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

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

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

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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

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Gillette, Michael L., and Amilcar Shabazz. "Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Journal of Southern History 71, no. 2 (2005): 494. http://dx.doi.org/10.2307/27648799.

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Behnken, Brian D., and Amilcar Shabazz. "Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Arkansas Historical Quarterly 64, no. 1 (2005): 103. http://dx.doi.org/10.2307/40018573.

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Freeman, Kassie. "Amilcar Shabazz, Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Journal of African American History 90, no. 4 (2005): 450–52. http://dx.doi.org/10.1086/jaahv90n4p450.

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Ghazzawi, Dina, Lyle McKinney, Catherine Lynn Horn, Vincent Carales, and Andrea Burridge. "The Road to the Baccalaureate." Journal of International Students 10, no. 2 (2020): 420–42. http://dx.doi.org/10.32674/jis.v10i2.339.

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International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.
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Johnson, Joan Marie. "Amilcar Shabazz. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press, 2004. 376 pp. Cloth $49.95, paper $19.95." History of Education Quarterly 45, no. 2 (2005): 322–24. http://dx.doi.org/10.1017/s0018268000039959.

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Blanton, C. K. "AMILCAR SHABAZZ. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press. 2004. Pp. xiii, 301. Cloth $49.95, paper $19.95." American Historical Review 111, no. 1 (2006): 230–31. http://dx.doi.org/10.1086/ahr.111.1.230.

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Goodyear, Mary Louise, Juan J. Toral-Garcia, Amarilis Acevedo, Drenna Waldrup-Valverde, and Raymond Ownby. "PATIENT PREFERENCES FOR LEVEL OF HEALTH LITERACY IN APPS FOR CHRONIC DISEASE SELF-MANAGEMENT." Innovation in Aging 3, Supplement_1 (2019): S962. http://dx.doi.org/10.1093/geroni/igz038.3488.

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Abstract In spite of expert recommendations that written material should be provided at a level of health literacy that matches that of the person receiving it, there have been few studies of matching. In this study we evaluated the utility of a new strategy to assess patients’ preference for information at different difficulties and assessed the relation of their preference to measured health literacy and health locus of control (LOC). We measured health literacy in participants then asked them to choose between pairs of texts with the same content but at the 3rd, 6th, or 8th-grade levels. Statistical analyses assessed the relation of participants’ health literacy to their preference as well as personal characteristics. Participants (n = 155) were 84 women and 71 men aged from 40 to 82 years (mean=57; 136 African Americans and 19 whites). Participants had clear preferences: those with lower levels of health literacy preferred texts at the 3rd grade level and those with higher levels preferred more difficult texts. Preference was not related to age, gender or race but was to education and health literacy (p < 0.05). Persons who chose more difficult texts reported higher levels of internal health locus of control (t [144] = 2.68, p = 0.01). A predictive analytic model using education and preference resulted in 80% correct classification of participants. Using this model may be a simple way to match information presentation to patients’ level of health literacy. Further research on this strategy is needed.
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Varela, Kay S., Anthony A. Peguero, John M. Eason, Miner P. “Trey” Marchbanks, and Jamilia Blake. "School Strictness and Education: Investigating Racial and Ethnic Educational Inequalities Associated with Being Pushed Out." Sociology of Race and Ethnicity 4, no. 2 (2017): 261–80. http://dx.doi.org/10.1177/2332649217730086.

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There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.
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Haidar, Amier, Felicia R. Carey, Nalini Ranjit, Natalie Archer, and Deanna Hoelscher. "Self-reported use of nutrition labels to make food choices is associated with healthier dietary behaviours in adolescents." Public Health Nutrition 20, no. 13 (2017): 2329–39. http://dx.doi.org/10.1017/s1368980017001252.

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AbstractObjectiveThe study aimed to examine nutrition label use and dietary behaviours among ethnically diverse middle- and high-school students, in Texas, USA.DesignThe School Physical Activity and Nutrition (SPAN) survey is a cross-sectional statewide study using a self-administered questionnaire to assess nutrition and physical activity behaviours. Height and weight measurements were used to determine BMI. Multivariable logistic regression was used to determine associations between nutrition label use and dietary behaviours, with gender, grade, ethnicity, BMI, parent education, socio-economic status and nutrition knowledge as covariates.SettingParticipants from 283 schools, weighted to represent Texas youth.SubjectsSPAN 2009–2011 included 6716 8th and 11th graders (3465 girls and 3251 boys). The study population consisted of 39·83 % White/Other, 14·61 % African-American and 45·56 % Hispanic adolescents; with a mean age of 14·9 years, and 61·95 % at a healthy weight, 15·71 % having overweight and 22·34 % having obesity.ResultsAdolescents who did not use nutrition labels had 1·69 times greater odds of consuming ≥1 sugary beverages/d (P<0·05). Adolescents who used nutrition labels had 2·13 times greater odds of consuming ≥1 fruits and vegetables/d (P<0·05). Adolescents who used nutrition labels had significantly higher healthy eating scores than those who did not (P<0·001). For every 1-point increase in nutrition knowledge, adolescents had 1·22 greater odds of using nutrition labels.ConclusionsNutrition label use is associated with healthier dietary behaviours in adolescents. Intervention strategies for youth should include efforts to teach adolescents to use labels to make healthy food choices.
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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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Dissertations / Theses on the topic "African Americans – Education (Higher) – Texas"

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Waller, Lee. "Primary revenue streams of Hispanic-serving community colleges in Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4744/.

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This study examined the extent and sources of primary revenue for Hispanic-, African-American-, and Caucasian-serving public community colleges in Texas. The study also examined differences between and among primary revenue streams for these institutions. The public community colleges were identified as Hispanic-, African-American-, and Caucasian-serving based upon the percentage of enrollments for each ethnic classification. A comparative model was developed for the primary revenue streams of in-district student tuition, out-of-district student tuition differentials, out-of-state student tuition differentials, ad valorem property tax revenue per in-district contact hour, and state appropriations. Statistical Packages for the Social Sciences (SPSS) was utilized to conduct multiple-factor analysis of variance (ANOVA) on the data set to examine differences between and among the several variables. Post hoc tests were performed where necessary. Difference was identified in in-district student tuition. Post hoc analysis demonstrated that difference existed between Hispanic-serving and African-American-serving community colleges. No difference was identified in the remaining primary revenue streams.
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Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Kraus, Charles. "The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33131/.

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This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
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McNulty, McCoy Netreia Z. "Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699984/.

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The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized, North Texas STEM-focused university. Self-identified African American undergraduate students at the university completed an online, researcher-developed survey focused on co-curricular involvement activities, degree of involvement in those activities, and perceived self-authorship indicators. From the completed survey pool (N = 49), 10 females and 5 males participated in follow-up focus group sessions. The survey data analysis was limited to descriptive statistics of student involvement and demographic data. Survey results showed that African American undergraduate students at the university were actively involved in co-curricular activities and generally satisfied with their involvement experiences. The focus groups provided a more in-depth picture of the involvement experiences showing that students believed that their commitment to co-curricular activities contributed significantly to their interpersonal and intrapersonal growth—characteristics of self-authorship. The survey and qualitative data combined suggested a positive association between the involvement of African American undergraduate students in co-curricular activities at the university and the development of self-authorship characteristics in those students. Findings from this study support the practice of intentional outreach to African American undergraduate students in order to promote their active involvement in campus activities and events.
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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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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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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) – Texas"

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Texas Plan Advisory Committee. Access and equity 2000: The Texas Educational Opportunity Plan for Public Higher Education, September 1994 through August 2000 / Texas Higher Education Coordinating Board, Access and Equity Division ; prepared by the Texas Plan Advisory Committee. The Board, 1994.

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Division, Texas Higher Education Coordinating Board Access and Equity. A report on the Texas Educational Opportunity Plan for Public Higher Education, 1989-1994. The Division, 1995.

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Shabazz, Amilcar. Advancing democracy: African Americans and the struggle for access and equity in higher education in Texas. University of North Carolina Press, 2004.

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Card, David E. Would the elimination of affirmative action affect highly qualified minority applicants?: Evidence from California and Texas. National Bureau of Economic Research, 2004.

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Before Brown: Heman Marion Sweatt, Thurgood Marshall, and the long road to justice. University of Texas Press, 2010.

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

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

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

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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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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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Wallace, Jerry L., and Vida Robertson. "The Men of L.E.G.A.C.I. Student Success Program." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch011.

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Strategic and intentional engagement of first-year collegiate males aligned with faculty cultural competency development are areas that can impact persistence in the first year. African Americans only represent 11.4% of the overall Texas population, with 12.6% of students enrolled in P-12 and 13.4% of students currently enrolled in institutions of higher education in Texas. The percentage of African American males that are entering college and persisting through the first year is already overwhelmingly in a category red based on overall numbers. Colleges will need to make sure that recruitment efforts and appropriate advertising is available in areas that African American males would generally search for job postings. This chapter will explore platforms in establishing a student success academic program at a university campus geared to support African American males.
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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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Scott, Lawrence, and Marisa Perez-Diaz. "Strategic Leadership." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch014.

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The purpose of this chapter is to discuss the process of building and developing ethnic studies courses, particularly the Mexican American and African American Studies Curriculum for Texas high schools. Dr. Lawrence Scott and the Honorable Marisa Perez-Diaz will discuss their contributions in the passage and implementation of Ethnic Studies courses, particularly as it relates to the African American Studies and Mexican American Studies Courses now offered for high schools around the State of Texas. This chapter explores the inception of both courses, the development, and the process of gaining consensus and concessions for both courses. Both courses were unanimously passed by the Texas State Board of Education (SBOE), but did see some challenges throughout the process. Dr. Lawrence Scott and Texas State Board of Education Member Marisa Perez-Diaz will also discuss how they employed varying leadership styles, in collaboration with stakeholders from around Texas to help establish, pass, and implement the Mexican American and African American Studies Courses in Texas.
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Broussard, William. "Hazard Ahead: The Impact of High Executive Turnover Rates on African Americans' Navigation of the Professoriate at HBCUs." In Diversity in Higher Education. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/s1479-364420210000024003.

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Claville, Michelle O. Fletcher, Sainath Babu, Brandon C. Parker, Emorcia V. Hill, Eric W. Claville, and Michelle Penn-Marshall. "NanoHU: A Successful Collaborative STEM Model Preparing African Americans for Engagement in Nanoscience, Laying the Foundation for Transformative, Institutional Steam Engagement." In Diversity in Higher Education. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/s1479-364420190000022005.

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Charleston, LaVar J., and Jerlando F. L. Jackson. "Chapter 14 Future Faculty/Research Scientist Mentoring Program: Proven Coping Strategies for Successful Matriculation of African Americans in Computing Science Doctoral Programs." In Diversity in Higher Education. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3644(2011)0000011018.

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Johnson, Ronn, Ji Youn Cindy Kim, and Jojo Yanki Lee. "Asians and the Myth of the Model Minority in Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch018.

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When compared with African Americans, Latinos, and Native Americans, Asian are often attributed more positive attributions from the dominant culture. The developed stereotype, Myth of the Model Minority (MMM), suggests Asian Americans achieve a higher degree of success than the general population. Under the internalized assumption of being psychologically trouble free, the MMM stereotype contributes to Asians being less inclined to proactively engage in help seeking behavior despite the presence of severe mental health concerns. Psychocultural examples relating to Asian Americans (e.g., Virginia Tech Shooter case) are reviewed to form a clinical and forensic psychological framework that offers a challenge as to why the MMM is problematic in higher education. The myths related to MMM and the experiences—positive or negative—of MMM are analyzed to encourage subsequent empirically-based applications for addressing MMM as well as serving as a caveat against using monocausal explanations or other thumbnail assessments of Asian American behavior in higher education.
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