Relevant bibliographies by topics / Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education

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Academic literature on the topic 'Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education"

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Assari, Shervin, and Maryam Moghani Lankarani. "Workplace Racial Composition Explains High Perceived Discrimination of High Socioeconomic Status African American Men." Brain Sciences 8, no. 8 (2018): 139. http://dx.doi.org/10.3390/brainsci8080139.

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Background: Sociological and epidemiological literature have both shown that socioeconomic status (SES) protects populations and individuals against health problems. Recent research, however, has shown that African Americans gain less from their SES and African Americans of high SES, particularly males, may be vulnerable to perceived discrimination, as explained by the Minorities’ Diminished Returns theory. One potential mechanism for this phenomenon is that high SES African Americans have a higher tendency to work in predominantly White workplaces, which increases their perceived discrimination. It is, however, unknown if the links between SES, working in predominantly White work groups and perceived discrimination differ for male and female African Americans. Aim: To test the associations between SES, workplace racial composition and perceived discrimination in a nationally representative sample of male and female African American adults. Methods. This study included a total number of 1775 employed African American adults who were either male (n = 676) or female (n = 1099), all enrolled from the National Survey of American Life (NSAL). The study measured gender, age, SES (educational attainment and household income), workplace racial composition and perceived discrimination. Structural Equation Modeling (SEM) was applied in the overall sample and also by gender. Results: In the pooled sample that included both genders, high education and household income were associated with working in a predominantly White work group, which was in turn associated with more perceived discrimination. We did not find gender differences in the associations between SES, workplace racial composition and perceived discrimination. Conclusion: Although racial composition of workplace may be a mechanism by which high SES increases discriminatory experiences for African Americans, males and females may not differ in this regard. Policies are needed to reduce discrimination in racially diverse workplaces. This is particularly the case for African Americans who work in predominantly White work environments.
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Farfel, Jose M., Lisa L. Barnes, Ana Capuano, Maria Carolina de Moraes Sampaio, Robert S. Wilson, and David A. Bennett. "Informant-Reported Discrimination, Dementia, and Cognitive Impairment in Older Brazilians." Journal of Alzheimer's Disease 81, no. 3 (2021): 1273–81. http://dx.doi.org/10.3233/jad-201436.

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Background: Self-reported discrimination is a source of psychosocial stress that has been previously associated with poor cognitive function in older African Americans without dementia. Objective: Here, we examine the association of discrimination with dementia and cognitive impairment in racially diverse older Brazilians. Methods: We included 899 participants 65 years or older (34.3% Black) from the Pathology, Alzheimer’s and Related Dementias Study (PARDoS), a community-based study of aging and dementia. A structured interview with informants of the deceased was conducted. The interview included the Clinical Dementia Rating (CDR) Scale for the diagnosis of dementia and cognitive impairment proximate to death and the Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) as a second measure of cognitive impairment. Informant-reported discrimination was assessed using modified items from the Major and Everyday Discrimination Scales. Results: Discrimination was reported by informants of 182 (20.2%) decedents and was more likely reported by informants of Blacks than Whites (25.3% versus 17.6%, p = 0.006). Using the CDR, a higher level of informant-reported discrimination was associated with higher odds of dementia (OR: 1.24, 95% CI 1.08 –1.42, p = 0.002) and cognitive impairment (OR: 1.21, 95% CI: 1.06 –1.39, p = 0.004). Similar results were observed using the IQCODE (estimate: 0.07, SE: 0.02, p = 0.003). The effects were independent of race, sex, education, socioeconomic status, major depression, neuroticism, or comorbidities. Conclusion: Higher level of informant-reported discrimination was associated with higher odds of dementia and cognitive impairment in racially diverse older Brazilians.
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Hall, Michael J., Paul D'Avanzo, Yana Chertock, Jesse A. Brajuha, and Sarah Bauerle Bass. "Impact of medical mistrust (MM) on perceptions of tumor genomic profiling (TGP) among African American (AA) cancer patients: Application of perceptual mapping (PM)." Journal of Clinical Oncology 39, no. 15_suppl (2021): e22527-e22527. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e22527.

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e22527 Background: TGP is widely used to identify targetable mutations for precision cancer treatment and clinical trials. Many patients have poor understanding of TGP and are unaware of possible secondary hereditary risks. Lack of clarity regarding the relevance of informed consent and genetic counseling further magnify risks for patients. AA patients have lower genetic knowledge and health literacy and higher MM than Caucasian patients, making them especially vulnerable in the clinical setting. Perceptions of TGP in AA cancer patients have not been well-characterized. Methods: 120 AA pts from 1 suburban and 1 urban site (Fox Chase Cancer Center[FCCC] and Temple University Hospital[TUH]) were surveyed. A k-means cluster analysis using a modified MM scale was conducted; chi-square analysis assessed demographic differences. Perceptual mapping (PM)/multidimensional scaling and vector modeling was used to create 3-dimensional maps to study how TGP barriers/facilitators differed by MM group and how message strategies for communicating about TGP may also differ. Results: Data from 112 analyzable patients from FCCC (55%) and TUH (45%) were parsed into less MM (MM-L, n = 42, 37.5%) and more MM (MM-H, n = 70, 72.5%) clusters. MM-L and MM-H clusters were demographically indistinct with no significant associations by sex (p = 0.49), education (p = 0.3), income (p = 0.65), or location (p = 0.43); only age was significant (older = higher MM, p = 0.006). Patients in the MM-H cluster reported higher concerns about TGP, including cost (p < 0.001), insurance discrimination (p < 0.001), privacy breaches (p = 0.001), test performance/accuracy (p = 0.001), secondary gain by providers (p < 0.001) and provider ability to explain results (p = 0.04). Perceptual mapping identified both shared and contrasting barriers between MM clusters (Table). Conclusions: More than 2/3 of AA patients comprised a MM-H cluster. Communication strategies should focus on concerns about family and how to discuss TGP with an oncologist. PM can identify distinct and shared information needs of vulnerable populations undergoing TGP. [Table: see text]
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Brown, Danice L., Christopher B. Rosnick, and Daniel J. Segrist. "Internalized Racial Oppression and Higher Education Values." Journal of Black Psychology 43, no. 4 (2016): 358–80. http://dx.doi.org/10.1177/0095798416641865.

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A plethora of research underscores the deleterious effects that racial discrimination can have on the higher education pursuits and experiences of African Americans. The current study investigated the relationship between internalized racial oppression, higher education values, academic locus of control, and gender among a sample of African Americans. Participants were 156 African Americans currently attending college. All participants completed measures of internalized racial oppression, perceived value of higher education, and academic locus of control. Results indicated that greater internalized racial oppression correlated with a lower valuing of higher education and a more external academic locus of control. Subsequent mediational analyses showed that academic locus of control was an intervening variable in the relationship between internalized racial oppression and the value placed on higher education for men, but not women. For African American men, greater experiences of internalized racial oppression predicted a more external locus of control, which subsequently predicted a lower valuing of higher education. Implications for mental health providers and educators were discussed herein.
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Freeman, Kassie. "Increasing African Americans' Participation in Higher Education." Journal of Higher Education 68, no. 5 (1997): 523–50. http://dx.doi.org/10.1080/00221546.1997.11778996.

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Cartledge, Gwendolyn, Ralph Gardner, and Linda Tillman. "African Americans in Higher Education Special Education: Issues in Recruitment and Retention." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 18, no. 3 (1995): 166–78. http://dx.doi.org/10.1177/088840649501800305.

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Allen, Walter R., Darnell M. Hunt, and Derrick I. M. Gilbert. "Race-Conscious Academic Policy in Higher Education: The University of Maryland Banneker Scholars Program." Educational Policy 11, no. 4 (1997): 443–78. http://dx.doi.org/10.1177/089590489701100403.

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This research was undertaken in conjunction with the efforts of the University of Maryland-College Park to respond to litigation in the case of Podberesky v. Kirwan (1993). The case challenged the constitutional right of the university to operate a scholarship program reserved exclusively for high-achieving African Americans. This study offers a broad-based assessment of the Benjamin Banneker Scholars Program. The Banneker Scholars Program is a key element in the university's plan for desegregation and increased student diversity. The research was conducted in the summer and fall of 1992 using a variety of data sources: university records, personal interviews, survey questionnaires, telephone interviews, focus group interviews, and life histories. We found that the Banneker scholarship program continues to be necessary, as a specific remedy, to eliminate the effects of past, present, and cumulative discrimination against African Americans.
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Freeman, Kassie. "Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives." Journal of Higher Education 68, no. 5 (1997): 523. http://dx.doi.org/10.2307/2959945.

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Johnson, Larry, Deirdre Cobb-Roberts, and Barbara Shircliffe. "African Americans and the Struggle for Opportunity in Florida Public Higher Education, 1947-1977." History of Education Quarterly 47, no. 3 (2007): 328–58. http://dx.doi.org/10.1111/j.1748-5959.2007.00103.x.

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In the decades following World War II, access to higher education became an important vehicle for expanding opportunity in the United States. The African American-led Civil Rights Movement challenged discrimination in higher education at a time when state and federal government leaders saw strengthening public higher education as necessary for future economic growth and development. Nationally, the 1947 President's Commission on Higher Education report Higher Education for American Democracy advocated dismantling racial, geographic, and economic barriers to college by radically expanding public higher education, to be accomplished in large part through the development of community colleges. Although these goals were widely embraced across the country, in the South, white leaders rejected the idea that racial segregation stood in the way of progress. During the decades following World War II, white southern educational and political leaders resisted attempts by civil rights organizations to include desegregation as part of the expansion of public higher education.
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Lindsay, Beverly, and Tara C. Scales. "African Americans and International Cultural Observances in the Higher Education Community." Journal of Black Studies 35, no. 5 (2005): 551–72. http://dx.doi.org/10.1177/0021934704268398.

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Dissertations / Theses on the topic "Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education"

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Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.
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Meadows, Laquore Ja. "The Value of Expectations: African American Gendered Pathways in the Pursuit of Postsecondary Education." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242412428.

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O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.

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Edwards, Larry Guy. "Dimensions of gender discrimination in Oklahoma's system of higher education : case studies /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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Allen, William L. "The Demise of Industrial Education for African Americans: ||Revisiting the Industrial Curriculum in Higher Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1189474472.

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Pollard, Gloria Joan. "The role of higher education in African-American community development : perceptions from Green Pastures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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Cooper, ShaRonda M. "From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490632000441306.

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Washington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.

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MacGowan, Bradford Richard. "By chance or by design: structures of opportunity for college-bound African Americans." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33512.

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Thesis (Ed.D.)--Boston University<br>This exploratory qualitative study investigated the college choice processes of 25 African American college students. Individual interviews that asked the students to look back on their college choice processes during high school provided the data for the study. The goals of the study were to (1) identify the difficulties that these students encountered when searching for and applying to colleges, (2) identify the factors that helped them succeed in gaining acceptance to college, and (3) develop a model of the college choice process based on the identified factors. The findings provide understandings of the positive and negative factors that African American students may encounter in the college choice process and provide a model of the optimal process. This model is designed to help counselors in high schools and colleges change organizational arrangements and procedures, both within and between institutions, to better assist African American high school students in the transition to higher education. Other wider societal and political changes that may assist students in the transition to higher education are identified and discussed.
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Mason-Mathews, Wendy Cassandra. "A Phenomenological Study Examining the Experience of First-Generation,African-American Female Students Attending a Community College." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1436988771.

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Books on the topic "Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education"

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The unchosen me: Creating identity, race, and gender in college. Johns Hopkins University Press, 2009.

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King, Jacqueline E. Gender equity in higher education: 2006. American Council on Education, 2006.

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Manoeuvring gendered pathways to higher education: What hinders girls from progressing to higher education in Uganda? Fountain Publishers, 2010.

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Gender and subject in higher education. Society for Research into Higher Education, 1990.

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Zimmer, Annette. Frauen an Hochschulen: Winners among losers : zur Feminisierung der deutschen Universität. Budrich, 2007.

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Izhar, Oplatka, ред. Migdar ṿe-etniyut ba-haśkalah ha-gevohah be-Yiśraʼel. Pardes, 2009.

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Joint Center for Political Studies (U.S.). Committee on Policy for Racial Justice. The inclusive university: A new environment for higher education. Joint Center for Political Studies Press, 1993.

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Going forth: Women's leadership issues in higher education and physical education. Princeton Book Co., 1986.

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Sandell, Kerstin. Att bryta innanförskapet: Kritiska perspektiv på jämställdhet och mångfald i akademin. Makadam, 2014.

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Nettles, Michael T. The African American education data book : executive summary. Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997.

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Book chapters on the topic "Education, Higher Education, Higher Education, Higher African Americans Sex discrimination in education"

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Page, TaNeisha R. "African Americans in Higher Education." In Black Americans in Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-6.

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Bright, Dara, and Willie Pearson. "Race, Social Justice, and Higher Education Financial Aid in the United States: The Case of African Americans." In Social Justice and Education in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_9.

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Sharma, Madhuri. "Economic Growth Potentials and Race/Ethnicity in Tennessee." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch054.

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This article establishes relationships between racial/ethnic diversity, segregation, and employment-by-industry-types in the counties of Tennessee. Using the American Community Survey and NAICS data, diversity scores, entropy indices, and location quotients for major-employment are computed for Tennessee's 95 counties. Cartographic analysis, followed by correlations, principal components and regression analyses help establish the above relationships. The north-east and west-central regions of Tennessee have concentration in primary-sectors of economy whereas counties with concentration in creative-class economy (e.g., Williamson, Davidson) have higher presence of Asians, and with greater human capital (education). Simultaneously, these are also the most segregated despite being diverse. Counties with higher diversity and higher share of African-Americans are segregated, despite having employment concentration in diverse set of industries. Enormous growth potentials exist in the sectors of education and health-care which can help Tennessee revitalize its economy.
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Jin Jez, Su. "Analyzing the Female Advantage in College Access Among African Americans." In Diversity in Higher Education. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s1479-3644(2012)0000012005.

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"Beyond Stock Stories and Folktales: African Americans’ Paths to STEM Fields." In Diversity in Higher Education. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3644(2011)0000011021.

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Broussard, William. "Hazard Ahead: The Impact of High Executive Turnover Rates on African Americans' Navigation of the Professoriate at HBCUs." In Diversity in Higher Education. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/s1479-364420210000024003.

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

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

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

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When compared with African Americans, Latinos, and Native Americans, Asian are often attributed more positive attributions from the dominant culture. The developed stereotype, Myth of the Model Minority (MMM), suggests Asian Americans achieve a higher degree of success than the general population. Under the internalized assumption of being psychologically trouble free, the MMM stereotype contributes to Asians being less inclined to proactively engage in help seeking behavior despite the presence of severe mental health concerns. Psychocultural examples relating to Asian Americans (e.g., Virginia Tech Shooter case) are reviewed to form a clinical and forensic psychological framework that offers a challenge as to why the MMM is problematic in higher education. The myths related to MMM and the experiences—positive or negative—of MMM are analyzed to encourage subsequent empirically-based applications for addressing MMM as well as serving as a caveat against using monocausal explanations or other thumbnail assessments of Asian American behavior in higher education.
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Akanbi, Linda B. "Undermining Leadership Effectiveness." In Navigating Micro-Aggressions Toward Women in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5942-9.ch007.

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This chapter highlights the tactics used by faculty, students, and administrators to undermine the leadership of a minority female hired from a national search to chair an academic department of all-White faculty. The tactics ranged from lack of support from her immediate supervisor to collusion to re-assign this minority female to a lesser position. She also received biased evaluations from faculty and students. This faculty member was able to persevere through self-confidence, through refusing to be intimidated, and through her ability to turn challenges into opportunities to showcase her strength and determination to prevail. At one point, she filed a discrimination complaint. As part of her legacy, she established an annual scholarship in her name for African American education majors matriculating at the institution.
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