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Journal articles on the topic 'Black-African international students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Ifeyinwa, Uchechi Onyenekwu. "Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals." Journal of International Students 7, no. 4 (2017): 113–1125. https://doi.org/10.5281/zenodo.1035961.

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The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education.

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Ifeyinwa, Uchechi Onyenekwu. "Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals." Journal of International Students 7, no. 4 (2017): 1113–25. https://doi.org/10.5281/zenodo.1035975.

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<em>The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education. </em>

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Boafo-Arthur, Susan. "Acculturative Experiences of Black-African International Students." International Journal for the Advancement of Counselling 36, no. 2 (2013): 115–24. http://dx.doi.org/10.1007/s10447-013-9194-8.

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Bartoli, Angie. "Assessment and International Students – black African Social Work students." Enhancing the Learner Experience in Higher Education 3, no. 1 (2011): 45. http://dx.doi.org/10.14234/elehe.v3i1.29.

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Hamilton-Hinch, Barbara-Ann, Jessie-Lee D. McIsaac, Mary-Jane Harkins, Sherry Jarvis, and John C. LeBlanc. "A Call for Change in the Public Education System in Nova Scotia." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (2021): CI64—CI92. http://dx.doi.org/10.53967/cje-rce.v44i1.5025.

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The United Nation’s International Decade for People of African Descent and Nova Scotia’s Ministry of African Nova Scotian Affairs recognize that students of African descent continue to experience inequities. As previous studies indicate, parents of Black learners identified that many educators lack knowledge and experience in understanding students of African descent.This study explored student achievement from the perspective of parents of children of African descent attending public schools in Nova Scotia. Participants included individual interviews and focus groups with parents from rural a

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Caldwell, Elizabeth Frances, and Denis Hyams-Ssekasi. "Leaving Home: The Challenges of Black-African International Students Prior to Studying Overseas." Journal of International Students 6, no. 2 (2016): 588–613. http://dx.doi.org/10.32674/jis.v6i2.372.

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Much of the literature on international students centres on their experiences once they arrive in their host countries. This study explores the preparations of Black-African students for leaving their home countries to study abroad. Semi-structured interviews were carried out with 50 Black-African students studying at one British university. The students spoke of the complex and frustrating process of obtaining visas and applying to university abroad as well as the tensions they felt in leaving their communities. These pressures were extensive and impacted their subsequent ability to adjust to

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Yaro, Fatin, and Jennifer Mize Smith. "Black African Students in Predominantly White U.S. Higher Education Institutions." Journal of International Students 14, no. 3 (2024): 21–41. http://dx.doi.org/10.32674/jis.v14i3.5871.

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Black African students are increasingly choosing the United States as their preferred destination for higher education, and many choose to study at predominantly White institutions. The purpose of this qualitative study was to investigate factors that may influence their identification and commitment to those institutions. Researchers interviewed 20 sub-Saharan Africans at a predominantly White Southeastern university. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to w

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Rodriguez, Judith C., Deborah Kaye, Norma Stice, Karen Reedy, Josephine Frazier, and Barbara Brice. "Intragroup Differences Between Black Native and Transfer Students at a Predominantly White University: Implications for Advising." NACADA Journal 15, no. 1 (1995): 31–35. http://dx.doi.org/10.12930/0271-9517-15.1.31.

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This research project identified demographic, academic, and social differences between Black native (entering, first-year) and Black transfer students at a predominantly White, urban, public university. A questionnaire mailed to all Black students (N = 735) elicited 172 responses (23%). Most students from both groups felt that the university promoted a positive race attitude. They also expected their advisors to be accessible and to know academic programs and policies. The researchers found significant differences in age, marital status, and who had been most influential in a student's having

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Yeboah, Amy. "Beyond the Black Study Abroad Experience." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 1–21. http://dx.doi.org/10.32674/jimphe.v4i1.1165.

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The lack of participation in study abroad programs by Black students is a persistent concern in international higher education. The Penn Center for Minority Serving Institutions (Gasmen, 2016), reported three main obstacles facing students of color: financial burdens, fear of anticipated racism, and finding study abroad programs of interest to them. While most scholarship on Black students studying abroad concentrates solely on increasing the number of opportunities, this article was determined to shift the focus onto the cultural gap. This paper describes the development of the 2014 Young Afr

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Tedam, Prospera. "Enhancing the practice learning experiences of BME students: Strategies for practice education." Journal of Practice Teaching and Learning 13, no. 2-3 (2015): 146–61. http://dx.doi.org/10.1921/jpts.v13i2-3.820.

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Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainmen

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Hou, Minghui, Jing Yu, and Shinji Katsumoto. "Methodological Approaches to the Study of International Students." Critical Internationalization Studies Review 2, no. 1 (2022): 49–52. http://dx.doi.org/10.32674/cisr.v2i1.5372.

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Although international students exhibit a variety of backgrounds in terms of nationalities, native languages, education histories, and other characteristics, the diversity within this group is often overlooked in higher education research and its data management. The U.S. National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) racial category exemplifies the tendency to view international students as a homogeneous group because these students are categorized as a single racial category (nonresident alien); a racial category used in addition to American

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Astudillo, Marise, Alfonso Revilla, Nuria Llevot, Olga Bernad, Christian Coffi, and Papalaye Seck. "Young Africa: art and diaspora. An experience at the University of Lleida." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 19 (January 15, 2022): 65–102. http://dx.doi.org/10.15257/ehquidad.2023.0003.

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This article is the result of an inter-university, international and transdisciplinary experience carried out at the University of Lleida with the collaboration of the University of Zaragoza in the academic year 2021-2022, in which other groups and institutions also participated, on Young Africa: art and diaspora. Two seminars were held, a theoretical-practical one with students of the Degree in Social Education on the black-African artistic object as a reference of cultural pluralism and another international seminar with three papers on Art, resilience and rehumanisation, which dealt with mu

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Lee, Jonathan, Jami Leibowitz, Jon Rezek, Meghan Millea, Meghan Millea, and George Saffo. "Impact of International Virtual Exchange on Student Success." Journal of International Students 12, S3 (2022): 77–95. http://dx.doi.org/10.32674/jis.v12is3.4593.

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This study expands the literature on high impact practices by assessing the effect of global experiences, including international virtual exchange (IVE) and study abroad, on student success, measured as GPA, first-year retention, and graduation rate. Our dataset tracks over 47,000 students over 10 years at a large U.S. university. Our fixed effects models show that IVE and studying abroad increase average GPA. Using logit models, we find that taking IVE courses or studying abroad positively impacts the probability students are retained and eventually graduate. Our findings also show that first

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George, Babu. "A practical framework for the US universities to attract and support African students to business education." Forum for Education Studies 3, no. 3 (2025): 2735. https://doi.org/10.59400/fes2735.

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This paper presents a practical framework designed to guide US universities to attract and retain international students from Africa, particularly in the context of business education. Drawing from consumer choice theories, international student decision-making models, and the socio-cultural contexts of African countries, this study synthesizes existing literature to provide actionable insights for Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs). Key focus areas include cultural and social integration, financial accessibility, specialized busine

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Sautman, Barry. "Anti-Black Racism in Post-Mao China." China Quarterly 138 (June 1994): 413–37. http://dx.doi.org/10.1017/s0305741000035827.

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Expressions of anti-black sentiment by Chinese students have caught the world's attention periodically since the end of the 1970s. Demonstrations against African students in Nanjing and other cities between late 1988 and early 1989 received wide press coverage. Because the African population in China is small and transient, some observers saw these events as a manifestation of a vestigial xenophobia, not as part of a developing trend of thought within a key segment of Chinese society. Placed next to the brutal ethnic conflicts that plague much of the world, the episodic, non-lethal incidents i

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Evans, Stephanie Y. "African American Women Scholars and International Research: Dr. Anna Julia Cooper’s Legacy of Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (2009): 77–100. http://dx.doi.org/10.36366/frontiers.v18i1.255.

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In this article, a little-known but detailed history of Black women’s tradition of study abroad is presented. Specifically, the story of Dr. Anna Julia Cooper is situated within the landscape of historic African American students who studied in Japan, Germany, Jamaica, England, Italy, Haiti, India, West Africa, and Thailand, in addition to France. The story of Cooper’s intellectual production is especially intriguing because, at a time when Black women were just beginning to pursue doctorates in the United States, Anna Cooper chose to earn her Ph.D. from the Sorbonne in Paris. In this article,

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Battey, Dan, Tonya Bartell, Corey Webel, and Amanda Lowry. "Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking." Journal for Research in Mathematics Education 52, no. 1 (2021): 62–93. http://dx.doi.org/10.5951/jresematheduc-2020-0207.

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Recent international studies have found that teachers’ attitudes, biased against historically marginalized groups, predict lower student achievement in mathematics (e.g., van den Bergh et al., 2010). It is not clear, however, if or how teachers’ racial attitudes affect their evaluation of students’ mathematical thinking to produce these effects. Using an experimental design, we conducted an online survey to examine the relationship between preservice teachers’ (PSTs) racial attitudes and their perceptions of students’ mathematical thinking. The survey used comparable videos, with similar mathe

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Ng'uni, Alice, Petro Petlovanyi, Anatolii Tsarkov, and Houchao Lyu. "Binge Drinking Among African International Students Who are Studying and Living in China: An Emerging Concern." European Journal of Medical and Health Sciences 5, no. 6 (2023): 38–44. http://dx.doi.org/10.24018/ejmed.2023.5.6.1947.

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Binge drinking poses a growing concern, particularly among higher education students, with a notable impact on Black African students in China. This cross-sectional study employed the Alcohol Use Disorders Identification Test (AUDIT) to survey 370 students aged 18 to 45 in a prominent Chinese educational institution. Results indicated that 18.5% refrained from alcohol, while 61% exhibited low-risk use, 18.5% displayed hazardous use, and 5% showed harmful use. Notably, 38% of low-risk students consumed more than two drinks on occasion, and 35% had more than six drinks in a single instance. Give

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Kuradusenge-McLeod, Claudine. "Multiple Identities and Scholarship: Black Scholars’ Struggles for Acceptance and Recognition in the United States of America." International Studies Review 23, no. 2 (2021): 346–69. http://dx.doi.org/10.1093/isr/viaa098.

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Abstract This article explores the stories of African and African American scholars in predominantly white institutions. It sheds light on the challenges of underrepresentation, sexism, and racial identity in an area of white fragility: academia. The lack of representation among International Studies scholars in the United States and Europe has not only had an impact on academia, but has also put heavy pressure on minority scholars, since they are often asked, by their institutions and students, to advise and mentor students who too often feel out of place or misunderstood by the faculty avail

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Ankomah, William Sarfo. "African International Teaching Assistants’ Experience of Racial Microaggressions in a Canadian Higher Education Institution." Journal of the International Society for Teacher Education 26, no. 1 (2022): 25–39. http://dx.doi.org/10.26522/jiste.v26i1.3818.

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Pervasive racial microaggressions (subtle and everyday racist acts) continue to challenge African international teaching assistants (AITAs) who strive to create conducive learning environments for students in a Canadian university. This qualitative study drew from racial microaggression theory and gathered data through semi-structured individual interviews to examine seven former AITAs’ experiences of racism in their teaching assistant (TA) duties. Findings indicated that non-Black students doubted AITAs’ subject-matter expertise, undermined their English communication skills, and often exhibi

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Radder, Laetitia, and Wei Huang. "High‐involvement and low‐involvement products." Journal of Fashion Marketing and Management: An International Journal 12, no. 2 (2008): 232–43. http://dx.doi.org/10.1108/13612020810874908.

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PurposeKnowledge of brand awareness and its role is important for the design of an organisation's marketing strategies. This study aims to determine the brand awareness of high‐ and low‐involvement products among Black and non‐Black students enrolled at a South African university.Design/methodology/approachA self‐administered survey was completed by a convenience sample of 300 students of the Nelson Mandela Metropolitan University in Port Elizabeth, South Africa. The focal high‐involvement product was sportswear clothing and the low‐involvement product, coffee.FindingsThe results indicated a h

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Susan, Boafo-Arthur, A. Attah Dzifa, Boafo-Arthur Ama, and D. Akoensi Thomas. "Strategies and Initiatives in Acculturation: Voices from Ghana." Journal of International Students 7, no. 4 (2017): 1065–79. https://doi.org/10.5281/zenodo.1035967.

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<em>Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad t

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Smith, Patriann, Alex Kumi-Yeboah, Rong Chang, Jaehoon Lee, and Paul Frazier. "Rethinking “(Under) Performance” for Black English Speakers: Beyond Achievement to Opportunity." Journal of Black Studies 50, no. 6 (2019): 528–54. http://dx.doi.org/10.1177/0021934719851870.

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We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of “(under)performance” of Black American (i.e., African American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program for International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as language speakers on the PISA reading literacy assessment measure, the influence of this self-identification on interpretations of their reading literac

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Meriç, İsmail, Abdurrahim Emhan, and Sezgin Çocuk. "Students’ Perceptions of Diversity in Higher Education: A Case from Turkey." Journal of Social Research and Behavioral Sciences 7, no. 13 (2021): 45–67. http://dx.doi.org/10.52096/jsrbs.6.1.7.13.3.

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Today, as student mobility in higher education is increasing, university environments are hosting more students with different races, cultures and backgrounds. Because the structure of universities is mostly designed in accordance with the culture of white students, white students are generally not very interested in the issues of differences and their general perception of differences is low. However, African-origin black students, who have had an experience of differences in a period of their lives, are more interested in issues related to differences and their general perception of the diff

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Porco, Alessandro. "The Life and Art of Mary Parks Washington (Fall 2018)." New Americanist 2, no. 2 (2023): 167–204. http://dx.doi.org/10.3366/tna.2023.0015.

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This essay presents a critical biography of African American visual artist Mary Parks Washington, with an emphasis on her creative development from 1942 to 1979. Washington's extant art is discussed in the context of her educational background, social network, and political affiliations, as well as the history of activist curation in the wake of the Black Arts and Black Power movements. As an undergraduate at Spelman College in the 1940s, Washington was mentored by muralist Hale Woodruff, who encouraged her to continue her studies at the Art Students League of New York, Black Mountain College,

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DUAN, RUODI. "Solidarity in Three Acts: Narrating US black freedom movements in China, 1961–66." Modern Asian Studies 53, no. 05 (2019): 1351–80. http://dx.doi.org/10.1017/s0026749x1700052x.

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AbstractThe political campaigns and events that comprised the US civil rights movement, as well as the urban race riots that coloured the 1960s, garnered widespread public attention and press coverage within the People's Republic of China (PRC). In the years between the Sino-Soviet Split in 1961 and the beginning of the Cultural Revolution in 1966, China strove to substantiate its commitment to US black liberation in three key respects: consistent news reporting, sentimental receptions of visiting black activists, and local gatherings that publicized up-to-date information on US anti-racist st

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Alemu, Amsale. "Demystifying the Image." Comparative Studies of South Asia, Africa and the Middle East 42, no. 2 (2022): 442–53. http://dx.doi.org/10.1215/1089201x-9987931.

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Abstract While opposition to the Ethiopian monarchy was an immediate imperative of the Ethiopian revolutionary movement, self-professed “anti-feudalism” was but one part of the political-economic object of revolutionary critique. Originating from a country famous for its legacy of African independence, and against a monarch who was a global pan-African icon, Ethiopian revolutionary opposition to Haile Selassie would require not only a politics of dissent, but also an anti-colonial framing. This article centers anti-imperialism—specifically challenges to US neo-imperialism in Ethiopia—among Eth

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Kras, Stefan. "Senghor's Rise to Power 1948–1951. Early Roots of French Sub-Saharan Decolonisation." Itinerario 23, no. 1 (1999): 91–113. http://dx.doi.org/10.1017/s0165115300005453.

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The historiography of the decolonisation of the French overseas empire offers its students a highly mixed picture. While the atrocities committed during the independence wars in Indochina and Algeria belong to the black pages of contemporary French history, the decolonisation of the French sub-Saharan territories is presented in a much more positive light. In 1960, France ‘gracefully’ agreed to the independence of fourteen of its African territories, after which close relations with the regimes of nearly all those states were nurtured until at least the 1980s. This smooth transfer of power is

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Griffin, Frank W., and Lillie Anderton-Lewis. "Enhancing Connections Between Students and Instructors: African-American Students' Use of Computer-Mediated Communication." Business Communication Quarterly 61, no. 2 (1998): 9–19. http://dx.doi.org/10.1177/108056999806100203.

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The move to incorporate computer-mediated communication (CMC) into the business curriculum is driven by job market demands for information technol ogy skills. Business instructors may discover, however, a pedagogical bonus: more communication with their students outside the classroom. We studied the perceptions and practices of 138 students in business communications at one of the historically black colleges and universities who used e-mail and the Internet to complete assignments. The results indicate that CMC encouraged students to become active learners and to contact instructors. Anecdotal

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Mesouani, Hannah. "Racism without race." Journal of International Students 15, no. 3 (2025): 61–89. https://doi.org/10.32674/gy7zqs02.

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By utilizing foundational texts on critical race theory, scholarships on Muslim Americans, and the Ethnic Identity Scale (EIS), this mixed methods study examines Muslim Middle Eastern and North African (MENA) racial identity development amid America’s tense history with Islam and the MENA world. The findings revealed that participants were 53% more likely to identify as Black within the U.S. census schema, and when self-identifying, 42% of participants chose new identity terminology such as Arab or Middle Eastern. The participants felt most comfortable with other Muslim international students

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Qurat-Ul-Ain, Ahmad Usman Yusuf, Sajjad Ahmad, and Zafran Faraz. "ORAL CANCER RESEARCH --- ALL ABOUT KNOWLEDGE, ATTITUDE AND PRACTICE AMONG INTERNATIONAL STUDENTS AT UNITED KINGDOM." Journal of Khyber College of Dentistry 11, no. 02 (2021): 6–15. http://dx.doi.org/10.33279/jkcd.v11i02.140.

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Objective: To evaluate knowledge attitude and awareness level of oral cancer disease among international students of University of Bedfordshire. Materials and Methods: This descriptive cross-sectional study was conducted on 100 overseas students having age group of 16-45 years from Bedfordshire University which have 5 ethnic group; Asian, African, White British, Black British, British Pakistani. Sample size of 100 participants with 95% confidence level and confidence interval of 9.05 was calculated. Data collection was through survey method and tool was used self administered

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Sodhi, Myrtle, and Sonia Martin. "Considering an Ethic of Care Framework to Counter Colonial Violence in International Education." Journal of Comparative & International Higher Education 15, no. 5 (2023): 68–81. http://dx.doi.org/10.32674/jcihe.v15i5.5879.

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This collaborative, theoretical essay considers how an Embodied Ethic of Care Framework (Sodhi, 2022) could offer a different way of being in internationalized educational contexts in Canada. We begin by describing international education in the Canadian context. We explain how a federal international education strategy that is focused on boosting the economy rather than on education leads to “conditional hospitality” (Ahmed, 2012) and the commodification of international students (Guo & Guo, 2017). We then introduce the Embodied Ethic of Care Framework which is informed by Black feminist

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Manguvo, Angellar, Stephen Whitney, and Ottilia Chareka. "The Role of Volunteerism on Social Integration and Adaptation of African Students at a Mid-Western University in the United States." Journal of International Students 3, no. 2 (2013): 117–28. http://dx.doi.org/10.32674/jis.v3i2.505.

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This study examined the role of volunteer experiences on Black African international students’ social integration and adaptation at a predominantly White Mid-Western university in the United States. The study explores micro-level interactions and relationships fostered during volunteering as well as feelings of inclusion/exclusion and personal satisfaction. Thirteen participants who had volunteered in services that required substantial interactions were interviewed. Four themes on the positive influence of volunteering on social integration and adaptation were identified, namely; fostering of

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Da Silva, Joselina. "NEABs: Quilombos epistêmicos contra uma educação “brancocentrada”." Integración y Conocimiento 10, no. 2 (2021): 38–57. https://doi.org/10.61203/2347-0658.v10.n2.33916.

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This article is about a social movement present within different Brazilian educational institutions, entitled NEABs (Afro-Brazilian Studies Centers). The article is divided into three main parts. Initially, we will address the phenomenon of the emergence of the studies on the African continent, inserted in the Brazilian academic sphere by white researchers in compliance with international integration policies of the Brazilian government. Then we will discuss about the first initiatives under the guidance and coordination of black researchers, students and / or activists, notably in the late 19

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Hodgkinson, Dan. "POLITICS ON LIBERATION'S FRONTIERS: STUDENT ACTIVIST REFUGEES, INTERNATIONAL SOLIDARITY, AND THE STRUGGLE FOR ZIMBABWE, 1965–79." Journal of African History 62, no. 1 (2021): 99–123. http://dx.doi.org/10.1017/s0021853721000268.

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AbstractDuring Zimbabwe's struggle for national liberation, thousands of black African students fled Rhodesia to universities across the world on refugee scholarship schemes. To these young people, university student activism had historically provided a stable route into political relevance and nationalist leadership. But at foreign universities, many of which were vibrant centres for student mobilisations in the 1960s and 1970s and located far from Zimbabwean liberation movements’ organising structures, student refugees were confronted with the dilemma of what their role and future in the lib

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Ivaska, Andrew. "Beyond crisis: African universities’ global presence before and after structural adjustment." Africa 94, no. 5 (2024): 680–84. https://doi.org/10.1017/s0001972024000834.

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I want to say what a privilege it is to be invited to comment on Jeremiah Arowosegbe’s article ‘African universities and the challenge of postcolonial development’. First and foremost, this is because Arowosegbe’s piece is exactly the kind of intervention we need more of: passionately written, politically engaged commentaries on the state of African universities today by scholars based on the continent who are invested in charting the best way forward for their institutions. African universities have been in a kind of Janus-faced state for at least the last decade, if not longer. On the one ha

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Hall, Ralph P., Jessica Agnew, Wei Liu, Lana Petrie, and Chris North. "Systematic investigation of inadequate food access at a large southeastern land grant university." PLOS ONE 19, no. 3 (2024): e0298041. http://dx.doi.org/10.1371/journal.pone.0298041.

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Over the past decade, the impact of low food security on student well-being and academic performance has become a growing concern at institutions of higher education across the U.S. This mixed methods study adds to the growing body of evidence on the association between student socio-demographic and economic characteristics and food security. An online survey covering food access, student well-being, and housing security was sent to 35,337 undergraduate and graduate students at a large southeastern land grant university. A total of 2,116 complete responses were received; a 6% response rate. Th

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Iwu, Chux Gervase. "Kulula.com, South Africa – a case study." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–3. http://dx.doi.org/10.1108/20450621111124433.

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Subject area Human resource management; primarily employment law impacting on employment relations. Study level/applicability Second year (or 200 level) students up to post graduate programmes in Business Management, Human Resources Management and Law. Case overview The world is still fascinated by South Africas transition to democracy; what with stories of massacre (Sharpeville, etc.) of those who dared challenge white supremacy and the battle for prominence between the African National Congress and the Inkatha Freedom Party. Since gaining independence, South Africa has attracted investors fr

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Vizzarri, Francesco. "NETWORK PERSPECTIVE: BENEFITS OF INTERNATIONAL SCIENTIFIC COLLABORATION." Slovak Journal of Animal Science 57, no. 2 (2024): 1–2. http://dx.doi.org/10.36547/sjas.923.

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In 2010 Freeman suggested that "the globalization of scientific and engineering knowledge is the most potent aspect of modern globalization". International research collaboration is an activity that is widely pushed globally, at the level of research institutes and universities. Academic world is increasingly interconnected, fostering such international partnerships that represents the globalization of science from the scientific collaboration perspective. These collaborations extend beyond sharing resources. Main goal of those activities is exchanging ideas, cultures, and visions to address c

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Fonju, Njuafac Kenedy, and Habibu Amadou. "Darien Gap Forested Jungles and Waterways (APDDGFJW) of Latin America and the Caribbean (LAC) in the Post-COVID 19 of the 21st Century." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 10, no. 01 (2024): 1–23. http://dx.doi.org/10.36344/ccijhss.2024.v10i01.001.

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This paper deals with the identification of the Darien Gap as the main channel of continuous clandestine, illegal, undocumented and irregular migratory pathways of African Youths which caught our attention in the post-COVID 19 of the 21st Century with gross ambitions to get richer faster through the slogan of greener pastures with the majority giving off their lives ignorantly and embarrassingly to tilapias of the Mexican deep rivers in an attempt to cross to North American countries of United States and Canada. The end results was the untimely psychological tortures of their parents and spora

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Wang, Xuexia, Francisco A. Fernandez-Lima, Zoran Bursac, et al. "Abstract 7111: A cross-sectional survey of genomics infrastructure at six NHGRI-funded Diversity Centers for Genome Research." Cancer Research 85, no. 8_Supplement_1 (2025): 7111. https://doi.org/10.1158/1538-7445.am2025-7111.

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Abstract Background: With the rapid advancements in human genetics and genomics research, it is crucial to build genomics capacity at minority-serving institutions (MSIs), which play a key role in developing diverse workforce in genomics and precision medicine, driven by their commitment to educating and training underrepresented students and trainees. Moreover, MSIs are instrumental in tackling chronic diseases, including cancer, that disproportionately affect minority and underserved populations. Methods: A comprehensive cross-sectional survey was conducted from August to October 2024 across

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Staccini, Pascal, and Annie Y. S. Lau. "Consuming Health Information and Vulnerable Populations: Factors of Engagement and Ongoing Usage." Yearbook of Medical Informatics 31, no. 01 (2022): 173–80. http://dx.doi.org/10.1055/s-0042-1742549.

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Objectives: To summarise the state of the art during the year 2021 in consumer health informatics and education, with a special emphasis on “Inclusive Digital Health: Addressing Equity, Literacy, and Bias for Resilient Health Systems”. Methods: We conducted a systematic search of articles published in PubMed using a predefined set of queries. In order to build queries, we have used a common understanding of digital inclusion. Leaving no one behind in the digital age requires not only reaching the most vulnerable populations, but also those people and population groups that are not digitally li

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Editors, RIAS. "IASA Statement of Support for the Struggle Against Racialized Violence in the United States." Review of International American Studies 13, no. 1 (2020): 291–93. http://dx.doi.org/10.31261/rias.9626.

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The International American Studies Association is dismayed to see the explosion of anger, bitterness and desperation that has been triggered by yet another senseless, cruel and wanton act of racialized violence in the United States. We stand in solidarity with and support the ongoing struggle by African Americans, indigenous peoples, ethnic minorities, migrants and the marginalized against the racialized violence perpetrated against them. As scholars of the United States, we see the killing of George Floyd and many before them as acts on the continuum of the history of the powerful commi

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Bukhari, Syeda Tehmina, Muhammad Rafiq-uz-Zaman, and Sumera Bano. "Analysing the Impact of Education Policies and Their Implementation on the School Education System in Punjab, Pakistan." Inverge Journal of Social Sciences 4, no. 1 (2025): 98–110. https://doi.org/10.63544/ijss.v4i1.136.

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In Punjab, Pakistan, a province whose educational outcomes are pivotal to national development, the school system continues to struggle with significant challenges in access, quality, and equity. Despite a long history of ambitious education policies, a persistent and critical gap exists between policy intentions and their practical implementation, leaving many students without quality learning opportunities and teachers without adequate support. This narrative review analyzes the landscape of education policy and reform since 2001, synthesizing a wide body of evidence from policy documents, p

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Shahid, Nayla, Muhammad Asif, and Dr Adil Pasha. "Effect of Internet Addiction on School Going Children." Inverge Journal of Social Sciences 1, no. 1 (2022): 13–55. https://doi.org/10.63544/ijss.v1i1.3.

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The Internet plays a fundamental role in society. It is an easy access point for information exchange and academic research. Prolonged use of the internet can lead to internet addiction, resulting in marked distress and/or functional impairment in psychological, physical, and social daily life activities. OBJECTIVE: To assess the nutritional status of school going children linked with internet addiction residing in the vicinity of Bani Gala, Islamabad, and to reconnoitre the changes in dietary habits among school going students located in Bani Gala, Islamabad. STUDY DESIGN: The study was desig

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Suwahono, Suwahono, and Dwi Mawanti. "Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 281–95. http://dx.doi.org/10.21009/jpud.132.06.

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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action resea

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Carrithers, Bria K., Joacy Mathias, Manuela Plazas Montana, et al. "Knowledge of Fertility and Perception of Fertility Treatment Among Adults with Sickle Cell Disease (KNOW FERTILITY)." Blood 138, Supplement 1 (2021): 3101. http://dx.doi.org/10.1182/blood-2021-154040.

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Abstract Background Adults with sickle cell disease (SCD) face unique fertility risks due to SCD and use of disease modifying therapies (DMTs). Concerns about compromising fertility may inform patients' therapy choices, but little is known about fertility knowledge in adults with SCD. The Cardiff Fertility Knowledge Scale (CFKS) and Fertility Treatment Perception Survey have been studied in international and national cohorts 1,2. The purpose of this study was to administer these surveys to adults with SCD and compare responses to previously studied populations. Methods Our IRB approved this cr

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Okpaleke, Michael Sunday, Adaora Doreen Nwajagu, Ezechukwu uche, Daniel Chimuanya Ugwuanyi, and Michael Promise Ogolodom. "PERCEPTION OF MAMMOGRAPHY EXAMINATION BY MIDDLE-AGED WOMEN IN PUBLIC SCHOOLS IN NNEWI NORTH LOCAL GOVERNMENT AREA, NIGERIA." Nigerian Journal of Medical Imaging and Radiation Therapy 11, no. 1 (2022): 12–21. https://doi.org/10.5281/zenodo.6480429.

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<strong>PERCEPTION OF MAMMOGRAPHY EXAMINATION BY MIDDLE-AGED WOMEN IN PUBLIC SCHOOLS IN NNEWI NORTH LOCAL GOVERNMENT AREA,  ANAMBRA STATE, NIGERIA.</strong>                                                            <strong>OKPALEKE MICHAEL SUNDAY <sup>1 </sup>NWAJAGU ADAORA DOREEN <sup>1</sup>, UCHE EZE

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Awuor, Diana Carole. "Understanding Black-African International Students’ Experiences in United States Colleges and Universities through Social Identity Theory." Journal of International Students 11, no. 2 (2020). http://dx.doi.org/10.32674/jis.v11i2.2741.

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In this literature review, Henri Tajfel’s social identity theory (SIT) is explained and examined as potentially useful for analyzing the experiences of Black-African international students (BAIS) in U. S. colleges and universities. Race has been and still is a major issue in the United States. Through this review of literature, I sought to find out how BAIS race affected their experiences in the United States.

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A. Lewis, Tasha, and Emmanuel Iyiegbuniwe. "Barriers and Facilitators of Mental Health Services for African-American College Students: A Pilot Study." HPHR Journal, no. 39 (2021). http://dx.doi.org/10.54111/0001/mm1.

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African-American/Black college students are less likely to utilize mental health services, when compared to other races or ethnicities in the United States. It must be noted that in general, Black college students have unique experiences that affect their mental health. However, there is paucity of published research and information in the literature on the utilization of mental health services by this population of college students. This pilot study was conducted to understand and appreciate the shared barriers and facilitators that affect Black students in seeking and utilizing mental health

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