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1
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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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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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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Artz, Lee. "African‐Americans and higher education: An exigence in need of applied communication." Journal of Applied Communication Research 26, no. 2 (1998): 210–31. http://dx.doi.org/10.1080/00909889809365502.
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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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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 Amendment Rights and campus civility.
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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 of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.
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Perna, Laura W. "Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty, and Administrators (review)." Journal of Higher Education 73, no. 5 (2002): 652–59. http://dx.doi.org/10.1353/jhe.2002.0049.
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Sakamoto, Arthur, Ernesto F. L. Amaral, Sharron Xuanren Wang, and Courtney Nelson. "The Socioeconomic Attainments of Second-Generation Nigerian and Other Black Americans: Evidence from the Current Population Survey, 2009 to 2019." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110019. http://dx.doi.org/10.1177/23780231211001971.
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Second-generation black Americans have been inadequately studied in prior quantitative research. The authors seek to ameliorate this research gap by using the Current Population Survey to investigate education and wages among second-generation black Americans with a focus on Nigerian Americans. The latter group has been identified in some qualitative studies as having particularly notable socioeconomic attainments. The results indicate that the educational attainment of second-generation Nigerian Americans exceeds other second-generation black Americans, third- and higher generation African Americans, third- and higher generation whites, second-generation whites, and second-generation Asian Americans. Controlling for age, education, and disability, the wages of second-generation Nigerian Americans have reached parity with those of third- and higher generation whites. The educational attainment of other second-generation black Americans exceeds that of third- and higher generation African Americans but has reached parity with that of third- and higher generation whites only among women. These results indicate significant socioeconomic variation within the African American/black category by gender, ethnicity, and generational status that merits further research.
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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 Latinos were held by South Korean students who had lived in the U.S. longer. This status hierarchy correlated closely with a racial hierarchy. A lack of opportunities to interact with diverse students led to stereotype proliferation. More policies and programs must be created that reduce misunderstandings between international and domestic students.
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Moss, Hilary J. "Education's Inequity: Opposition to Black Higher Education in Antebellum Connecticut." History of Education Quarterly 46, no. 1 (2006): 16–35. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00168.x.
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New Haven, thou hast rashly done a deed,Which shrouds thy glory in a black eclipse;Whereof in view the hearts of good men bleed,The friend, yet, strange to tell, the foe of light!Preceptor of the age, yet dost denyTo Brethren—countrymen—the common rightTheir empty minds with knowledge to supply!Encourager of learning-science-artsYet hostile to a race who fain would learn!When from the dust a sable brother starts,Suffering thy cheeks with angry fire to burn!Would I might give the honors of Old Yale,To blot from history's page this most disgraceful tale.—William Lloyd Garrison, October 8, 1831.In the late 1820s, African Americans’ access to primary and religious instruction expanded significantly throughout the urban Northeast, yet barriers to their higher education remained firm. Segregated in public “African” schools, blacks were also barred from most private academies. Collegiate education similarly remained out of reach. In response, an alliance of black and white abolitionists launched a campaign to build a separate “African” college in 1831. Two ministers, one black, Peter Williams from New York, the other white, Simeon Jocelyn from New Haven, led the endeavor. After much consideration, they selected New Haven, Connecticut to house the new institution, believing that in “no place in the Union” is the “situation [of blacks] more comfortable, or the prejudices of a community weaker against them.” On September 5, 1831, Williams and Jocelyn announced their intentions. Their timing could not have been worse.
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Assari, Shervin. "Parental Education Attainment and Educational Upward Mobility; Role of Race and Gender." Behavioral Sciences 8, no. 11 (2018): 107. http://dx.doi.org/10.3390/bs8110107.
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Background. The Minorities’ Diminished Return theory suggests that education attainment and other socioeconomic resources have smaller effects on the health and well-being of African Americans and other racial and ethnic minorities compared to Whites. Racial and ethnic differences in the processes involved with educational upward mobility may contribute to the diminished returns of education attainment for African Americans compared to Whites. Aim: This study compared African Americans and non-Hispanic Whites for the effect of parental education attainment on educational upward mobility and explored gender differences in these effects. Methods. The National Survey of American Life (NSAL 2003) is a nationally representative survey of American adults. Participants included 891 non-Hispanic White and 3570 African American adults. Gender, race/ethnicity, age, highest parental education attainment, and respondents’ educational attainment were measured. Data were analyzed using linear regression models. Results. Overall, higher parental education attainment was associated with higher educational upward mobility (b = 0.34, p < 0.001), however, this boosting effect was significantly smaller for African Americans compared to Whites (b = −0.13, p = 0.003). Our further analysis showed that race by parental education attainment can be found for females (b = −0.14, p = 0.013) but not males (p > 0.05). Conclusion. African American females are at a disadvantage compared to White females regarding the effect of parental education attainment on their educational upward mobility, a phenomenon which could not be observed when comparing African American and White males. These results advocate for taking intersectionality frameworks to study the effects of race, gender, and class in the US.
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Gmerek, Tomasz. "The development of South African higher education within the apartheid system (1948-1994) – selected aspects." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 97–114. http://dx.doi.org/10.14746/bhw.2018.38.7.
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The article include the consideration of development of South African Higher Education System in Apartheid Era (1948-1994). Particular emphasis was placed on reconstructing educational practices and policy that is implemented toward different racial groups in South Africa. An attempt was made at examining the relationship between schooling, segregation processes, discrimination practices and the development of higher education institutions.
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Kaba, Amadu J. "Progress of African Americans in higher education attainment: The widening gender gap and its current and future implications." education policy analysis archives 13 (April 6, 2005): 25. http://dx.doi.org/10.14507/epaa.v13n25.2005.
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This research argues that despite all of the obstacles that African Americans have confronted in the history of the United States, they have made substantial progress in higher education attainment from the 1970s to the beginning of the 21st century. It reveals that the rise in attainment of college and university degrees has resulted in a substantial increase in living standards and that African Americans are making important economic, social and political contributions to the United States. I present several reasons why black males are not performing as well as black females in higher education attainment. Analyses are also presented regarding the current and future implications of the growing gap between black males and black females.
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Gillette, Michael L., and Amilcar Shabazz. "Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Journal of Southern History 71, no. 2 (2005): 494. http://dx.doi.org/10.2307/27648799.
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Behnken, Brian D., and Amilcar Shabazz. "Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Arkansas Historical Quarterly 64, no. 1 (2005): 103. http://dx.doi.org/10.2307/40018573.
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DOTSON, VONETTA M., MELISSA H. KITNER-TRIOLO, MICHELE K. EVANS, and ALAN B. ZONDERMAN. "Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning." Journal of the International Neuropsychological Society 15, no. 4 (2009): 580–89. http://dx.doi.org/10.1017/s1355617709090821.
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AbstractPrevious research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition. (JINS, 2009,15, 580–589.)
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MACDONALD, VICTORIA-MARÍA, JOHN BOTTI, and LISA HOFFMAN CLARK. "From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005." Harvard Educational Review 77, no. 4 (2007): 474–504. http://dx.doi.org/10.17763/haer.77.4.237044l2j74348l1.
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In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.
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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 integration, there has been any real progress, citing excellent educational experiences with all Black teachers within the all Black schools where he grew up. Is it truly progress for diverse students when they are bussed across town to be treated as minorities in mostly White schools? More diverse students do graduate from college; however, the diversity rate of professors is still abysmal. This study reports the contextual experiences of three African American (one an administrator) and one Latina faculty member with decades of experience in the public educational system and as they engaged in the culture of higher education struggling with a moral multiculturalism—whether worldviews (therefore free speech) could be morally determined and whether they as diverse faculty truly belong and are truly respected.
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Armstrong, Joslyn, Fiorella L. Carlos Chavez, Julia H. Jones, Shar’Dane Harris, and Gregory J. Harris. "“A Dream Deferred”: How Discrimination Impacts the American Dream Achievement for African Americans." Journal of Black Studies 50, no. 3 (2019): 227–50. http://dx.doi.org/10.1177/0021934719833330.
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The American Dream (TAD) is an ideological symbol of achievement and success in American culture. Historical barriers to equal opportunities and economic attainment through racial discrimination have limited access to TAD for African Americans. Barriers of discrimination also reduce the perception of one’s life satisfaction, which can further affect the beliefs of ever obtaining TAD. The present research evaluated the effects of discrimination and life satisfaction on perceptions of achieving TAD among a sample of N = 1,081 African American adults. Results showed that higher levels of discrimination led to higher odds of African Americans believing that they would never achieve TAD. Income was also significantly associated with TAD attainment, as were age, marital status, and education level. Group differences were found for marital status, age, income, life satisfaction, education, and being worse off financially compared to one’s parents. These results support strain theory and racial threat theory by identifying the relationship between discrimination and perceptions of being able to achieve TAD. Those who reported having achieved TAD were more likely to have higher life satisfaction, more successful careers, more financial wealth compared to previous generations, and higher education levels, showing distinct group differences. The study concludes with recommendations for future research into the definition and measurement of TAD and the barriers to attainment for African American families.
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Mangino, William. "A Critical Look at Oppositional Culture and the Race Gap in Education." ISRN Education 2013 (May 12, 2013): 1–5. http://dx.doi.org/10.1155/2013/363847.
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This paper offers a sociological critique of the perceived Black-White gap in education and of the theory of “opposition” that underpins it. The literature extending back a century discusses how oppressed and segregated groups adopt attitudes opposed to those who oppress and contain them. Failure to situate the current oppositional culture in this larger body of literature makes opposition seem specific to Black Americans; it is not. Further, among people with similar economic resources, Black Americans have higher educational aspirations and go to college more than comparable Whites. The continued framing of a “race gap” without reference to economic circumstances reifies race and lays the blame for educational failure on schools, teachers, families, and students, when the real culprits are social and economic issues like jobs, wages, and residential segregation. But because politically we are unwilling to deal with these larger socioeconomic issues, educational professionals are compelled to practice as if economic inequality and poverty do not matter, but in fact they do. Because Black Americans are disproportionately represented in lower economic strata, a spurious correlation exists in professional and popular discourse that mistakenly identifies Black people as “opposed” to education. Net of socioeconomic status, Black Americans are no more opposed than anyone else.
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J, Ryan, Kreiner D, Myers-Fabian A, and Gontkovsky S. "A-123 Effects of Ethnicity, Educational Attainment, and Severity of Traumatic Brain Injury on Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) Index Scores." Archives of Clinical Neuropsychology 35, no. 6 (2020): 916. http://dx.doi.org/10.1093/arclin/acaa068.123.
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Abstract Objective This study utilized a culturally diverse sample with traumatic brain injury (TBI) to examine effects of ethnicity on the Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI) indices of the Wechsler Adult Intelligence Scale-Fourth Edition while controlling for education and injury severity. Hypotheses were that education and ethnicity would significantly influence all indices, the latter to a lesser extent, and injury severity would most strongly affect PSI scores. Method Participants were 43 trauma center admissions with documented head injury. Mean age and education were 32.16 and 13.88 years, respectively. There were 14 Euro-, 17 Hispanic-, and 12 African-Americans. Results ANCOVAs revealed significant effects for education across indices. Significant effects were found for ethnicity on the VCI and PRI and injury severity on the PSI. Post hoc comparisons indicated Euro- and Hispanic-Americans did not differ on VCI but performed significantly higher than African-Americans. Euro-Americans performed significantly better than African-Americans on the PRI, but comparable performance emerged between Euro- and Hispanic-Americans and between African- and Hispanic-Americans. Groups did not differ on the WMI or PSI. Conclusions Education and ethnicity accounted for most of the variance in VCI and PRI. Analysis of the WMI revealed education produced a significant effect, but ethnicity and injury severity did not. On the PSI, education and injury severity had significant effects. PSI was the only composite to which injury severity made a statistically significant contribution. Despite the small sample size, findings have important implications in the intellectual assessment of individuals with TBI.
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Freeman A. Hrabowski, III. "Broadening Participation in American Higher Education—A Special Focus on the Underrepresentation of African Americans in STEM Disciplines." Journal of Negro Education 87, no. 2 (2018): 99. http://dx.doi.org/10.7709/jnegroeducation.87.2.0099.
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Freeman, Kassie. "Amilcar Shabazz, Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas." Journal of African American History 90, no. 4 (2005): 450–52. http://dx.doi.org/10.1086/jaahv90n4p450.
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Assari, Shervin, Hamid Helmi, and Mohsen Bazargan. "Polypharmacy in African American Adults: A National Epidemiological Study." Pharmacy 7, no. 2 (2019): 33. http://dx.doi.org/10.3390/pharmacy7020033.
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Background: Despite the association between polypharmacy and undesired health outcomes being well established, very little is known about epidemiology of polypharmacy in the African American community. We are not aware of any nationally representative studies that have described the socioeconomic, behavioral, and health determinants of polypharmacy among African Americans. Aims: We aimed to investigate the socioeconomic and health correlates of polypharmacy in a national sample of African American adults in the US. Methods: The National Survey of American Life (NSAL, 2003–2004) included 3,570 African American adults. Gender, age, socioeconomic status (SES; education attainment, poverty index, and marital status), access to the healthcare system (health insurance and having a usual source of care), and health (self-rated health [SRH], chronic medical disease, and psychiatric disorders) in addition to polypharmacy (5 + medications) as well as hyper-polypharmacy (10 + medications) were measured. Logistic regressions were applied for statistical analysis. Results: that About 9% and 1% of all African American adults had polypharmacy and hyper-polypharmacy, respectively. Overall, higher age, higher SES (education and poverty index), and worse health (poor SRH, more chronic medical disease, and psychiatric disorders) were associated with polypharmacy and hyper-polypharmacy. Individuals with insurance and those with a routine place for healthcare also had higher odds of polypharmacy and hyper-polypharmacy. Conclusions: Given the health risks associated with polypharmacy, there is a need for systemic evaluation of medication use in older African Americans with multiple chronic conditions. Such policies may prevent medication errors and harmful drug interactions, however, they require effective strategies that are tailored to African Americans.
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Goldrick-Rab, Sara, and Kathleen M. Shaw. "Racial and Ethnic Differences in the Impact of Work-First Policies on College Access." Educational Evaluation and Policy Analysis 27, no. 4 (2005): 291–307. http://dx.doi.org/10.3102/01623737027004291.
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The college participation rates of African Americans and Latinos continue to lag behind those of other racial and ethnic groups in the United States, despite the efforts of financial aid and affirmative action policies. Two recent federal policies that are “work-first” in nature threaten to further exacerbate racial and ethnic disparities in college access. This article examines the complex ways in which the 1996 welfare reform and the 1998 Workforce Investment Act differentially affect opportunities for college enrollment among disadvantaged adults. Utilizing national and state-level data, the authors argue that both policies restrict access to postsecondary education through the implementation of their guiding philosophy, “work-first,” which emphasizes rapid job placement as the strategy of choice in achieving stable employment and moving out of poverty. These policies have reduced the size of the clientele receiving welfare and restricted access to education and training for those who remain on the rolls. Moreover, this reduction in access is particularly acute among African Americans and Latinos. Thus, the findings indicate that these work-first federal policies serve to limit higher education opportunities available to these already disadvantaged populations.
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FIORI, KATHERINE L., NATHAN S. CONSEDINE, and CAROL MAGAI. "Ethnic differences in patterns of social exchange among older adults: the role of resource context." Ageing and Society 28, no. 4 (2008): 495–524. http://dx.doi.org/10.1017/s0144686x07006940.
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ABSTRACTUsing social capital and social exchange theories, this investigation examined ethnic variation in patterns of social exchange in two heterogeneous racial groups, Blacks and Whites in the United States, and the effects of education and income on these patterns. The sample was 1,043 people aged 65–86 years from four ethnic groups (US-born European-Americans, immigrant Russians/Ukrainians, US-born African-Americans, and immigrant English-speaking Caribbeans) who had provided details of their instrumental and advice exchanges with kin and non-kin. Hierarchical multinomial logistic regressions were used to predict patterns of social exchange, variations by ethnicity, income and education, and the interactions. Ethnic differences in patterns of social exchange were found, but almost all were qualified by interactions. Those with income showed within-group heterogeneity: African-Americans and Russians/Ukrainians with higher income were more likely to engage in reciprocal instrumental kin exchange, whereas among English-speaking Caribbeans and European-Americans such exchanges were not associated with income. Unlike among European-Americans and English-speaking Caribbeans, Russians/Ukrainians with higher income and education were more likely to engage in reciprocal non-kin exchange. The findings suggest that ethnic variation in social exchange reflects both aspects of ethnic group membership and the relational context, as well as the enactment of reciprocity values in varying resource contexts.
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Hendrie, Hugh C., Olusegun Baiyewu, Kathleen A. Lane, et al. "Homocysteine levels and dementia risk in Yoruba and African Americans." International Psychogeriatrics 25, no. 11 (2013): 1859–66. http://dx.doi.org/10.1017/s1041610213001294.
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ABSTRACTBackground:High levels of homocysteine have been associated with increased risk for dementia although results have been inconsistent. There are no reported studies from the developing world including Africa.Methods:In this longitudinal study of two community-dwelling cohorts of elderly Yoruba and African Americans, levels of homocysteine, vitamin B12 and folate were measured from blood samples taken in 2001. These levels were compared in two groups, participants who developed incident dementia in the follow-up until 2009 (59 Yoruba and 101 African Americans) and participants who were diagnosed as cognitively normal or in the good performance category at their last follow-up (760 Yoruba and 811 African Americans). Homocysteine levels were divided into quartiles for each site.Results:After adjusting for age, education, possession of ApoE, smoking, and time of enrollment the higher quartiles of homocysteine were associated with a non-significant increase in dementia risk in the Yoruba (homocysteine quartile 4 vs. 1 OR: 2.19, 95% CI 0.95–5.07, p = 0.066). For the African Americans, there was a similar but non-significant relationship between higher homocysteine levels and dementia risk. There were no significant relationships between levels of vitamin B12 and folate and incident dementia in either site although folate levels were lower and vitamin B12 levers were higher in the Yoruba than in the African Americans.Conclusions:Increased homocysteine levels were associated with a similar but non-significant increase in dementia risk for both Yoruba and African Americans despite significant differences in folate levels between the two sites.
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Assari, Shervin, and Mohsen Bazargan. "Polypharmacy and Psychological Distress May Be Associated in African American Adults." Pharmacy 7, no. 1 (2019): 14. http://dx.doi.org/10.3390/pharmacy7010014.
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Background: Compared to Whites, African Americans are at a higher risk of multiple chronic conditions, which places them at a higher risk of polypharmacy. Few national studies, however, have tested whether polypharmacy is associated with psychological distress—the net of socioeconomic status, health status, and stress—in African Americans. Aims: In a national sample of African Americans in the US, this study investigated the association between polypharmacy and psychological distress. Methods: The National Survey of American Life (NSAL, 2003) included 3570 African American adults who were 18 years or over. This number was composed of 2299 women and 1271 men. Polypharmacy (using ≥ 5 medications) and hyper-polypharmacy (using ≥ 10 medications) were the independent variables. Psychological distress was the dependent variable. Age, gender, socioeconomic status (education attainment, income, employment, and marital status), health care access (insurance status and usual place of care), and health status (multimorbidity and psychiatric disorders) were the covariates. Linear multivariable regression was applied to perform the data analysis. Results: Both polypharmacy and hyper-polypharmacy were associated with psychological distress. This association was significant after controlling for all the covariates. Conclusions: African Americans with polypharmacy, particularly those with hyper-polypharmacy, are experiencing higher levels of psychological distress, which itself is a known risk factor for poor adherence to medications. There is a need for a comprehensive evaluation of medications as well as screening for psychopathology in African Americans with multiple medical conditions.
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Cha, EunSeok, Sudeshna Paul, Betty J. Braxter, Guillermo Umpierrez, and Melissa Spezia Faulkner. "Dietary Behaviors and Glucose Metabolism in Young Adults at Risk for Type 2 Diabetes." Diabetes Educator 44, no. 2 (2018): 158–67. http://dx.doi.org/10.1177/0145721718756057.
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Purpose The purpose of the study was to examine the associations between dietary behaviors and glucose metabolism in high-risk young adults to increase the precision of nutrition education to prevent early onset type 2 diabetes (T2D). Method Using a descriptive, cross-sectional study design, 106 overweight or obese sedentary young adults ages 18-29 years from the Atlanta metropolitan area were recruited to screen diabetes risk. Survey questionnaires, anthropometric assessment, blood pressure (BP), and laboratory data were collected in a clinical research unit. The Web-based HOMA2 calculator was used to calculate beta cell function and insulin sensitivity. Results The final sample included 103 participants. There were similar patterns of diet (caloric intake and dietary quality) between African Americans and non-African Americans, whereas African Americans showed hyperinsulinemia compared with non-African Americans. When young adults consumed a good quality diet (appropriate carbohydrate intakes; high fiber, low saturated fat but protein rich diet), their insulin resistance was decreased. There was a marginal interaction effect between insulin sensitivity and beta cell function by race. Systolic BP was higher in African Americans, and total cholesterol, triglycerides, and low-density lipoprotein cholesterol were higher in non-African Americans. Conclusion Findings are useful to develop age-specific nutrition guidelines to prevent early onset T2D in high-risk young adults.
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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 African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.
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Huffman, Fatma G., Maurcio De La Cera, Joan A. Vaccaro, et al. "Healthy Eating Index and Alternate Healthy Eating Index among Haitian Americans and African Americans with and without Type 2 Diabetes." Journal of Nutrition and Metabolism 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/398324.
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Ethnicities within Black populations have not been distinguished in most nutrition studies. We sought to examine dietary differences between African Americans (AA) and Haitian Americans (HA) with and without type 2 diabetes using the Healthy Eating Index, 2005 (HEI-05), and the Alternate Healthy Eating Index (AHEI). The design was cross-sectional (225 AA, 246 HA) and recruitment was by community outreach. The eating indices were calculated from data collected with the Harvard food-frequency questionnaire. African Americans had lower HEI-05 scores (−8.67, 13.1); , than HA. Haitian American females and AA males had higher AHEI than AA females and HA males, respectively, () adjusting for age and education. Participants with diabetes had higher adherence to the HEI-05 (1.78, 6.01), , and lower adherence to the AHEI (16.3, −3.19), , , than participants without diabetes. The findings underscore the importance of disaggregating ethnicities and disease state when assessing diet.
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Mouzon, Dawne M., Robert Joseph Taylor, Ann W. Nguyen, Mosi Adesina Ifatunji, and Linda M. Chatters. "Everyday Discrimination Typologies Among Older African Americans: Gender and Socioeconomic Status." Journals of Gerontology: Series B 75, no. 9 (2019): 1951–60. http://dx.doi.org/10.1093/geronb/gbz088.
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Abstract Objectives Discrimination is associated with several negative social, economic, and health consequences. Past research focuses on the impact of discrimination while less is known about both the type and correlates of discrimination, particularly among older adults. Methods Using the National Survey of American Life, we used latent class analysis to identify discrimination typologies (frequency and type) among African Americans aged 55 and older. We then used multinomial logistic regression to identify demographic correlates of discrimination types, including a statistical interaction between gender and educational attainment. Results We identified three discrimination typologies. Increasing age was associated with lower probability of belonging to the high discrimination and disrespect and condescension subtypes. Men and non-Southern residents were most likely to belong in the high discrimination subtype. Higher levels of education increased the probability of belonging in the high discrimination and disrespect and condescension subtypes for older men, but not women. Discussion Older African American men, particularly those with more education, are vulnerable to both high-frequency discrimination and discrimination characterized by disrespect and condescension. This finding suggests that, for men with more years of education, increased exposure to discrimination reflects efforts to maintain social hierarchies (male target hypothesis).
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Assari, Shervin. "Race, Intergenerational Social Mobility and Stressful Life Events." Behavioral Sciences 8, no. 10 (2018): 86. http://dx.doi.org/10.3390/bs8100086.
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Background. Socioeconomic status (SES) has smaller protective effects on the health of African Americans, and the differential association between social mobility and stress may explain the diminished returns of SES for African Americans. Aim. This study tested the race/ethnic differences in the association between upward and downward social mobility and stress in a nationally representative sample of African American and White American adults. Methods. This study included 3570 African Americans and 891 non-Hispanic White Americans from the National Survey of American Life (NSAL), 2003. Race/ethnicity, gender, age, upward and downward social mobility (independent variable, defined as difference between parent and respondent education), and stressful life events (SLE, dependent variable) were measured. Linear regression models were used for data analysis. Results. In the pooled sample that included both races, upward and downward social mobility were both associated with SLE, the net of all covariates. Significant interactions were found between race/ethnicity and social mobility, suggesting a stronger association between social mobility and stress for White Americans than for African Americans. According to race-stratified models, upward and downward social mobility were associated with higher SLE for White Americans but not African Americans. Conclusion. Although upwardly and downwardly mobile White Americans experience more stress than the socially stable White Americans, African Americans do not experience a change in SLE related to their intergenerational social mobility.
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Booker, Staja, Keela Herr, and Toni Tripp-Reimer. "Patterns and Perceptions of Self-Management for Osteoarthritis Pain in African American Older Adults." Pain Medicine 20, no. 8 (2018): 1489–99. http://dx.doi.org/10.1093/pm/pny260.
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AbstractObjectiveTo explore and describe older African Americans’ patterns and perceptions of managing chronic osteoarthritis pain.MethodsA convergent parallel mixed-methods design incorporating cross-sectional surveys and individual, semistructured interviews.SettingOne hundred ten African Americans (≥50 years of age) with clinical osteoarthritis (OA) or provider-diagnosed OA from communities in northern Louisiana were enrolled.ResultsAlthough frequency varied depending on the severity of pain, older African Americans actively used an average of seven to eight self-management strategies over the course of a month to control pain. The average number of self-management strategies between high and low education and literacy groups was not statistically different, but higher-educated adults used approximately one additional strategy than those with high school or less. To achieve pain relief, African Americans relied on 10 self-management strategies that were inexpensive, easy to use and access, and generally perceived as helpful: over-the-counter (OTC) topicals, thermal modalities, land-based exercise, spiritual activities, OTC and prescribed analgesics, orthotic and assistive devices, joint injections, rest, and massage and vitamins.ConclusionsThis is one of the first studies to quantitatively and qualitatively investigate the self-management of chronic OA pain in an older African American population that happened to be a predominantly higher-educated and health-literate sample. Findings indicate that Southern-dwelling African Americans are highly engaged in a range of different self-management strategies, many of which are self-initiated. Although still an important component of chronic pain self-management, spirituality was used by less than half of African Americans, but use of oral nonsteroidal anti-inflammatory drugs and opioids was relatively high.
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Alio, Amina P., Cindi A. Lewis, Heather Elder, Wade Norwood, Kingdom Mufhandu, and Michael C. Keefer. "Self-Reported Experiences of Racial Discrimination Among African Americans in Upstate New York." Journal of Black Studies 51, no. 5 (2020): 481–500. http://dx.doi.org/10.1177/0021934720925786.
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Racial discrimination in the United States continues to adversely affect health outcomes to the detriment of African Americans. To assess the experiences of residents of a metropolitan community with high rates of racial health disparities in upstate New York, we conducted a survey to measure the primary reasons for discrimination and their experiences with daily and lifetime discrimination, reactions to these experiences, and coping mechanisms. Of the 739 individuals who completed the survey in 2012, 71.5% self-reported as Black or African American. This article focuses on the experiences of Blacks or African Americans, among whom 76.2% reported having experienced racial discrimination at some point in their life. Respondents with higher levels of education and higher income were more likely to report experiencing racial discrimination at work, while for those with a high school education or less it was on the street or public spaces. The burden of these experiences affected individuals by making life more difficult and interfering with a productive life. In light of the known impact of racial discrimination on individual and population health and well-being, it is crucial that efforts to address social and health disparities take into account the high rates of experiences of racism.
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Jackson, Jerlando F. L. "Introduction: Engaging, Retaining, and Advancing African Americans in Executive-Level Positions: A Descriptive and Trend Analysis of Academic Administrators in Higher and Postsecondary Education." Journal of Negro Education 73, no. 1 (2004): 4. http://dx.doi.org/10.2307/3211256.
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Assari, Shervin. "Race, Depression, and Financial Distress in a Nationally Representative Sample of American Adults." Brain Sciences 9, no. 2 (2019): 29. http://dx.doi.org/10.3390/brainsci9020029.
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Background: Although depression and financial distress are correlated, this association may differ for demographic groups, particularly based on race. Aim: Using a national sample of American adults, this study tested whether the association between Major Depressive Episode (MDE) and financial distress differs between African Americans and Whites. Methods: The National Survey of American Life (NSAL), 2003, enrolled 3570 African American and 891 Non-Hispanic White American adults. Demographic data (age and gender), socioeconomic position (SEP; i.e., education, employment, marital status, and income), financial distress, and 12-month MDE were measured. Logistic regression was used for data analysis. Results: In the pooled sample, 12-month MDE was associated with higher odds of financial distress, above and beyond objective SEP measures. We found MDE by race interaction on financial distress, suggesting stronger association between MDE and financial distress among African Americans, compared to Whites. Conclusions: The link between MDE and financial distress depends on race. The financial needs of African Americans with depression should be addressed. Depression screening is also needed for African Americans with financial distress.
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Thomas, Ronay, Patrick T. McGann, Andrew Beck, Amanda Pfeiffer, and Kyesha M. James. "Characterization of Community-Based Socioeconomic Factors, Utilization, and Adherence in Children with Sickle Cell Disease." Blood 134, Supplement_1 (2019): 4686. http://dx.doi.org/10.1182/blood-2019-130637.
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Introduction Sickle cell disease (SCD) affects over 100,000 people in the US, the majority of whom are African American. Socioeconomic challenges have a significant impact on both access and adherence to appropriate treatments which, given a history of racial segregation and discrimination, disproportionately burden under-represented minorities. The distribution of socioeconomic factors, like poverty, educational attainment, and housing quality, can now be assessed routinely at the population level, yet the distribution and impact of such contextual risks in the pediatric sickle cell population have not been sufficiently described. Here, we sought to characterize the burden of neighborhood-level socioeconomic challenges and barriers among children with SCD in one large, urban county. We also sought to determine whether these area-level indicators were associated with hospitalizations and markers of adherence to SCD medications. Methods We pursued a retrospective review of electronic health record data from 2011-2017 for children with HbSS disease in the active Cincinnati Children's Hospital Medical Center's SCD registry which includes all children receiving care within the past two years in the Comprehensive Sickle Cell Center and is representative of nearly all children with SCD in Hamilton County, Ohio. The analysis was performed under an IRB-approved study investigating socioeconomic factors for children in Hamilton County. Children within the SCD registry were excluded from this analysis if they had a non-HbSS genotype or an address outside of Hamilton County. Addresses were geocoded and linked to a specific census tract which approximates local neighborhood boundaries. Once linked to a census tract, that address was connected to a pre-determined list of variables present within the 2013-2017 US Census' American Community Survey. Variables included the census tract poverty rate, educational attainment rate (percentage of adults with less than a high school education), and the percentage of vacant housing. A validated census tract-level deprivation index, assembled from 6 such census variables, was also included. Outcomes of interest included number of hospitalizations and ED visits during the study period and %HbF for the subset on hydroxyurea treatment. Descriptive statistics were used to illustrate ecological socioeconomic characteristics among included patients. Associations between area-based socioeconomic deprivation and outcomes of interest were tested using the Kruskal-Wallis Test. Results There were 141 patients with HbSS included in the analysis (53% Male, 82% publicly insured). Mean age at the end of the analysis period was 9.6±6.3 years. Consistent with the aggressive treatment strategy at our center, most (97%) were on disease modifying treatment with either hydroxyurea (81%) or chronic transfusion therapy (16%). Compared to the county as a whole, children in the registry mapped to areas with relatively high rates of poverty (median 26%; IQR 15%-42%), low rates of education attainment (median with high school degree 86%; IQR 78%-91%), and high rates of vacant housing (median 13%; IQR 8%-19%). The deprivation index is scaled between 0 and 1 with higher values indicative of more socioeconomic deprivation. In our population, the deprivation index median was 0.45 (IQR 0.36-0.61). When the sample was categorized into three deprivation groups (low < 25th percentile, medium between 25th and 75th, and high >75th percentile), we found trends toward associations with utilization and adherence measures (Table 1). Conclusion A majority of our SCD patients live in neighborhoods with stark socioeconomic challenges and barriers which have been shown to negatively affect health outcomes. There appears to be a significant trend towards increased utilization among those living in more deprived neighborhoods, although, the link with adherence was less clear. The latter finding, indicative of similar HbF levels across deprivation groupings, may be the result of efforts made by our multidisciplinary comprehensive care team to optimize care for all patients regardless of socioeconomic challenges. The data presented here are novel and likely representative of socioeconomic challenges of most SCD patients living in the US. Future, larger, multi-center studies should focus on identifying and addressing social determinants of health within this population. Disclosures No relevant conflicts of interest to declare.
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Zhang, Yang, Sarah J. Aurit, and Omofolasade Kosoko-Lasaki. "Racial and ethnic disparities in clinical presentation and prognosis of conjunctival cancer." Journal of Clinical Oncology 37, no. 15_suppl (2019): e13086-e13086. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e13086.
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e13086 Background: To investigate racial and epidemiological disparities in presentation and prognosis of conjunctival cancer in a retrospective population-based study. Methods: Non-Hispanic white (NHW) and African American patients with squamous cell carcinoma or melanoma of the conjunctiva or cornea with known age, insurance, gender, zip code-level income and education, and tumor size were selected from the National Cancer Database (NCDB). Patients were stratified based on race and ethnicity into two mutually exclusive groups, and unadjusted comparisons were made with the Chi-square or Mann-Whitney tests. Survival was examined with the Kaplan-Meier method and a Cox regression model was employed after checking that the proportional hazards assumption was met for all pertinent variables. SAS version 9.4 was used for all analyses and p< 0.05 was considered significant. Results: Of the 2,192 identified patients from 2004 to 2014, 104 were African American. Unadjusted differences were found between groups in regard to age, histology, insurance, income, and education. African American patients in comparison to NHW were younger (median age: 61 years vs. 71 years; p< 0.001), had a higher proportion of Medicaid (10.6% vs. 3.4%) or no insurance (11.5% vs. 2.7%), and resided in areas with lower levels of education (36.5% of African American patients vs. 17.0% of NHW patients were from areas with greater than 21% of the population with no high school degree). It was also found that African Americans had higher proportion of squamous cell carcinoma than NHW (69.9% vs. 81.7%; p= 0.007). In general, risk of death was higher for older African American males with no private insurance, and for those from areas of lowest level of income. Conclusions: Disparities in socioeconomic factors were observed in the African American population. In addition, the overall incidence of conjunctival and corneal cancer occurs at a younger age in African Americans, who also face poorer prognoses. This association between social inequality and poor outcome warrant further investigation.
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LEDDA, MARY ANN, ELIZABETH A. WALKER, and CHARLES E. BASCH. "Development and Formative Evaluation of a Foot Self-Care Program for African Americans With Diabetes." Diabetes Educator 23, no. 1 (1997): 48–51. http://dx.doi.org/10.1177/014572179702300105.
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African Americans with diabetes have a higher rate of lower-extremity amputation due to diabetic foot complications than the general public. Education about proper foot care can help prevent serious diabetic foot complications and assist in early detection of problems. The purpose of this project was to develop, formatively evaluate, and pilot test a self-care, take-home program for the prevention of foot problems in African Americans with diabetes. The program included a brief one-on-one orientation session and a take-home foot self-care packet. Through telephone follow-up subjects reported the following: good to excellent overall rating of the program, favorable reactions to the patient instruction booklet, an overwhelming positive response to the large hand mirror, and a positive effect on their daily foot-care practices. The Afrocentricity of the patient education materials was preferred by younger subjects; older subjects found this approach too restrictive.