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Journal articles on the topic 'Higher education/African-American students'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Flowers, Lamont A. "Retaining African-American Students in Higher Education: An Integrative Review." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (2004): 23–35. http://dx.doi.org/10.2190/9qpj-k9qe-ebga-gwyt.

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2

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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3

Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.

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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two p

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Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.

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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

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Knight, Linda, Elizabeth Davenport, Patricia Green- Powell, and Adriel A. Hilton. "The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape." International Journal of Education 4, no. 2 (2012): 223. http://dx.doi.org/10.5296/ije.v4i2.1650.

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Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half

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Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

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This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achi

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Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

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AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not a

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8

Rincon, Virginia, and Jon Barrutia. "Foreign demand for European higher education systems." Global Journal of Business, Economics and Management: Current Issues 7, no. 1 (2017): 34–41. http://dx.doi.org/10.18844/gjbem.v7i1.1642.

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Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin. The groups of countries were formed by using a cluster analysis. The results indicate that it is possible to identify four groups of countries. The percentage of African and South American students is remarka

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9

Ryan, Angela. "Counter College: Third World Students Reimagine Public Higher Education." History of Education Quarterly 55, no. 4 (2015): 413–40. http://dx.doi.org/10.1111/hoeq.12134.

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In 1969, the discipline of Ethnic Studies emerged and was implemented at a handful of colleges throughout the country, most notably at San Francisco State College where the first School of Ethnic Studies was established that year. The idea of devoting space within traditional educational institutions to the study of a particular race or ethnicity has existed since at least the 1920s when Carter G. Woodson proposed Negro History Week and encouraged the study of African American history. While Black Studies is thus the oldest of such fields within American education history, its establishment wi

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ALLEN, Walter R. "HIGHER EDUCATION IN THE USA: MEMORY, STATUS, AND TRENDS." Monitoring of public opinion economic&social changes, no. 5 (November 10, 2018): 0. http://dx.doi.org/10.14515/monitoring.2018.5.09.

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This article examines how and why Blacks continue to be severely underrepresented in United States colleges and universities. Longitudinal analysis of Black student enrollment and degree completion at public, four-year institutions reveals the proportion of Blacks in state populations is consistently below the proportion Blacks attending state universities. The number of African American students at flagships has declined; but more Black students attend Black- Serving institutions, and Historically Black Colleges and Universities. The theory and research of the great twentieth century intellec

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11

Love, Derrick. "Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships." Journal of Diversity Management (JDM) 4, no. 3 (2009): 21–26. http://dx.doi.org/10.19030/jdm.v4i3.4962.

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Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationship

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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization.

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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis

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14

Walter R. Allen, Channel McLewis, Chantal Jones, and Daniel Harris. "From Bakke to Fisher: African American Students in U.S. Higher Education over Forty Years." RSF: The Russell Sage Foundation Journal of the Social Sciences 4, no. 6 (2018): 41. http://dx.doi.org/10.7758/rsf.2018.4.6.03.

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15

Freeman, Kassie. "HBCs or PWIs? African American High School Students' Consideration of Higher Education Institution Types." Review of Higher Education 23, no. 1 (1999): 91–106. http://dx.doi.org/10.1353/rhe.1999.0022.

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16

Nixon, Harold L. "African-Americans in the 21st Century: The Agony and Promise of Higher Education." Journal of School Leadership 3, no. 3 (1993): 303–10. http://dx.doi.org/10.1177/105268469300300307.

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A college education holds many promises for those who partake of it. As the 21st century approaches and as America's political and economic position in the world marketplace becomes more threatened, the intrinsic value of the college degree will become more prominent. This article discusses the future prospects of increasing the participation rate of African-American students in higher education. Institutional executive and faculty leadership dedicated to providing an environment where all students can achieve their maximum potential will be committed to finding common ground between First Ame

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17

Singh, Kusum. "Financial Literacy of African American College Students: Evidence and Implications from One Historically Black Institution." International Journal of Economics and Finance 10, no. 8 (2018): 204. http://dx.doi.org/10.5539/ijef.v10n8p204.

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This study examines the level and determinants of financial literacy among African American college students of a historically black college. The results from this study show that financial literacy is very low among African-American college students: less than 4% of respondents could answer all five financial literacy questions designed to test basic economics and financial concepts used in everyday lives. While determining factors that influence financial literacy of African American college students, the study finds that being in higher-class ranks and older in age have significant effects

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18

Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.

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Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although whi

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Ashlee, Aeriel A., Bianca Zamora, and Shamika N. Karikari. "We Are Woke: A Collaborative Critical Autoethnography of Three “Womxn” of Color Graduate Students in Higher Education." International Journal of Multicultural Education 19, no. 1 (2017): 89. http://dx.doi.org/10.18251/ijme.v19i1.1259.

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This critical collaborative autoethnography examines how three “womxn” of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to “wokeness” and share their collective process of cultivating a community of “sista” scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.

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20

Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.

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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and Afr

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21

Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.0.10553.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5

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Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.94.10513.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5

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23

S. Lee, Mai, and Nichole Walsh. "Academically Achieving Hmong American Students in Higher Education." Global Research in Higher Education 3, no. 4 (2020): p58. http://dx.doi.org/10.22158/grhe.v3n4p58.

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As the largest Asian-American ethnicity at one large public Institution of Higher Education in California, undergraduate Hmong students as a whole are falling behind other sub-groups in graduation rates. Fortunately, a handful of Hmong students do find their way through the challenges of their collegiate experiences to attain academic success. This study identified and connected with four high achieving undergraduate female Hmong American students at the IHE to explore the factors for a successful academic experience counter-narrative. This qualitative asset-based in-depth, semi-structured vir

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Hillman, Stephen B., Paula C. Wood, and Shlomo S. Sawilowsky. "ATTRIBUTIONAL STYLE OF AFRICAN-AMERICAN ADOLESCENTS." Social Behavior and Personality: an international journal 22, no. 2 (1994): 163–75. http://dx.doi.org/10.2224/sbp.1994.22.2.163.

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This study ascertains how positive and negative life events are viewed by stigmatized youngsters. The causal attributions of a sample of 139 at-risk African American adolescents are analyzed in a doubly multivariate repeated measures design. These students were participants in either the federally funded Summer Training and Education Program or the Student Academic and Leadership Enhancement Program funded by the Detroit Compact. Previous research on these students indicated that they have higher than norm global self-concepts and their locus of control is more external than would be expected

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Gurin, Patricia, Eric Dey, Sylvia Hurtado, and Gerald Gurin. "Diversity and Higher Education: Theory and Impact on Educational Outcomes." Harvard Educational Review 72, no. 3 (2002): 330–67. http://dx.doi.org/10.17763/haer.72.3.01151786u134n051.

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In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational d

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Cosser, Dr Michael. "Differential pathways of South African students through higher education." International Journal of Educational Development 59 (March 2018): 100–109. http://dx.doi.org/10.1016/j.ijedudev.2017.10.003.

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Lei, Jun, Longhai Xiao, and Binrong Li. "African students’ motivations for studying in China’s higher education." Asia Pacific Education Review 22, no. 2 (2021): 319–32. http://dx.doi.org/10.1007/s12564-021-09680-2.

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Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.

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Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minor

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Grier-Reed, Tabitha, Roun Said, and Miguel Quiñones. "From Antiblackness to Cultural Health in Higher Education." Education Sciences 11, no. 2 (2021): 57. http://dx.doi.org/10.3390/educsci11020057.

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Antiblackness has a long and storied history in higher education in the United States, and unfortunately, antiblack attitudes and practices continue in the 21st century. With implications for countering antiblackness in higher education and institutionalizing support for cultural health and wellness, we documented experiences of antiblackness in the African American Student Network (AFAM). AFAM was a weekly networking group, co-facilitated by Black faculty and graduate students, where Black undergraduates could come together and share their experiences. Participation in AFAM was associated wit

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Jones, S. Renée, and Mattyna Stephens. "Faculty Incivility Toward Graduate Students: Voices of Two African American Women." Journal of Underrepresented & Minority Progress 4, no. 1 (2020): 94–108. http://dx.doi.org/10.32674/jump.v4i1.1373.

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Student workers are placed at a disadvantage as they have little social power, making them vulnerable to maltreatment by those with higher social power such as supervisors and other faculty members. There is little research that documents incidences of incivility toward student workers. In this study, we delineated the experiences of two African American women who encountered faculty incivility while serving in the role of graduate student worker. The related literature offers insight into the existence of incivility, including the prevalence of workplace incivility, incivility in higher educa

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Dutta, Alo, Madan Kundu, Kanako Iwanaga, Nicole Ditchman, and Fong Chan. "Transition Engagement of African American Youth With Disabilities: A Serial Mediation Model." Exceptional Children 86, no. 3 (2019): 276–92. http://dx.doi.org/10.1177/0014402919884542.

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The purpose of this study was to draw from self-determination and self-efficacy theories to evaluate psychological constructs (autonomous motivation, competency, and outcome expectancy) as mediators of the relationship between working alliance and engagement in transition–vocational rehabilitation (VR) services among African American students with disabilities. A serial multiple mediation analysis was computed to evaluate the mediators of transition-VR service engagement in a sample of 88 African American high school students with disabilities. We found that working alliance was positively ass

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Ghazzawi, Dina, Lyle McKinney, Catherine Lynn Horn, Vincent Carales, and Andrea Burridge. "The Road to the Baccalaureate." Journal of International Students 10, no. 2 (2020): 420–42. http://dx.doi.org/10.32674/jis.v10i2.339.

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International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer

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Rincón, Virginia, and Jon Barrutia. "The Global Demand for Higher Education in European Countries." Global Journal of Business, Economics and Management: Current Issues 7, no. 1 (2017): 209–16. http://dx.doi.org/10.18844/gjbem.v7i1.1344.

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Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin.The groups of countries were formed by using a cluster analysis and, as classification variables, the percentage of foreign students from different world regions in each of the European countries. An ascending

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Nettles, Michael T. "History of Testing in the United States: Higher Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.

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Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student

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Ehrenberg, Ronald G. "American Higher Education in Transition." Journal of Economic Perspectives 26, no. 1 (2012): 193–216. http://dx.doi.org/10.1257/jep.26.1.193.

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American higher education is in transition along many dimensions: tuition levels, faculty composition, expenditure allocation, pedagogy, technology, and more. During the last three decades, at private four-year academic institutions, undergraduate tuition levels increased each year on average by 3.5 percent more than the rate of inflation; the comparable increases for public four-year and public two-year institutions were 5.1 percent and 3.5 percent, respectively. Academic institutions have also changed how they allocate their resources. The percentage of faculty nationwide that is full-time h

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Wilder, Lynn, David Sanon, Cecil Carter, and Michael Lancellot. "Narrative Ethnographies of Diverse Faculty in Higher Education: “Moral” Multiculturalism among Competing Worldviews." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 1. http://dx.doi.org/10.29333/ejecs/76.

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Since the Civil Right Movement in the United States, African Americans and other diverse students have forged through “integrated” educational systems to terminal graduate degrees. Some studies suggest racial integration in U. S. schools made White participants less prejudiced toward others, although the data showed that after schooling, many Whites again lived (and still do) in segregated neighborhoods with separation in places of employment, churches, and social groups (Wells, Holme, Revilla, & Atanda, 2004). One diverse participant in this study asked whether, after decades of integrati

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Mutanga, Oliver. "Inclusion of Students with Disabilities in South African Higher Education." International Journal of Disability, Development and Education 65, no. 2 (2017): 229–42. http://dx.doi.org/10.1080/1034912x.2017.1368460.

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Morley, Louise. "Inside African Private Higher Education: Contradictions and Challenges." International Higher Education, no. 76 (May 12, 2014): 14–15. http://dx.doi.org/10.6017/ihe.2014.76.5525.

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This article discusses the findings that relate to quality and standards in two private universities from a recent research study on widening participation in higher education in Ghana and Tanzania. It interrogates how students experience assessment, facilities, pedagogy and resources and whether the private universities attach value to the quality of student experiences.

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Davidson, K. M. "Museus, S. D. Asian American Students in Higher Education." Journal of College Student Retention: Research, Theory & Practice 17, no. 2 (2015): 270–73. http://dx.doi.org/10.1177/1521025115578238.

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Nasir, Na’ilah Suad, Maxine McKinney de Royston, Kathleen O’Connor, and Sarah Wischnia. "Knowing About Racial Stereotypes Versus Believing Them." Urban Education 52, no. 4 (2016): 491–524. http://dx.doi.org/10.1177/0042085916672290.

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Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, and (c) students who eschewed the applicability of stereotypes to them demonstrated higher engagement and achievement in math. This study has implicatio

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Matsui, John, Roger Liu, and Caroline M. Kane. "Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers." Cell Biology Education 2, no. 2 (2003): 117–21. http://dx.doi.org/10.1187/cbe.02-10-0050.

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For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indica

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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.

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Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a

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Libarios, Jr.†, Ernest “Niki”, Melissa Arriba, Chris M. Lucas, Kawehionalani Goto, and Roderick N. Labrador. "Engaging Filipinx Americans in Higher Education to Foster Student Success." JCSCORE 4, no. 2 (2019): 1–37. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.2.1-37.

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Increasingly, researchers call for closer examinations of Asian Americans to counter the false, yet widely held, assumption that collectively all Asian Americans are academically successful and have similar higher education experiences. Filipinx American college students are one of the fastest growing student populations of Asian Americans in higher education. As their enrollment numbers increase, it is even more imperative to recognize how the needs of Filipinx American students as a disaggregated group, differ from other Asian American students and understand the factors that contribute to F

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Hannon, James C., and Thomas Ratliffe. "Physical Activity Levels in Coed and Single Gender High School Physical Education Settings." Journal of Teaching in Physical Education 24, no. 2 (2005): 149–64. http://dx.doi.org/10.1123/jtpe.24.2.149.

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The purpose of this study was to investigate the effects of coed (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two coed classes were split into male and female teams for game play, one class was exclusively female, and one class was exclusively male. Digi-walker pedometers were worn by students to monitor activity levels calculated as steps per minute. High school males,

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Bryant T. Marks and Karl W. Reid. "Guest Editorial: The Rapidly Changing Landscape in Higher Education and Its Impact on African American Students." Journal of Negro Education 82, no. 3 (2013): 213. http://dx.doi.org/10.7709/jnegroeducation.82.3.0213.

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White, Theresa, Paola Nava Jimenez, and Anna Beatriz Guerrero. "Academic Success and Stories of Resiliency: African American Female Students Navigating the College Terrain." International Journal of Education 13, no. 2 (2021): 75. http://dx.doi.org/10.5296/ije.v13i2.18602.

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Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed b

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Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.

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This research is interested in analyzing how universities as institutional actors came to think of defining, categorizing disability and the range of solutions they provided when they framed their disability policies. It also aims to analyze the accomplishments of the disability policy representation. This qualitative research guided by a comparative research design will compare university policies from the University of Cape town and University of Zimbabwe. The research will draw on Carol Bacchi’s “what’s the problem represented to be” framework and the notion of civic epistemologies by Sheil

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Easton-Brooks, Donald, and Alan Davis. "Teacher qualification and the achievement gap in early primary grades." education policy analysis archives 17 (August 10, 2009): 15. http://dx.doi.org/10.14507/epaa.v17n15.2009.

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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certifie

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Thomas, Vanessa. "“How Dare You!” African American Faculty and the Power Struggle With White Students." Journal of Cases in Educational Leadership 23, no. 4 (2020): 115–26. http://dx.doi.org/10.1177/1555458920945762.

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Higher education institutions are hiring more Intellectuals of Color to diversify their faculty. However, the diverse faculty presents an adverse dynamic between White male students and Black female professors. White students tend to exhibit disruptive, intimidating behavior toward Black faculty. Historical stereotypes, prejudices, biases, racism, oppression, and White supremacist attitudes and beliefs displayed in society express itself in the classroom. Black faculty face unique challenges in comparison with their White colleagues when teaching White students. White students more frequently

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Ritter, Zachary S. "International Students’ Perceptions of Race and Socio-Economic Status in an American Higher Education Landscape." Journal of International Students 6, no. 2 (2016): 367–93. http://dx.doi.org/10.32674/jis.v6i2.362.

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International students add a great deal of cultural and intellectual diversity to college campuses, but they also bring racial stereotypes and socio-economic status hierarchies that can affect campus climate. Forty-seven interviews with Chinese, Japanese, and South Korean international students were conducted. Results indicated that a majority of students had racial and status hierarchies and harbored prejudices toward African-Americans and Southeast Asians. Perceptions of Asian-Americans were mixed. Negative perceptions of Latinos were learned in the U.S., however positive perceptions of Lati

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