Academic literature on the topic 'Education; African American studies; Gender studies'
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Journal articles on the topic "Education; African American studies; Gender studies"
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Assari, Shervin. "Educational Attainment Better Protects African American Women than African American Men Against Depressive Symptoms and Psychological Distress." Brain Sciences 8, no. 10 (2018): 182. http://dx.doi.org/10.3390/brainsci8100182.
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Background: Recent research has shown smaller health effects of socioeconomic status (SES) indicators such as education attainment for African Americans as compared to whites. However, less is known about diminished returns based on gender within African Americans. Aim: To test whether among African American men are at a relative disadvantage compared to women in terms of having improved mental health as a result of their education attainment. This study thus explored gender differences in the association between education attainment and mental health, using a representative sample of American adults. Methods: The National Survey of American Life (NSAL; 2003) recruited 3570 African American adults (2299 females and 1271 males). The dependent variables were depressive symptoms and psychological distress. The independent variable was education attainment. Race was the focal moderator. Age, employment status, and marital status were covariates. Linear regressions were used for data analysis. Results: In the pooled sample that included both male and female African American adults, high education attainment was associated with lower depressive symptoms and psychological distress, net of covariates. Significant interactions were found between gender and education attainment with effects on depressive symptoms and psychological distress, suggesting stronger protective effects of high education attainment against depressive symptoms and psychological distress for female as compared to male African Americans. Conclusion: A smaller gain in mental health with respect to educational attainment for male African American males as compared to African American females is in line with studies showing high risk of depression in African American men of high-socioeconomic status. High-SES African American men need screening for depression and psychological distress.
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Oikelome, Gloria. "Pathway to the President:The Perceived Impact of Identity Structures on the Journey Experiences of Women College Presidents." International Journal of Multicultural Education 19, no. 3 (2017): 23. http://dx.doi.org/10.18251/ijme.v19i3.1377.
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This phenomenological study utilizes the framework of Intersectionality to explore the perceived impact of race, gender, and other identity structures on the journey experiences of seven White and six African American women college presidents. Findings suggest that while gender is becoming more peripheral, the interlocking tensions of race and gender often shape the journey experiences of African American women, with race appearing to be a salient factor. Despite challenges resulting from these social constructs, the women employed various strategies for navigating the presidential pipeline including mentorship, leadership development programs, and firm assurance of institutional fit.
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Uduku, Ola. "An architecture of education: African American women design the new south." Women's History Review 28, no. 4 (2019): 707–9. http://dx.doi.org/10.1080/09612025.2019.1616473.
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Coleman-Burns, Patricia. "African American women?education for what?" Sex Roles 21, no. 1-2 (1989): 145–60. http://dx.doi.org/10.1007/bf00289733.
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Jones, Martinque K., Mariel Buque, and Marie L. Miville. "African American Gender Roles: A Content Analysis of Empirical Research From 1981 to 2017." Journal of Black Psychology 44, no. 5 (2018): 450–86. http://dx.doi.org/10.1177/0095798418783561.
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The purpose of this study was to explore how gender roles research has been conducted among African Americans in the psychological literature. Accordingly, we completed a content analysis of empirical studies on this topic. We utilized the Table of Contents of several psychology journals, psychological databases, and search engines to identify relevant literature. Articles included for review met the following criteria: (a) published between 1981 and 2017, (b) empirically based, (c) psychologically focused on gender- or sex-role constructs, and (d) included samples that were solely African American or consisted of a substantial number of African American participants (range: 17-3,000). Qualifying articles ( N = 56) were categorized into one of five content areas (i.e., Self-Concept and Social Identity, Scale Development and Validation, Personality, Family and Gender Role Socialization, and Education/Vocation). We also analyzed sample characteristics, research methods, and publication trends across studies. A majority of the reviewed studies included samples of adults, utilized quantitative methods, and were published within the past 18 years. Using the results of the analysis, we highlight the strengths and limitations of the current scholarship focused on gender roles among African Americans and offer suggestions regarding future research and its significance within the field of Black psychology.
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Littlefield, Valinda W. "Using the Educational Histories of Individuals to Complicate Standard Historical Narratives about Expanding Citizenship Rights and Opportunity." History of Education Quarterly 56, no. 1 (2016): 157–63. http://dx.doi.org/10.1111/hoeq.12157.
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My History of Southern African American Education, 1865–Present class, a mid-level survey course, examines the history of education for African Americans in the South from Reconstruction to the twenty-first century. It draws a variety of undergraduate students, as it is cross-listed with the College of Education, Department of History, African American Studies Program, and the Institute of Southern Studies. We examine issues of power and privilege, and the ways that race, ethnicity, gender, and socioeconomic status interact with educational opportunities and achievement. A major objective is to help students understand the ways in which public education in the United States was shaped by competing economic, political, and ideological interests; this focus includes learning the ways in which schools reinforced and reshaped the larger society. Another objective is to use local, state, and regional educational issues to provide a background for understanding the history of education as well as patterns, trends, and changes in the larger historical narrative.
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Butler, Alana. "Quiltmaking among African-American women as a pedagogy of care, empowerment, and sisterhood." Gender and Education 31, no. 5 (2019): 590–603. http://dx.doi.org/10.1080/09540253.2019.1594708.
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Dancy, T. Elon. "Colleges in the making of manhood and masculinity: gendered perspectives on African American males." Gender and Education 23, no. 4 (2011): 477–95. http://dx.doi.org/10.1080/09540253.2010.508454.
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Simon, Cassandra E., Dorcas D. Bowles, Shirley W. King, and Lucinda L. Roff. "Mentoring in the Careers of African American Women in Social Work Education." Affilia 19, no. 2 (2004): 134–45. http://dx.doi.org/10.1177/0886109903262765.
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Bal, Aydin, Jennifer Betters-Bubon, and Rachel E. Fish. "A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance." Education and Urban Society 51, no. 2 (2017): 247–68. http://dx.doi.org/10.1177/0013124517716260.
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Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state’s data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students’ race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not substantively meaningful predictors, excepting the percentage of transferred students. Implications for future research and practice are discussed.
Dissertations / Theses on the topic "Education; African American studies; Gender studies"
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Billingsley, Kia A. "African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/548.
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Historically, African American male students have been marginalized in our society and we have seen the repeatedly through the media, educational statistics, and prison statistics. This study was completed to examine the intersection of race and gender in urban classroom setting by looking at the impact of African American male student. This study challenges culturally responsive pedagogy and looks at a more specific pedagogy, African Centered pedagogy to determine the effective practices African American female educators use to positively impact the African American male student in the classroom setting.
The data collected in this study demonstrated that African American female educators make a conscious effort to prepare African American male students in their class for the obstacles they will have to face in society. They provide positive classroom environments and multiple opportunities for these students when American society does not, and they demonstrate a critical understanding of the gendered experiences of African American students and act accordingly.
This study proposes that there is a need for a more specific pedagogy introduced in teacher education programs in order to prepare not only African American educators but also all educators to better support African American male students by using Black feminist thought.
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Mason, Andrea Little. "Non-conventional gender roles in relationship education curricula for African Americans| A content analysis." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691443.
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<p> Empirical evidence shows that successful marriages among African Americans are often more egalitarian than hierarchical; however, there was no known research that explored how curricula developers depict non-conventional gender roles in relationship education designed for African Americans. This content analysis involved exploration of nonconventional gender roles in three relationship education curricula developed for African Americans. Analyses included both the manifest (explicit) and latent (implicit) messages of the curricula to determine whether portrayals of gender roles were conventional or non-conventional. The PIES (Political/Intercultural/Economic/Social) model of marital dimensions allowed analysis of marital gender roles using an organizational analysis model that included the political (power structures and decision-making), intercultural (values and beliefs about manhood and womanhood), economic (employment and education of the couple), and social (domestic roles and responsibilities) dimensions of marriage. Results of the study revealed that the intercultural dimension tended toward conventional characteristics, even when the political, economic, and social dimensions were non-conventional. The results suggested that curricula developers design curricula based on conventional contexts of marriage that do not include African Americans’ historical context of marital gender roles in the United States. Two of the curricula described titular type leadership that combines aspects of conventional and nonconventional gender roles in the PIES model and is most effective when husbands practice servant leadership. Explicit instruction about gender roles through the PIES model was a suggestion to help resolve the cognitive dissonance created by conflicting ontological perspectives, especially in Biblical contexts. </p>
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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.
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<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. </p><p> The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.</p>
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Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.
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<p> From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants’ experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. </p><p> This qualitative study highlighted the fundamental reasons why a small group of African American male high school juniors and seniors in the selected high school have succeeded academically. Through interviews, and field notes, I uncovered factors related to home and school environmental factors, academic and surrounding community factors, factors of self-motivation from participants, and the role of sports and extracurricular activities, which contributed to the success of these African American males. </p><p> The qualitative methods used in the study gave voice to the students and made their individual experiences clear. The findings indicated that parent and teachers’ high expectations and positive relationships, loyal peers who also served as accountability partners and a strong relationship with their parents; especially their mothers contributed to their academic success. An in-depth examination of the study findings could lead school personnel to actively participate in critical conversations about issues related to African American male achievement. The context centering on the mutual themes present in the lives of the 21 participants of this study may lead to significant school-based, school district, local and national school reform and increased achievement for all students; particularly African American males.</p>
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Veloz, Olivia N. "Factors that support successful African American male student-athletes at a community college." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663038.
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<p> The purpose of this study was to gain a rich understanding of successful African American male student-athletes' perspectives on factors that supported their academic success in California community colleges. Using phenomenological methods, 13 African American male student-athletes from a large suburban single-campus community college were interviewed. Twelve of the 13 student-athletes participated in intercollegiate football, and one played basketball. The interview sample was comprised of students with ages spanning from 19 to 23 and grade point averages varying from 2.12 to 3.57, with most of the students above a 2.5 grade point average. The results of this study provide a unique look into the lives of African American male student-athletes as they describe their individual journeys that have led to their academic success. The young men discussed the effects of family, finances, relationship negotiation, academic resources, academic integration, and racial issues that served as a support to their success rather than as a barrier. This study raises awareness of the struggles Black student-athletes encounter in college and their resiliency in overcoming challenges by utilizing the barriers they face as motivation to succeed in both their athletic and academic endeavors. Additionally, this study provides insights that administrators, program developers, and educational leaders can use to ensure inclusiveness and to enhance programs and academic pathways that intentionally support first-generation, underrepresented, underserved students.</p>
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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.
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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
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Irby, Coretta Andrea. ""Now You Know What You're Reaching For?On the Up and Up"| An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700277.
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<p> Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed. </p>
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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.
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<p> Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thus, possessing the lowest college graduation rate. St. Peter Claver Academy (pseudonym) is a Catholic, male high school located in an inner city, low-income community in the western United States. The demographic composition of the school is 65% Latino and 35% African American. Despite the fact that 100% of seniors are accepted into a college or university, the graduates of St. Peter Claver Academy have very poor college graduation rates. This qualitative study investigated the narratives of seven African-American graduates of the school in order to understand their college experiences, looking closely at attrition, retention, resilience, and persistence. Through the lens of critical bicultural theory, the voices of these former students are central to this study in an effort to seek common threads about their experiences, which can provide educators useful insight on how to improve the college graduation rate for this underrepresented student population group.</p>
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Taylor, Timothy L. "Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124222.
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<p> This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in gathering and analyzing data to find the differences between the two groups. The results of an ANCOVA test and chi-square goodness-of-fit tests indicated no significant difference (<i>F</i> = .054, <i>P</i> = .817) between the mean gain reading comprehension scores of 11th grade at-risk African American male students who received AAMI/AVID learning methodologies and those who did not. However, a significant difference did exist (<i>P</i> = .000, chi-square = 24.605) between the two instructional approaches (AAMI/AVID learning methodologies and non-AAMI/AVID learning methodologies), which indicated a high association between AAMI/AVID learning methodologies and enrollment into more rigorous courses such as advanced placement and or honors classes: X<sup>2</sup>(1) = 7.410<sup>a</sup>, <i>p</i> (.006) ≤ .05. Although a final research question (Is there a difference in the number of students enrolled in college after graduation of at-risk African American male students who received CRP and those who did not during 2010-2013?) could not be answered due to lack of available data, teachers and or administrators of the AAMI/AVID program in the district recorded that 90% of the at-risk African American male students who received AAMI/AVID learning methodologies enrolled in college after graduation. Practical implications for this study suggested that professional development (PD) of AAMI/AVID learning methodologies is an essential factor in effective implementation of AAMI/AVID learning methodologies, and these methodologies can yield positive results for at-risk African American male students.</p>
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Taylor, Michelle Flowers. "Sacred Spaces| A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722850.
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<p> Late-adolescent African American students face unique difficulties on their journey to womanhood. As members of a double minority (i.e., African American and female) (Jean & Feagin, 1998), certain limiting stereotypes relevant to both race and gender pose challenges to these students. They must overcome these challenges in order to excel within the various and changing environments they move through on a daily basis (hooks, 1981, 1994). Within the context of social justice, this dissertation provides insight into the role that language and literacy practices play to help enable the positive and affirming development of self-hood of African American college freshmen. This research is qualitative and employs critical narrative inquiry to analyze data collected from six academically high-achieving African American female freshmen college students attending Ivy League, Historically Black Colleges, and private and state universities in the United States.</p>
Books on the topic "Education; African American studies; Gender studies"
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Mitchell, Dymaneke D. Crises of identifying: Negotiating and mediating race, gender, and disability within family and schools. IAP, Information Age Publishing, Inc., 2013.
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Achievement, gender, and class in an African-American setting: Correlations and contradictions in a southern boarding school. International Scholars Publications, 1996.
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Contemporary voices from the margin: African educators on African and American education. Information Age Publishing, Inc., 2012.
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American multicultural studies: Diversity of race, ethnicity, gender, and sexuality. SAGE Publications, 2012.
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Jenkins, William L. Essays on education: The most definitive word yet on the education of Black children, particularly the Black male. W. Jenkins, 1990.
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1940-, Smitherman Geneva, ed. Educating African American males: Detroit's Malcolm X Academy solution. Third World Press, 1996.
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Degrees of inequality: Culture, class, and gender in American higher education. Johns Hopkins University Press, 2010.
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Richie, Beth. Compelled to crime: The gender entrapment of battered Black women. Routledge, 1996.
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Bernard-Carreño, Regina. Say it loud: Black studies, its students, and racialized collegiate culture. Peter Lang, 2013.
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Voices of the talented tenth: Values of young black males in higher education. University Press of America, 2007.
Find full textBook chapters on the topic "Education; African American studies; Gender studies"
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Nzengya, Daniel M., and John K. Maguta. "Gendered Vulnerability to Climate Change Impacts in Selected Counties in Kenya." In African Handbook of Climate Change Adaptation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-42091-8_169-1.
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AbstractExtreme climate change events such as frequent and prolonged droughts or floods associated with climate change can be very disruptive to peoples’ livelihoods particularly in rural settings, where people rely on the immediate environment for livelihood. Shocks in the people’s livelihoods can trigger diverse responses that include migration as a coping or adaption strategy. Migration takes many forms depending on the context and resources availability. Very few studies in Kenya have used qualitative analysis to bring up women’s voices in relation to gender, climate change, and migration, especially along hydrological gradient. This chapter presents results of qualitative research conducted from 58 participants in 2018 in three counties in Kenya, namely, Kiambu County, Machakos, and Makueni. The study sought to examine gender perceptions related to climate-induced migration, that is: whether climate change is perceived to be affecting women’s livelihood differently from that of men; examine in what ways experiences of climate induced migration differed for men and women; explore perceptions on the county government efforts to cope with climate-induced migration; and examine perceptions of the role of nongovernmental agencies in helping citizens cope with climate change. From the results obtained on ways in which climate change affected women livelihoods more than men had four themes: (1) women exerted more strain in domestic chores, child/family care, and in the farm labor; (2) women also experienced more time demands. The sources of water and firewood were getting more scarce leading to women travel long distances in search to fetch water and firewood; (3) reduced farm yields, hence inadequate food supply; and (4) the effects of time and strain demands on women was a contributory factor to women poor health and domestic conflicts. Several measures that the county government could take to assist women to cope with climate change-induced migration had five themes which include the following: (1) developing climate change mitigations, and reducing deforestation; (2) increasing water harvesting and storage; (3) develop smart agriculture through the use of drought-resistant crops and drought mitigation education; (4) encourage diversification of livelihoods; and finally (5) providing humanitarian assistance to the most vulnerable populations such as orphans and the very poor. Thirdly, the measures mentioned that NGO’s could take to assist rural communities to cope with climate change-induced migration did not vary significantly from those mentioned for county government, except probably for a new theme of increasing advocacy for climate adaption policies.
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Nzengya, Daniel M., and John Kibe Maguta. "Gendered Vulnerability to Climate Change Impacts in Selected Counties in Kenya." In African Handbook of Climate Change Adaptation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_169.
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AbstractExtreme climate change events such as frequent and prolonged droughts or floods associated with climate change can be very disruptive to peoples’ livelihoods particularly in rural settings, where people rely on the immediate environment for livelihood. Shocks in the people’s livelihoods can trigger diverse responses that include migration as a coping or adaption strategy. Migration takes many forms depending on the context and resources availability. Very few studies in Kenya have used qualitative analysis to bring up women’s voices in relation to gender, climate change, and migration, especially along hydrological gradient. This chapter presents results of qualitative research conducted from 58 participants in 2018 in three counties in Kenya, namely, Kiambu County, Machakos, and Makueni. The study sought to examine gender perceptions related to climate-induced migration, that is: whether climate change is perceived to be affecting women’s livelihood differently from that of men; examine in what ways experiences of climate induced migration differed for men and women; explore perceptions on the county government efforts to cope with climate-induced migration; and examine perceptions of the role of nongovernmental agencies in helping citizens cope with climate change. From the results obtained on ways in which climate change affected women livelihoods more than men had four themes: (1) women exerted more strain in domestic chores, child/family care, and in the farm labor; (2) women also experienced more time demands. The sources of water and firewood were getting more scarce leading to women travel long distances in search to fetch water and firewood; (3) reduced farm yields, hence inadequate food supply; and (4) the effects of time and strain demands on women was a contributory factor to women poor health and domestic conflicts. Several measures that the county government could take to assist women to cope with climate change-induced migration had five themes which include the following: (1) developing climate change mitigations, and reducing deforestation; (2) increasing water harvesting and storage; (3) develop smart agriculture through the use of drought-resistant crops and drought mitigation education; (4) encourage diversification of livelihoods; and finally (5) providing humanitarian assistance to the most vulnerable populations such as orphans and the very poor. Thirdly, the measures mentioned that NGO’s could take to assist rural communities to cope with climate change-induced migration did not vary significantly from those mentioned for county government, except probably for a new theme of increasing advocacy for climate adaption policies.
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Okezie, Chukwunyere E., Judy Alhamisi, and Blanche J. Glimps. "The Promise for African American Male Students in Graduate Studies and Professional Development at Marygrove College." In #MeToo Issues in Religious-Based Institutions and Organizations. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9195-5.ch002.
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The recruitment of African American males into chosen professions in the United States of America is an increasing challenge at national, state, and local levels. Gender and racial disparities between teachers in this country and the students they teach are present in classrooms. This chapter examines the Marygrove College's Griot program as an initiative established to address the underrepresentation of African American males in additional designated occupations. The philosophy and heritage from which the Griot Program was developed, along with key events and decisions throughout its life span are discussed. Model African American initiatives that can help shape Griot's future as it tries to increase the recruitment, retention, and success of African American men in graduate school to assume leadership roles in human resource management, in social justice, as well as in education are also presented.
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Williams, Erica Lorraine. "Niara Sudarkasa." In The Second Generation of African American Pioneers in Anthropology. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042027.003.0006.
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This chapter explores Niara Sudarkasa’s trajectory as a scholar, activist, and higher education administrator. Born in Ft. Lauderdale, Florida, and educated at Fisk University, Oberlin College, and Columbia University, Sudarkasa is an Africanist who conducted ethnographic fieldwork in Nigeria and other West African countries. She has made significant contributions to scholarship on feminist anthropology, African Studies, gender and migration, and extended families in the African diaspora. She also served as the president of Lincoln University.
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Daniel Barnes, Riché J. "Johnnetta Betsch Cole." In The Second Generation of African American Pioneers in Anthropology. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042027.003.0007.
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This chapter explores the life of Johnnetta B. Cole, the consummate public anthropologist. She has been an educator, the president of two historically Black colleges for women (Spelman and Bennett), and the director of the Smithsonian Museum of African Art. She completed her PhD in anthropology at Northwestern University, where she studied with Melville Herskovits. Trained as an Africanist, she worked collaboratively with others to develop some of the first Black studies programs in the country. She went on to critically engage issues of gender, class, and sexuality and became passionate about issues of power, privilege and inequality, which she taught, researched, and explored through the lens of anthropology.
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Scott-Johnson, Pamela E., and Pamela M. Leggett-Robinson. "A Journey Worth Traveling." In Overcoming Barriers for Women of Color in STEM Fields. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4858-5.ch006.
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Women of color have historically been underrepresented across the sciences. Neuroscience is no exception. Unfortunately, few studies have examined or shed light on how the dual presence of race and gender affects the educational and professional experiences of African American women in science. This chapter will reflect upon the journey of being an African American woman of science (psychology and neuroscience) in the academy and the blessings not abundantly clear. Through a critical lens, recognizing how the journey would have been more difficult without the supportive network of individual and the critical importance of Historically Black Colleges and Universities. Understanding the context of the times and the need to develop networks that facilitate success of future generations of African American female scholars is crucial.
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"Democracy and Education (1896)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33819.
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Klassen, Myungsook, and Russell Stockard. "Gender, Race, Social Class and Information Technology." In Human Computer Interaction. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch110.
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The issue of the underrepresentation of women in the information technology workforce has been the subject of a number of studies and the gender gap was an issue when the digital divide dominated discourse about women’s and minority groups’ use of the Internet However, a broader view is needed. That perspective would include the relation of women and IT in the communities in which they live as well as the larger society. The information society that has emerged includes the United States and the globalized economy of which it is an integral part. Women and minorities such as African Americans and Latinos are underrepresented in computer science (CS) and other information technology positions in the United States. In addition, while they areno longer numerically underrepresented in access to computers and the Internet – as of 2000, (Gorski, 2001) - they continue to enjoy fewer benefits available through the medium than white boys and men. The following article explores the diversity within women from the perspectives of race, ethnicity and social class in North America, mainly United States. The technology gender and racial gap persists in education and in the IT workforce. A broader and deeper look at women’s position in relation to the increasingly techno-centric society reveals that women may have reached equality in access, but not equity in academic study and job opportunities.
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"Brown v. Board of Education (1954)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33621.
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"Belk v. Board of Education (2001)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33628.
Full textConference papers on the topic "Education; African American studies; Gender studies"
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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
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"Corporate Sustainability: The Impact of Corporate Leadership Gender on Year Over Year Performance." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4213.
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Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics. Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender differences in business strategy and ethical considerations influenced by social roles. Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index. Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance. Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach. Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.
Reports on the topic "Education; African American studies; Gender studies"
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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003516.
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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.