborative autoethnography examines how three “womxn” of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to “wokeness” and share their collective process of cultivating a community of “sista” scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.

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Matsui, John, Roger Liu, and Caroline M. Kane. "Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers." Cell Biology Education 2, no. 2 (2003): 117–21. http://dx.doi.org/10.1187/cbe.02-10-0050.

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For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indica

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Pyne, Jaymes, and Eric Grodsky. "Inequality and Opportunity in a Perfect Storm of Graduate Student Debt." Sociology of Education 93, no. 1 (2019): 20–39. http://dx.doi.org/10.1177/0038040719876245.

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Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor’s degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost for entry. We speculate that the ongoing personal financing of advanced degrees, changes to funding in higher education, and increasing returns to and

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Jones, S. Renée, and Mattyna Stephens. "Faculty Incivility Toward Graduate Students: Voices of Two African American Women." Journal of Underrepresented & Minority Progress 4, no. 1 (2020): 94–108. http://dx.doi.org/10.32674/jump.v4i1.1373.

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Student workers are placed at a disadvantage as they have little social power, making them vulnerable to maltreatment by those with higher social power such as supervisors and other faculty members. There is little research that documents incidences of incivility toward student workers. In this study, we delineated the experiences of two African American women who encountered faculty incivility while serving in the role of graduate student worker. The related literature offers insight into the existence of incivility, including the prevalence of workplace incivility, incivility in higher educa

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Quaynor, Laura, and Bright Borkorm. "Remapping citizenship: Relationships between education levels and ethnonational identities in Côte d’Ivoire, Ghana, and Liberia." Education, Citizenship and Social Justice 15, no. 1 (2019): 47–63. http://dx.doi.org/10.1177/1746197919861075.

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This article investigates the relationships between ethnonational identity and educational level in three West African contexts: Liberia, Ghana, and Côte d’Ivoire. Citizens in these neighboring countries identify with overlapping ethnic groups, but have varied historical experiences, with Americans settling in Liberia; the British colonizing Ghana, and the French colonizing Côte d’Ivoire. In the recent era, Côte d’Ivoire elected an opposition leader at the end of its civil war in 2010; Ghana is considered as the most stable democracy in West Africa; and Liberia experienced two protracted confl

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Collins, Kathleen M. T., Anthony J. Onwuegbuzie, and Qun G. Jiao. "Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students." Reading Psychology 29, no. 6 (2008): 493–507. http://dx.doi.org/10.1080/02702710802168568.

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Wiley, David S. "Superb Intentions and U.S. Policy Constraints." African Studies Review 53, no. 2 (2010): 16–21. http://dx.doi.org/10.1353/arw.2010.0012.

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Barack Obama's election was an extraordinary event in American and world history, but already in his second year as president, the luster and the popularity of the Obama administration has faded, even among many who mobilized to elect him. In addition to righting two wars, Obama is attempting to fix a broken health care system in the context of a nationally contentious electorate and Congress. He also is coping with a mounting debt burden from seeking to recover from an economic collapse and public anger at an environmental disaster of mega proportions, requiring him to rein in the banks and c

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Schwartz, Robert A., Beverly L. Bower, Diana C. Rice, and Charles M. Washington. ""Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School." Journal of Negro Education 72, no. 3 (2003): 252. http://dx.doi.org/10.2307/3211247.

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Debord, Larry W., and Steven M. Millner. "Educational Experiences of African‐American Graduate Students on a Traditionally White Campus: Succor, Sociation, and Success." Equity & Excellence in Education 26, no. 1 (1993): 60–71. http://dx.doi.org/10.1080/1066568930260111.

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Silverman, Marissa. "I drum, I sing, I dance: An ethnographic study of a West African drum and dance ensemble." Research Studies in Music Education 40, no. 1 (2017): 5–27. http://dx.doi.org/10.1177/1321103x17734972.

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The purpose of this ethnographic study was to investigate the Montclair State University’s West African drum and dance ensemble. Analyses of the data revealed three themes related to individual participants and the “lived reality” of the group as a whole, and to the social-cultural teaching–learning processes involved: spirituality, community-as-oneness, and communal joy. My motivation for undertaking this inquiry arose from the fact that, beginning in the 1960s, music education scholars in the United States have been concerned about the widespread marginalization of non-Western musics in Amer

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Gasman, Marybeth, Aviva Hirschfeld, and Julie Vultaggio. ""Difficult yet rewarding": The experiences of African American graduate students in education at an Ivy League institution." Journal of Diversity in Higher Education 1, no. 2 (2008): 126–38. http://dx.doi.org/10.1037/1938-8926.1.2.126.

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White, Wendy Brown, Asoka Srinivasan, Cheryl Nelson, Nimr Fahmy, and Frances Henderson. "Capacity-Building for Career Paths in Public Health and Biomedical Research for Undergraduate Minority Students: A Jackson Heart Study Success Model." Ethnicity & Disease 26, no. 3 (2016): 399. http://dx.doi.org/10.18865/ed.26.3.399.

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<p><strong>Objective: </strong>This article chronicles the building of individual student capacity as well as faculty and institutional capacity, within the context of a population-based, longitudinal study of African Americans and cardiovascular disease. The purpose of this article is to present preliminary data documenting the results of this approach. <strong></strong></p><p><strong>Design: </strong>The JHS Scholars program is designed, under the organizational structure of the Natural Sciences Division at Tougaloo College, to provide so

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Lori D. Patton. "My Sister's Keeper: A Qualitative Examination of Mentoring Experiences Among African American Women in Graduate and Professional Schools." Journal of Higher Education 80, no. 5 (2009): 510–37. http://dx.doi.org/10.1353/jhe.0.0062.

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Ragland Woods, Catherine C., Krista M. Chronister, Aleksandria Perez Grabow, William E. Woods, and Kyndl Woodlee. "Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students." Journal of Black Psychology 47, no. 4-5 (2021): 219–43. http://dx.doi.org/10.1177/00957984211002615.

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Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated m

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Bowie, Stan L., Donna J. Cherry, and Leigh House Wooding. "African American MSW Students: Personal Influences on Social Work Careers and Factors in Graduate School Selection." Social Work Education 24, no. 2 (2005): 169–84. http://dx.doi.org/10.1080/0261547052000333117.

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Dumeny, Leanne, Chu Hsiao, Larisa H. Cavallari, Connie J. Mulligan, and Wayne T. McCormack. "2100 TL1 team approach to social and genetic determinants of nocturnal blood pressure." Journal of Clinical and Translational Science 2, S1 (2018): 62. http://dx.doi.org/10.1017/cts.2018.231.

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OBJECTIVES/SPECIFIC AIMS: The TL1 Team approach aims to train translational investigators capable of tackling complex and multifaceted diseases, such as hypertension, by beginning multidisciplinary, team-based training early in their graduate programs. METHODS/STUDY POPULATION: Leanne Dumeny is a graduate student in Genetics and Genomics studying how pharmacogenomics can be applied to improve clinical care and cardiovascular outcomes. Chu Hsiao is a graduate student in Anthropology studying how sociocultural experiences become biologically embodied. Both are in the Ph.D. phase of M.D.-Ph.D. tr

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Satia, Jessie A., Joseph A. Galanko, and Anna Maria Siega-Riz. "Eating at fast-food restaurants is associated with dietary intake, demographic, psychosocial and behavioural factors among African Americans in North Carolina." Public Health Nutrition 7, no. 8 (2004): 1089–96. http://dx.doi.org/10.1079/phn2004662.

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AbstractObjective:To examine associations of the frequency of eating at fast-food restaurants with demographic, behavioural and psychosocial factors and dietary intake in African American adults.Methods:Self-reported data from a population-based cross-sectional survey of 658 African Americans, aged 20–70 years, in North Carolina. An 11-page questionnaire assessed eating at fast-food restaurants, demographic, behavioural and diet-related psychosocial factors, and dietary intake (fruit, vegetable, total fat and saturated fat intakes, and fat-related dietary behaviours).Results:The participants w

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Arnold, Michael A., Tim D. Davis, and David W. Reed. "A Survey of Horticulture and Plant Science Graduate Programs and Faculty Salaries at North American Universities." HortTechnology 16, no. 1 (2006): 146–52. http://dx.doi.org/10.21273/horttech.16.1.0146.

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A group of 53 institutions of higher education in the United States and Canada offering degrees in horticulture, or closely related plant science degrees, was surveyed to determine various characteristics associated with the degree programs offered, demographics of students and faculty, and selected procedures and practices associated with administration of these graduate programs. Total response rate was 94%, yielding 85% usable completed surveys. Very few programs (0-3 per degree type) were offered via distance education and on average only 4.1% to 4.5% of resident instruction program studen

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Master, Samip, Connie Arnold, Terry Davis, and Richard Preston Mansour. "Education, Employment, Social Support and Insurance Coverage in Adult Patients with Sickle Cell Disease." Blood 128, no. 22 (2016): 4864. http://dx.doi.org/10.1182/blood.v128.22.4864.4864.

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Abstract Introduction: The average life expectancy of patients with sickle cell disease (SCD) has increased from early 20s well over 50 now. With improving pediatric healthcare, nearly all SCD patients become chronically ill adults, however little is known about these adult patients. This pilot study assessed adult SCD patients' age, education, literacy, employment, marital status, social support, and insurance status. Methods: A convenience sample of 100 sickle cell patients 18 and older cared for at academic medical system hematology clinic were enrolled in the study. A research assistant ad

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Joseph, Joretta. "From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields." International Journal of Doctoral Studies 7 (2012): 125–42. http://dx.doi.org/10.28945/1571.

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Kathleen M. T. Collins, Anthony J. Onwuegbuzie, and Qun G. Jiao. "Reading Ability as a Predictor of African American Graduate Students’ Technical Writing Proficiency in the Context of Statistics Courses." Journal of Negro Education 83, no. 2 (2014): 135. http://dx.doi.org/10.7709/jnegroeducation.83.2.0135.

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Baugh, Aaron, and Reginald F. Baugh. "Assessment of Diversity Outcomes in American Medical School Admissions: Applying the Grutter Legitimacy Principles." Sustainability 12, no. 12 (2020): 5211. http://dx.doi.org/10.3390/su12125211.

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In the last 30 years, except for female participation, the enrollment of Latinx, African Americans, Native Americans, Alaskan natives, and disadvantaged students in medical school has been constant; however, increasing enrollment of these minority populations is feasible, if admissions committees make two changes in approach. First, the traditional belief that matriculation merit is a linear function of past academic performance must be rejected. Second, once the threshold needed to complete medical school in four years and to pass licensing examinations at the first attempt has been met, all

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M Williams, Brittany, and Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.

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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space

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Apgar, Dawn. "Increasing Social Work Students’ Participation in Macro Specializations." Advances in Social Work 20, no. 3 (2021): 709–24. http://dx.doi.org/10.18060/24045.

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Much effort has been made to increase the number of social work students in macro practice specializations in graduate school. Despite the development of pedagogical techniques which have shown to increase interest in and appreciation for macro practice, the proportion of macro students has stayed low and stable over time. Using survey data collected from 474 Master of Social Work students and graduates, this exploratory study identified both structural and attitudinal barriers which impede specialization in macro practice. Data reveals that despite exposure to these methods, those whose origi

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Alexander, Quentin R., and Mary A. Hermann. "African-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation." Journal of Diversity in Higher Education 9, no. 4 (2016): 307–22. http://dx.doi.org/10.1037/a0039705.

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