Relevant bibliographies by topics / Afro-American students

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

Academic literature on the topic 'Afro-American students'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2025

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Journal articles on the topic "Afro-American students"

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Banner-Haley, Charles. "The Identity Crisis Revisited." Teaching History: A Journal of Methods 19, no. 2 (1994): 77–82. http://dx.doi.org/10.33043/th.19.2.77-82.

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When our students come into our history courses they bring with them the messy puzzles regarding who they are, what they want to be, and confusion over how to answer those questions. History courses indirectly become a means by which they find some solace, if not clues, as to who and what they are. For Afro-American students, black history courses can easily become sought after places in which to resolve identity crises. For white students, African American history courses can either be exercises in feeling guilty or studying blacks as some foreign people. Only when all students are shown that
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Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

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This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achi
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Drummond, Robert J., Heather Senterfitt, and Cheryl Fountain. "Role Models of Urban Minority Students." Psychological Reports 84, no. 1 (1999): 181–82. http://dx.doi.org/10.2466/pr0.1999.84.1.181.

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Role models identified by 1,300 Afro-American students in Grades 1 through 8 showed athletes, mothers, and musical performers were the top three role models, but there were differences by grade and sex.
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Atwater, Mary M., and Bonita Alick. "Cognitive development and problem solving of Afro-American students in chemistry." Journal of Research in Science Teaching 27, no. 2 (1990): 157–72. http://dx.doi.org/10.1002/tea.3660270207.

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Zita, Jacquelyn. "From Orthodoxy to Pluralism: A Postsecondary Curricular Reform." Journal of Education 170, no. 2 (1988): 58–76. http://dx.doi.org/10.1177/002205748817000203.

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The College of Liberal Arts at the University of Minnesota requires all undergraduate students to complete at least two courses which have a primary focus on Afro-American, American Indian, Asian American, and/or Chicano cultures. This U.S. Cultural Pluralism Requirement, as it is called, was adopted in 1985 after two years of intense debate. In this article, the considerations that went into the shaping and ultimate adoption of this requirement are recounted and analyzed.
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Banks, Joy, Kmt Shockley, and Courtney Wilkerson. "“Ain’t I Got a Right to the Tree of Life?”: Examining Special Education through the Application of Afro-Humanity." Research Articles 28, no. 2 (2021): 138–49. http://dx.doi.org/10.7202/1082921ar.

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In this manuscript we chart the intersection of dis/ability and Afro-humanity. We propose that Afro-humanity is a contextual paradigm within African-centred ideology that can be applied to explore the ways in which disability may be perceived differently when applying a specific, cultural philosophical lens. We also explore the process of decolonization, whereby African American parents, with a child identified with an intellectual disability, reorient themselves to a way of thinking that is more emancipatory. The parents act in a way that challenge concepts about human cognitive variance and
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Olmos Alcaraz, Antonia, Glenda Vaillant Cruz, and Beatriz Padilla. "Multicultural Diversity in the Spanish Public University: An Ethnographic Case Study of Latin American, Latino, and Afro-Latin American Students." Education Sciences 13, no. 10 (2023): 1052. http://dx.doi.org/10.3390/educsci13101052.

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This article presents the preliminary findings of an ethnographic study about the presence and experiences of students of Latin American origin in Spanish universities. Our aim is to better understand the self-identification and ethnoracial formation processes observed in university-level students. We first reviewed the statistics on students with non-Spanish nationalities enrolled in public Spanish universities. We then analyze how the self-identification processes of Latin American, Latino, and Afro-Latin American students take place in public Spanish universities. We use an ethnographic app
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Mosquera-Monroy, Luz Stella. "PEDAGOGÍA CRÍTICA AFROAMERICANA. UNA EXPLORACIÓN SOBRE EL ENDORRACISMO EN EDUCACIÓN PRIMARIA." INVESTIGACIÓN Y POSTGRADO 36, no. 2 (2023): 141–62. https://doi.org/10.56219/investigacinypostgrado.v36i2.2270.

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El endorracismo es un acto segregacionista entre individuos de un mismo grupo étnico observado entre la población afro como conducta instituida. El propósito de este trabajo fue analizar los discursos ofensivos de cuarenta niños y niñas afrodescendientes en una institución oficial de Cali, Colombia, para encontrar la imagen que construyen estos niños de sí mismos y de los otros. Se revisan elementos de la pedagogía crítica, el endorracismo y los principios de racialización. La metodología de enfoque cualitativo, con diseño de investigación de campo aborda dos categorías generales: dimensión es
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Tagg, Philip. "Open letter." Popular Music 8, no. 3 (1989): 285–98. http://dx.doi.org/10.1017/s0261143000003573.

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I have recently found myself reacting with some irritation on meeting such terms as ‘black music’, ‘white music’, ‘Afro-American music’ and ‘European music’. The aim of this letter, written mainly with white European or North American students, friends and colleagues in mind, is to question the validity of these terms, to bring some issues lurking behind their general usage out into the scribal daylight and, hopefully, to provide some ideas for a constructive debate on music, race and ideology.
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Wiley, David, and John Metzler. "Building a National Focus for Student Exchange with Africa: The National Consortium for Study in Africa." African Issues 28, no. 1-2 (2000): 34–38. http://dx.doi.org/10.1017/s154845050000682x.

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The National Consortium for Study in Africa (NCSA) grew out of a concern about the paucity of high-quality study-abroad opportunities in Africa for North American undergraduates, graduate students, and faculty. Africa is the second largest continent in geographic size and the ancestral home of 15 percent of the U.S. population, a demographic segment that has lived in the United States longer than most European immigrants. As a result, much of American art, music, language, and culture has derived from Africa and the Afro-Caribbean cultures. Africa also is an important and growing source of U.S
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Dissertations / Theses on the topic "Afro-American students"

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Thompson, Keisha Venicia. "Validation of the Multigroup Ethnic Identity Measure for Afro-Caribbean-American College Students." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10005.

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The purpose of this study was to validate the Multigroup Ethnic Identity Measure (MEIM) on a sample of Afro-Caribbean college students. Participants were drawn from a larger national study on culture and identity collected at 26 universities from across the United States. Students included in this sample were either born in a Caribbean country, or had one or both parents from a Caribbean country. The students completed various measures of culture and identity. The ones utilized in this study were ethnic identity (Multigroup Ethnic Identity Measure), self-esteem (Rosenberg Self-Esteem Scale)
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Books on the topic "Afro-American students"

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Ehrenberg, Ronald G. Did teachers' race and verbal ability matter in the 1960's?: Coleman revisited. National Bureau of Economic Research, 1993.

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Ehrenberg, Ronald G. Did teachers' race and verbal ability matter in the 1960's?: Coleman revisited. National Bureau of Economic Research, 1993.

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J, Ekeler William, ed. The black student's guide to high school success. Greenwood Press, 1997.

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Briscoe, Connie. Big girls don't cry. Wheeler Pub., 1996.

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Briscoe, Connie. Big girls don't cry. HarperCollins, 1996.

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Theresa, Perry, and Delpit Lisa D, eds. The real ebonics debate: Power, language, and the education of African-American children. Beacon Press, 1998.

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Orr, Eleanor Wilson. Twice as less: Black English and the performance of Black students in mathematics and science. W.W. Norton, 1997.

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Orr, Eleanor Wilson. Twice as less: Black English and the performance of black students in mathematics and science. Norton, 1997.

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Balester, Valerie M. Cultural divide: A study of African-American college-level writers. Boynton/Cook, 1993.

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Kelso, Richard. Days of Courage: The Little Rock story. Edited by Williges Mel ill. Raintree Steck-Vaughn, 1993.

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Book chapters on the topic "Afro-American students"

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Gmelch, George, and Sharon Bohn Gmelch. "Taking Students to the Field." In In the Field. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520289611.003.0010.

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This chapter describes the experiences of the field school students the authors have taken to the island of Barbados over a 20-year period. There each student lives in a separate rural village with an Afro-Caribbean family while learning to “do” anthropology. The chapter examines what students learn about the tribulations and joys of doing research, about Bajan culture, and about themselves and American culture as a result of living among and studying others.
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Stinchcomb, Dawn F. "Howard University's Latínx Legacy." In Contributions of Historically Black Colleges and Universities in the 21st Century. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3814-5.ch006.

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While some may believe that the study of the history of Afro Latin American and Afro Hispanic Studies, an academic discipline devoted to the study of the history, religions, languages, and geography of African-descended people in the Americas, developed independently of African American Studies in the United States, this chapter reveals that all research of the African Diaspora began outside of academia among self-taught historians and bibliophiles. The Black intellectual elite, founders, administrators, and scholars from historically Black institutions developed these academic areas to elicit
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Powell, Gloria J. "Self-Concepts Among Afro-American Students in Racially Isolated Minority Schools: Some Regional Differences." In 1986 Annual Progress In Child Psychiatry. Routledge, 1991. http://dx.doi.org/10.4324/9780203450499-14.

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Durden, E. Moncell. "Connecting Hip Hop History and Heritage." In The Oxford Handbook of Hip Hop Dance Studies. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190247867.013.4.

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Abstract This chapter investigates concepts in African American expressive practices, highlighting their transition to modern-day Hip Hop. To express this continuum, it draws on a range of examples, including rap music, jazz dance continuums, locking, and breaking. Afro-diasporic lineages of Hip Hop’s pioneers are foregrounded to challenge dominant perspectives on the modern emergence of Hip Hop, shedding light on dancers, DJs, and emcees, as well as on particular dance terms. Finally, Eurocentric hierarchical values that compromise Hip Hop’s cultural aesthetics and identity are brought to lig
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Pitts, Walter F. "“Kabiesile Shango!” A Cross-Cultural Comparison of Ritual Frames." In Old Ship of Zion. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780195075090.003.0005.

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Abstract According to some students of the Afro-Baptist church, the plaintiveness created by the archaic prayers and hymns during Devotion is a legacy of slavery that has lingered into the modem era as an expression of economic hardship (Wiley and Wiley 1984: 7). Following this line of thought, the plaintive sound, full of wailing and moaning, is part of a rhetoric of despair that finds expression in religious ritual: “For working-class Blacks the plaintive sound is necessary; it is consoling; it provides catharsis; and communicatively, it links the past with a present culture still groping fo
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Ramsey, Sonya Y. "Retrieving What Was Lost, Building New Beginnings." In Bertha Maxwell-Roddey. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069326.003.0006.

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In 1974, AAAS colleague and English professor Mary Harper asked Maxwell to help establish an Afro-American Cultural and Service Center in Charlotte, North Carolina, to counter the negative effects of urban renewal and school closings on Black children. This chapter recounts how Maxwell and trusted students like Elaine Nichols, colleagues such as Herman Thomas, volunteers and patrons like Mary Maxwell (no relation) and Loonis McGlohon, and staff, including executive director Shirley Farrar, overcame funding limitations to transform Harper’s proposal into a thriving arts center. In 1980, Maxwell
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"THE ORIGINAL SYLLABUS OF FIFTY MAJOR WORKS OF AFRO-AMERICAN STUDIES, IN THE ORDER IN WHICH THE STUDENTS READ THEM THE FIRST YEAR, 1996–97." In Autobiography of an Ex-White Man. Boydell and Brewer, 2005. http://dx.doi.org/10.1515/9781580466776-009.

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"THE ORIGINAL SYLLABUS OF FIFTY MAJOR WORKS OF AFRO-AMERICAN STUDIES, IN THE ORDER IN WHICH THE STUDENTS READ THEM THE FIRST YEAR, 1996–97." In Autobiography of an Ex-White Man. Boydell & Brewer Ltd, 2005. http://dx.doi.org/10.2307/j.ctvc16fdh.11.

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González, Terri-Dawn. "Finding My Place in the Lucumí Tradition as an African American Woman." In Spirited Diasporas. University Press of Florida, 2023. http://dx.doi.org/10.5744/florida/9781683403722.003.0011.

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Terri-Dawn González is of African American Louisiana Creole heritage. She was born and grew up in Los Angeles, California. Terri-Dawn’s first exposure to African and Afro-Caribbean spirituality occurred when she was a curious teenager exploring the library of an older cousin who was an ethnomusicologist. She commenced her undergraduate studies at Xavier University in New Orleans, Louisiana, and took the opportunity to reconnect with her family and Afro-Creole culture. As a student, she explored graduate theses and doctoral dissertations regarding Yoruba religion and devised her own, unofficial
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Varel, David A. "Conclusion." In The Scholar and the Struggle. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469660967.003.0009.

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This chapter discusses the close of Reddick’s career, particularly as he served as a Distinguished Visiting Professor of History at Dillard University from 1978 to 1987. Although he commiserated with his good friend St. Clair Drake about the new conservative era and its hostility to further civil rights gains, he nevertheless remained active, including his participation in a landmark conference that grow into the important book The State of Afro-American History (1985), which included work by the next generation of pioneering black scholars like Darlene Clark Hine, Thomas C. Holt, James D. And
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Conference papers on the topic "Afro-American students"

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Streete, Annicia. "The Design Student as Storyteller: An Afro- Futuristic Perspective of Storytelling." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.1.

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A futuristic perspective of “storytelling” as an educating design tool in an architecture elective course that explores Afrofuturism within Architecture. Afrofuturism offers a critical approach to thinking about future built environments of African and African Diasporic communities throughout the world. The course is rooted in a method that introduces Afrofuturism, a school of thought addressing intersections of afro-culture, the use of science and technology to project futures of liberation and in¬novation, using imagination.1 A study of Ten Principles of Black Space Design, authored by Ameri
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