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Relevant bibliographies by topics / Segregation in higher education Education, Higher African Americans

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Academic literature on the topic 'Segregation in higher education Education, Higher African Americans'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Segregation in higher education Education, Higher African Americans"

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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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Yu, Chia-Yuan, Ayoung Woo, Christopher Hawkins, and Sara Iman. "The Impacts of Residential Segregation on Obesity." Journal of Physical Activity and Health 15, no. 11 (2018): 834–39. http://dx.doi.org/10.1123/jpah.2017-0352.

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Background: This study examined the association between residential segregation and obesity for Whites, African Americans, Hispanics, and Asians. This study considered 3 dimensions of residential segregation, isolation, dissimilarity, and concentration. Methods: By combining individual-level data from the Behavioral Risk Factor Surveillance System and county-level data from the County Health Rankings and Roadmaps, the total sample size was 204,610 respondents (160,213 Whites, 21,865 African Americans, 18,027 Hispanics, and 4505 Asians) from 205 counties in the United States. Two-level logistic regression models were performed. Results: African Americans and Hispanics in counties with high levels of isolation, dissimilarity, and concentration were more likely to be obese; these relationships did not hold true for Whites and Asians. Counties with a higher percentage of populations with the income below the poverty line and a higher percentage of fast food restaurants in the county were associated with a higher likelihood of obesity for all racial/ethnic groups. African Americans and Hispanics with low levels of education and income were more likely to be obese. Conclusions: Residential segregation had a contextual influence on weight status, and the context of counties influenced racial/ethnic groups differently. Obesity reduction programs should consider the contextual influence on minority populations and target subgroups living in highly segregated areas.

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Laosa, Luis M. "Segregation of Children Who Migrate to the U.S. From Puerto Rico." education policy analysis archives 9 (January 1, 2001): 1. http://dx.doi.org/10.14507/epaa.v9n1.2001.

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This study examined patterns of school segregation (ethnic/racial, linguistic, and socioeconomic) and other ecological characteristics of the schools that preadolescent children who migrate from Puerto Rico to the United States (New Jersey) attend in this country during the first two years following their arrival (N = 89 schools). The data show that Hispanics/Latinos are the majority of the student body in 43% of the schools; African Americans, in 30% of the schools; and European Americans, in 12% of the schools. Native speakers of Spanish are the majority of the student body in 29% of the schools. Approximately one half of the schools are in economically depressed, highly urbanized areas. Although the schools are on average large, 44% of them enroll above capacity. In most schools the majority of the student body is from economically impoverished families with low levels of parental education. There are, however, wide differences among the schools on each of these variables. Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher the school's likelihood of being in a poor inner-city area. The findings are discussed with regard to implications for policy and hypotheses in need of research concerning possible consequences of school segregation for students' academic, linguistic, social, and emotional development. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation, with particular reference to segregation of Hispanics/Latinos.

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Sharma, Madhuri. "Economic Growth Potentials and Race/Ethnicity in Tennessee." International Journal of Applied Geospatial Research 9, no. 2 (2018): 33–54. http://dx.doi.org/10.4018/ijagr.2018040103.

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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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Assari, Shervin, Shanika Boyce, Golnoush Akhlaghipour, Mohsen Bazargan, and Cleopatra H. Caldwell. "Reward Responsiveness in the Adolescent Brain Cognitive Development (ABCD) Study: African Americans’ Diminished Returns of Parental Education." Brain Sciences 10, no. 6 (2020): 391. http://dx.doi.org/10.3390/brainsci10060391.

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(1) Background: Reward responsiveness (RR) is a risk factor for high-risk behaviors such as aggressive behaviors and early sexual initiation, which are all reported to be higher in African American and low socioeconomic status adolescents. At the same time, parental education is one of the main drivers of reward responsiveness among adolescents. It is still unknown if some of this racial and economic gap is attributed to weaker effects of parental education for African Americans, a pattern also called minorities’ diminished returns (MDRs). (2) Aim: We compared non-Hispanic White and African American adolescents for the effects of parent education on adolescents RR, a psychological and cognitive construct that is closely associated with high-risk behaviors such as the use of drugs, alcohol, and tobacco. (3) Methods: This was a cross-sectional analysis that included 7072 adolescents from the adolescent brain cognitive development (ABCD) study. The independent variable was parent education. The main outcome as adolescents’ RR measured by the behavioral inhibition system (BIS) and behavioral activation system (BAS) measure. (4) Results: In the overall sample, high parent education was associated with lower levels of RR. In the overall sample, we found a statistically significant interaction between race and parent education on adolescents’ RR. The observed statistical interaction term suggested that high parent education is associated with a weaker effect on RR for African American than non-Hispanic White adolescents. In race-stratified models, high parent education was only associated with lower RR for non-Hispanic White but not African American adolescents. (5) Conclusion: Parent education reduces RR for non-Hispanic White but not African American adolescents. To minimize the racial gap in brain development and risk-taking behaviors, we need to address societal barriers that diminish the returns of parent education and resources in African American families. We need public and social policies that target structural and societal barriers, such as the unequal distribution of opportunities and resources. To meet such an aim, we need to reduce the negative effects of social stratification, segregation, racism, and discrimination in the daily lives of African American parents and families. Through an approach like this, African American families and parents can effectively mobilize their resources and utilize their human capital to secure the best possible tangible outcomes for their adolescents.

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L. Wilkinson, Larrell, Jelani Kerr, Temple Smith, et al. "Psychological health and discrimination experience among graduate students: findings from the Stress Coping Obstruction Prevention & Education (SCOPE) Study." Ethnicity and Inequalities in Health and Social Care 7, no. 3 (2014): 122–36. http://dx.doi.org/10.1108/eihsc-11-2013-0049.

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Purpose – African-Americans historically report greater exposure to discrimination and also experience unfavorable outcomes associated with physical health, poverty concentration, residential segregation, and poorer education. The effects of discrimination are particularly harmful on mental health as discriminatory experiences contribute significantly to diminished mental health status and psychological distress. African-Americans pursuing graduate education may experience additional stressors, increasing the risk for poorer mental health. The purpose of this paper is to examine the association of psychological health and discrimination experiences among black and white graduate students at a southeastern university. Design/methodology/approach – Participants were 505 graduate students at a predominantly white southeastern institution. Researchers collected data via self-administered online and paper questionnaires during the spring 2010 semester. Graduate students were asked questions pertaining to individual demographics, discrimination, and psychosocial concerns. Findings – Approximately 15 percent of the graduate students reported psychological distress. Additionally, black graduate students reported significantly higher levels of day-to-day and lifetime discrimination when compared to white graduate students. In addition to the proportions of psychological distress differing by race, African-American graduate students reported better psychological well-being when exposed to both day-to-day and lifetime discrimination than whites with similar exposure. Practical implications – Resilience factors and coping strategies should be examined further among African-American graduate students for greater understanding. Moreover, it is important to develop applications to improve mental health outcomes for all graduate students. Originality/value – This is one of the few studies to focus on the mental health and discrimination experiences among a graduate student population. The sample is drawn from the southeastern USA where there are long vestiges of discrimination and a sizable sampling of African-Americans who live in the USA.

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Harris, Shaywanna, Christopher T. Belser, Naomi J. Wheeler, and Andrea Dennison. "A Review of Adverse Childhood Experiences as Factors Influential to Biopsychosocial Development for Young Males of Color." Professional Counselor 11, no. 2 (2021): 188–202. http://dx.doi.org/10.15241/sh.11.2.188.

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Despite the Brown v. Board of Education Supreme Court decision ending school segregation in 1954, African American children and other children of color still experience severe and adverse challenges while receiving an education. Specifically, Black and Latino male students are at higher risk of being placed in special education classes, receiving lower grades, and being suspended or expelled from school. Although adverse childhood experiences (ACEs), and the negative outcomes associated with experiencing them, are not specific to one racial or ethnic group, the impact of childhood adversity exacerbates the challenges experienced by male students of color at a biological, psychological, and sociological level. This article reviews the literature on how ACEs impact the biopsychosocial development and educational outcomes of young males of color (YMOC). A strengths-based perspective, underscoring resilience among YMOC, will be highlighted in presenting strategies to promote culturally responsive intervention with YMOC, focused professional development, and advocacy in the school counseling profession.

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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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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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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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Dissertations / Theses on the topic "Segregation in higher education Education, Higher African Americans"

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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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Deel, Anthony Blaine. "Virginia's minimal resistance : the desegregation of public graduate and professional education, 1935-1955 /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05022009-040731/.

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Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.

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Cook, Delia Crutchfield. "Shadow across the Columns : the bittersweet legacy of African Americans at the University of Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712796.

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Smith, Paula Louise Hairston. "African American students' perceptions of a public university a qualitative study /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164746381.

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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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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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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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Books on the topic "Segregation in higher education Education, Higher African Americans"

1

Fifty years of segregation: Black higher education in Kentucky, 1904-1954. University Press of Kentucky, 1997.

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Krueger, Alan B. Race, income, and college in 25 years: The continuing legacy of segregation and discrimination. National Bureau of Economic Research, 2005.

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Krueger, Alan B. Race, income and college in 25 years: The continuing legacy of segregation and discrimination. National Bureau of Economic Research, 2005.

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Horner, William T., 1968- author, ed. Lloyd Gaines and the fight to end segregation. University of Missouri Press, 2016.

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Before Brown: Heman Marion Sweatt, Thurgood Marshall, and the long road to justice. University of Texas Press, 2010.

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Swallowed tears: A memoir. AuthorHouse, 2012.

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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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Jackson, Edward Mercia. Black education in contemporary America: A crisis in ambiguity. Wyndham Hall Press, 1986.

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Kentucky Council on Higher Education. Kentucky plan for equal opportunities in higher education. Council on Higher Education, 1990.

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Bracey, Earnest N. Prophetic insight: The higher education and pedagogy of African Americans. University Press of America, 1999.

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Book chapters on the topic "Segregation in higher education Education, Higher African Americans"

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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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Hill, Kimberly D. "Introduction." In A Higher Mission. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179810.003.0001.

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The introduction explains how analysis of the mission work performed by Althea Brown and Alonzo Edmiston contributes to studies of historically black education, American Protestant church history, southern history, colonialism, and the African diaspora. It states how the activities of these two ministers added nuance to two major controversies in their lifetimes: the development of race-specific pedagogy and the expansion of segregation among many American Protestant denominations. The source material used to analyze the Edmistons and the American Presbyterian Congo Mission is introduced in comparison with scholarly perspectives on how African villagers and students also shaped mission policies.

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Burkholder, Zoë. "The Education That Is Their Due." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0003.

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Chapter 2 identifies a distinct uptick in northern Black support for separate schools. The rise of scientific racism fueled anti-Black discrimination that accelerated alongside the first Great Migration and the Great Depression. Hostile whites segregated classrooms and buildings in defiance of state law as Black populations increased. At the same time, there is compelling evidence from New Jersey, New York, Ohio, Indiana, Illinois, and Michigan that Black families either passively accepted or actively requested separate classrooms and schools in order to access Black teachers. Many Black northerners believed separate schools would offer a higher quality education and more of the teaching and administrative jobs that sustained the Black middle class. Still, this position was far from universal, and many northern Black communities energetically resisted school segregation. A growing number of Black intellectuals and civil rights activists vehemently objected to any form of state-sponsored segregation and campaigned actively for school integration.

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Gershenhorn, Jerry. "Segregation Must and Will Be Destroyed." In Louis Austin and the Carolina Times. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469638768.003.0005.

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During the postwar decade leading up to the Brown v. Board of Education decision, Austin played a central role in increasing black voter registration, working with the Durham Committee on Negro Affairs, leading to the election of the first black member of the Durham city council in 1953. He also made important efforts to integrate public facilities. He organized an integrated football game in Durham, between a white team and a black team, which was hailed as the first racially integrated football game in the South. Austin continued to prioritize the fight for equitable public education for African Americans in the postwar years. Austin pursued a dual strategy, pressing for integration, particularly in higher education, while fighting for equal funding for black schools and equal salaries for black teachers.

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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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