Relevant bibliographies by topics / African Americans – Education (Higher)

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

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

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "African Americans – Education (Higher)"

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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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Freeman, Kassie. "Increasing African Americans' Participation in Higher Education." Journal of Higher Education 68, no. 5 (1997): 523–50. http://dx.doi.org/10.1080/00221546.1997.11778996.

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

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

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Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.
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Assari, Shervin. "Parental Education Attainment and Educational Upward Mobility; Role of Race and Gender." Behavioral Sciences 8, no. 11 (2018): 107. http://dx.doi.org/10.3390/bs8110107.

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Background. The Minorities’ Diminished Return theory suggests that education attainment and other socioeconomic resources have smaller effects on the health and well-being of African Americans and other racial and ethnic minorities compared to Whites. Racial and ethnic differences in the processes involved with educational upward mobility may contribute to the diminished returns of education attainment for African Americans compared to Whites. Aim: This study compared African Americans and non-Hispanic Whites for the effect of parental education attainment on educational upward mobility and explored gender differences in these effects. Methods. The National Survey of American Life (NSAL 2003) is a nationally representative survey of American adults. Participants included 891 non-Hispanic White and 3570 African American adults. Gender, race/ethnicity, age, highest parental education attainment, and respondents’ educational attainment were measured. Data were analyzed using linear regression models. Results. Overall, higher parental education attainment was associated with higher educational upward mobility (b = 0.34, p < 0.001), however, this boosting effect was significantly smaller for African Americans compared to Whites (b = −0.13, p = 0.003). Our further analysis showed that race by parental education attainment can be found for females (b = −0.14, p = 0.013) but not males (p > 0.05). Conclusion. African American females are at a disadvantage compared to White females regarding the effect of parental education attainment on their educational upward mobility, a phenomenon which could not be observed when comparing African American and White males. These results advocate for taking intersectionality frameworks to study the effects of race, gender, and class in the US.
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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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Cartledge, Gwendolyn, Ralph Gardner, and Linda Tillman. "African Americans in Higher Education Special Education: Issues in Recruitment and Retention." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 18, no. 3 (1995): 166–78. http://dx.doi.org/10.1177/088840649501800305.

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Nixon, Harold L. "African-Americans in the 21st Century: The Agony and Promise of Higher Education." Journal of School Leadership 3, no. 3 (1993): 303–10. http://dx.doi.org/10.1177/105268469300300307.

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A college education holds many promises for those who partake of it. As the 21st century approaches and as America's political and economic position in the world marketplace becomes more threatened, the intrinsic value of the college degree will become more prominent. This article discusses the future prospects of increasing the participation rate of African-American students in higher education. Institutional executive and faculty leadership dedicated to providing an environment where all students can achieve their maximum potential will be committed to finding common ground between First Amendment Rights and campus civility.
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Assari, Shervin. "Race, Intergenerational Social Mobility and Stressful Life Events." Behavioral Sciences 8, no. 10 (2018): 86. http://dx.doi.org/10.3390/bs8100086.

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Background. Socioeconomic status (SES) has smaller protective effects on the health of African Americans, and the differential association between social mobility and stress may explain the diminished returns of SES for African Americans. Aim. This study tested the race/ethnic differences in the association between upward and downward social mobility and stress in a nationally representative sample of African American and White American adults. Methods. This study included 3570 African Americans and 891 non-Hispanic White Americans from the National Survey of American Life (NSAL), 2003. Race/ethnicity, gender, age, upward and downward social mobility (independent variable, defined as difference between parent and respondent education), and stressful life events (SLE, dependent variable) were measured. Linear regression models were used for data analysis. Results. In the pooled sample that included both races, upward and downward social mobility were both associated with SLE, the net of all covariates. Significant interactions were found between race/ethnicity and social mobility, suggesting a stronger association between social mobility and stress for White Americans than for African Americans. According to race-stratified models, upward and downward social mobility were associated with higher SLE for White Americans but not African Americans. Conclusion. Although upwardly and downwardly mobile White Americans experience more stress than the socially stable White Americans, African Americans do not experience a change in SLE related to their intergenerational social mobility.
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Assari, Shervin, Hamid Helmi, and Mohsen Bazargan. "Polypharmacy in African American Adults: A National Epidemiological Study." Pharmacy 7, no. 2 (2019): 33. http://dx.doi.org/10.3390/pharmacy7020033.

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

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Pollard, Gloria Joan. "The role of higher education in African-American community development : perceptions from Green Pastures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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Allen, William L. "The Demise of Industrial Education for African Americans: ||Revisiting the Industrial Curriculum in Higher Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1189474472.

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MacGowan, Bradford Richard. "By chance or by design: structures of opportunity for college-bound African Americans." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33512.

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Thesis (Ed.D.)--Boston University<br>This exploratory qualitative study investigated the college choice processes of 25 African American college students. Individual interviews that asked the students to look back on their college choice processes during high school provided the data for the study. The goals of the study were to (1) identify the difficulties that these students encountered when searching for and applying to colleges, (2) identify the factors that helped them succeed in gaining acceptance to college, and (3) develop a model of the college choice process based on the identified factors. The findings provide understandings of the positive and negative factors that African American students may encounter in the college choice process and provide a model of the optimal process. This model is designed to help counselors in high schools and colleges change organizational arrangements and procedures, both within and between institutions, to better assist African American high school students in the transition to higher education. Other wider societal and political changes that may assist students in the transition to higher education are identified and discussed.
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Mason-Mathews, Wendy Cassandra. "A Phenomenological Study Examining the Experience of First-Generation,African-American Female Students Attending a Community College." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1436988771.

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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McCleary-Gaddy, Asia. "Prejudice against Black Americans versus Black Africans in College Admission." ScholarWorks @ UVM, 2016. https://scholarworks.uvm.edu/graddis/609.

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Three studies examined prejudice as an explanation for the overrepresentation of Black Africans and the under-representation of native-born Black Americans in Ivy League institutions. I hypothesized admission officers may use Black Africans as a "cover" for their prejudice against Black American natives. The admission of more Black Africans may allow admission officers to express their prejudice toward Black American natives while maintaining an egalitarian image. In Study 1, although the Black African applicant was evaluated as more likable, competent, and had a greater chance of being admitted than the Black American native applicant, differences were only significant when compared with the White American applicant. In Study 2, the Black American native applicant was significantly less likely to be admitted when being directly compared to a Black African applicant (versus a White American applicant). Study 3, tested the boundary effects of Study 2 by exposing participants to an Affirmative Action statement. Similar to Study 2, the target Black American native applicant was significantly less likely to be admitted when in direct comparison with a Black African applicant. In Studies 1 and 3, levels of internal motivation and/or levels of external motivation to respond without prejudice significantly moderated the relationship between ethnicity and decision to admit. Furthermore, findings indicated that the decision to admit the target Black American native versus the competitor was dependent on perceptions of SES. Collectively, these studies offer evidence that the admittance of Black African applicants may provide a cover for discrimination against Black American natives. These results suggest that ethnicity, in addition to race, may affect the educational opportunities of minority group members.
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Cunningham, Patricia Frances Rene. "Using a Leadership and Civic Engagement Course to Address the Retention of African American Males." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316382313.

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Townsend, Yvonne. "Examining Gender Differences in Persistence in Higher Education Among African American Students." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/118.

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This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has an effect on persistence in higher education. Use of the Tinto model, even in an elaborated state, did not explain the effects of gender among African American students. This research suggests that other factors not included in the model have some effect on student persistence; one such factor could be gender socialization which can lead to different patterns in educational achievement.
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Anderton, Lillie Mae. "The recruitment and retention of African American students in vocational teacher education." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115015/.

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Waiters, Josephine. "Factors facilitating black access to higher education through a private, historically black institution in North Carolina in 1983 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583622734.

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Books on the topic "African Americans – Education (Higher)"

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Bracey, Earnest N. Prophetic insight: The higher education and pedagogy of African Americans. University Press of America, 1999.

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

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

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Higher education for African Americans before the Civil Rights era, 1900-1964. Transaction Publishers, 2012.

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

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Kentucky Council on Higher Education. Kentucky plan for equal opportunities in higher education. Council on Higher Education, 1990.

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Jackson, Edward Mercia. Black education in contemporary America: A crisis in ambiguity. Wyndham Hall Press, 1986.

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Marks, Joseph L. The enrollment of black students in higher education: Can declines be prevented? Southern Regional Education Board, 1985.

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

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

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

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Page, TaNeisha R. "African Americans in Higher Education." In Black Americans in Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-6.

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Lyons, DaVonte. "Africana Philosophy." In Black Americans in Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-10.

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Stanford, Tanisha. "Critical Analysis of Reclaiming the Black Psyche through Research Methods in Africana Studies." In Black Americans in Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-12.

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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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Netswera, Fulufhelo, Kirstin Wilson, Nathan Cassidy, and Godswill Makombe. "Sustainability of Higher Education Credit Systems and Transfer Structures Experiences from Australia, South Africa and the United States of America." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_7.

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Bright, Dara, and Willie Pearson. "Race, Social Justice, and Higher Education Financial Aid in the United States: The Case of African Americans." In Social Justice and Education in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_9.

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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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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.

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Jin Jez, Su. "Analyzing the Female Advantage in College Access Among African Americans." In Diversity in Higher Education. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s1479-3644(2012)0000012005.

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"Beyond Stock Stories and Folktales: African Americans’ Paths to STEM Fields." In Diversity in Higher Education. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3644(2011)0000011021.

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

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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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Slattery, Maxine, Eden Floyd, and Vyshnavi Kosuri. "Americans For Tax Fairness and Reducing Inequalities." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/10.

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"Discrimination toward the African-Americans in James Baldwin’s Go Tell It on the Mountain." In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a5.

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Van Heerden, Leanri, and Nicolaas Luwes. "Addressing engineering threshold concepts in an African university of technology." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11187.

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Learning new skills isn’t only for the benefit of passing the exam but being able to apply those skills in a productive way. One cannot learn before one understands which is why student understanding is a priority for facilitators. This becomes especially important in threshold concepts where a student will be unable to progress to the next stage before the threshold concept is mastered, but facilitators do not focus on pedagogy as they rely on the support of instructional designers. This explorative paper looks at student perceptions of their understanding of the threshold concept in electrical engineering, logic gates, after completing a lesson designed using the proposed ten-step activity plan. The activity plan is derived from the learning theories of Gagne, Biggs, Vygotsky and Gibson. A sample of 18 students completed an online survey that focused on their acquiring of skills relating to logic gates, truth tables and Boolean algebra. Results showed a positive experience with 88.89% of participants indicating that they left the lesson with a good understanding of the threshold concept. This ten-step activity plan can assist to close the gap between instructional designer and facilitator to design threshold concept lessons based on sound learning theory.
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Aguiar, Joyce, and Cristina Sin. "Students from Portuguese Speaking African Countries in Portuguese Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12953.

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Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.
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Ramhurry, Cindy. "Michael Foucault, Power, and Assessment in South African Higher Education." In 2nd International Academic Conference on Teaching, Learning, and Education. GLOBALK, 2020. http://dx.doi.org/10.33422/2nd.tleconf.2020.11.66.

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Mogase, Refilwe Constance, and Billy M. Kalema. "E-resources usage in South African higher institutions of learning." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250253.

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Luwes, Nicolaas Johannes, and Leanri Van Heerden. "Augmented reality to aid retention in an African university of technology engineering program." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11103.

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Whenever complex threshold concepts are covered facilitators need to take extra care that students retain the new knowledge for future application. The problem encountered was that certain concepts, like digital logic gates with its layers of information are harder to retain. The purpose of this paper is to investigate the students’ perceptions on the possible use of a custom design Quick Response code and Augmented Reality application in an Electrical Engineering subject. Evaluation was done on Logic Design III a 2nd year subject where the threshold concepts should have been imprinted. An exploratory design is implemented with data collected using an online survey tool. The results were promising as 88.89% of students felt that they will remember the content better with the use of the application and 83.33% were positive about adopting the technology in class. The paper shows that technology like Quick Response code and Augmented Reality in the classroom is not only beneficial for improving retention but is also welcomed by students
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Van Heerden, Leanri. "Online short course for learning management system training in an African university of technology." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9367.

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With the use of technology in the classroom growing every year, lecturers are expected to blend facilitations by making use of learning management systems. At the Central University of Technology, Free State this poses a problem for the learning designers in charge of training lecturers in educational technologies as there is limited space and time to not only teach lecturers the skills, but also to apply them in their own contexts. The purpose of this paper is to present participant perspectives of an online short course in which they learned how to use Blackboard and other educational technologies needed for blending teaching and learning. An exploratory design was implemented with descriptive statistics involving quantitative analysis of the collected data to determine the participants’ perspective on their skills gained. An online survey tool was used to collect the data. Eighty-four percent of particpants felt that they were able to communicate via the system’s announcements, 82% felt confident that they would be able to customize the space and 94% felt that they were now able to add content, such as files. When asked if they felt like they learned the skills they expected from the online course, 94% of particpants replied positively. Keywords: e-learning; learning management system; Blackboard; instructional design; online course; educational technology.
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Reports on the topic "African Americans – Education (Higher)"

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García, Jorge Luis, James Heckman, and Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29057.

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Ashenfelter, Orley, William Collins, and Albert Yoon. Evaluating the Role of Brown vs. Board of Education in School Equalization, Desegregation, and the Income of African Americans. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11394.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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4

McGinnity, Frances, Emma Quinn, Philip J. O'Connell, et al. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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5

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&amp;D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&amp;D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&amp;D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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