Relevant bibliographies by topics / Education; Gender studies; African American studies

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Academic literature on the topic 'Education; Gender studies; African American studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Education; Gender studies; African American studies"

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

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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 in

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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 Ame

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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 t

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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

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Dissertations / Theses on the topic "Education; Gender studies; African American studies"

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 classr

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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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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 conven

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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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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 be

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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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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. <

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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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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 m

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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 sus

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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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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 exper

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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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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 thu

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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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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

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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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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 pos

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Books on the topic "Education; Gender studies; African American studies"

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.

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Book chapters on the topic "Education; Gender studies; African American studies"

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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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.

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Conference papers on the topic "Education; Gender studies; African American studies"

"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 identit

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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. Me

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Reports on the topic "Education; Gender studies; African American studies"

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 involvin

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