The Journal of Negro Education最新文献

{"title":"Zora Neale Hurston and the Brown Debate: Race, Class, and the Progressive Empire","authors":"Olivia Marcucci","doi":"10.7709/JNEGROEDUCATION.86.1.0013","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.1.0013","url":null,"abstract":"Abstract:The Orlando Sentinel published a 1955 letter to the editor from Zora Neale Hurston. In it, she condemns the U.S. Supreme Court decision in Brown v. Board of Education and the leadership of the Black intelligentsia in the decision. Using Timothy Parsons’ myth of a progressive empire, this article emphasizes Hurston’s central thesis: that forced desegregation leads to spiritual and cultural oppression, disguised within the ostensibly progressive Brown. The analysis also examines Hurston’s class-straddling perspective in the construction of her argument and analyzes the role of class in the Brown strategy. Hurston’s argument, understood through the lens of progressive empire, has implications for current educators of Black students.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"17 1","pages":"13 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81589503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Fall 2018 Issue: Double Consciousness, Engagement and Relevance in Education (Editor’s Commentary)","authors":"I. Toldson","doi":"10.7709/jnegroeducation.87.4.0355","DOIUrl":"https://doi.org/10.7709/jnegroeducation.87.4.0355","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"183 1","pages":"355 - 358"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85612761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What the ACT and SAT Mean for Black Students’ Higher Education Prospects (Editor’s Commentary)","authors":"I. Toldson, Tyne McGee","doi":"10.7709/JNEGROEDUCATION.83.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.83.1.0001","url":null,"abstract":"Major changes are coming to the SAT. Both the SAT and the ACT are used to influence admissions and placement at colleges and universities in the U.S. In 2016, the SAT will return to a 1600-point scale from 2400, eliminate antiquated vocabulary words and assess students' understanding of context rather than rote memorization. The essay section will also be optional. In addition, the test will no longer penalize students for wrong answers, and the readingcomprehension section will incorporate subjects that students typically learn in high school and middle school (College Board, 2014).Throughout the history of the SAT and ACT, Black students' average scores have been the lowest among all racial groups. Currently, the national average for Black students on the ACT is 17 (ACT, 2012), compared with 22 for White students, and the national average for Black students on the SAT is 860 (Jaschik, 2013), compared with 1061 for White students. Black students' scores on the SAT and ACT have been relatively flat for the last 20 years, although significant gains have been made in Black students' graduation rates and college-degree attainment.The disparity in those numbers raises questions about the significance of the SAT in predicting long-term college success for African Americans-or any student, for that matter. Reasons for lower standardized test scores among Black students have been debated in the academic literature as well as in public discourse. Some question the validity and reliability of the tests, while others assert that the systemic impact of racial oppression and poverty diminishes Black students' performance on the tests.Other more extreme explanations purport that Black students' performance is diminished because of natural cognitive deficits or corrupted cultural values. However, as Black families and the Black community have sought to reconcile low test scores, test manufacturers have been grappling with research suggesting that the ACT and SAT do not predict college success.The National Association for College Admission Counseling (NACAC) recently released research (Hiss & Franks, 2014) that revealed no significant differences in cumulative GPA or graduation rates between students who submit test scores for college admission and those who opt out of using scores for admission. In addition, the study found that high school GPAs correlated highly with college GPAs, regardless of SAT or ACT scores. In other words, students with low high school GPAs and high SAT or ACT scores generally performed poorly in college, and students with strong high school GPAs and low SAT or ACT scores generally performed well in college. The total sample of the study was almost 123,000 students across 33 diverse institutions.Some of the proposed changes to the SAT are aimed at addressing a known achievement gap that could be a proxy for race or socioeconomic status-the gap between students who participate in test prep and those who don't. Currently, test-preparation","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"1 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90920717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pageantry & Politics: Miss Howard University from Civil Rights to Black Power","authors":"Jennifer C. Thomas","doi":"10.7709/jnegroeducation.87.1.0022","DOIUrl":"https://doi.org/10.7709/jnegroeducation.87.1.0022","url":null,"abstract":"Abstract:Few realize that, historically, the women elected to serve as “Queens” of Howard University, were often reflections of political, social, and cultural issues of the time. This parade of beauty, intellect, and charm, was an unofficial barometer of where the University as well as the country stood on matters that pertained to cultural politics, institutional identity, and evolving definitions and standards of beauty. This article, written by a former Miss Howard, examines the embedded traditions, historical significance and controversies of this iconic position from the Civil Rights Era through the Black Power Movement, to argue that an in-depth analysis of the Queen’s role over these tumultuous years reveals a little-known, yet important narrative in the trajectory of Howard University.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"15 1","pages":"22 - 32"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87883544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Operating Beyond Myths: Designing a Science School for African American Boys in a Myth-filled Teaching World","authors":"B. Brown, Charmaine Mangram, Kathy Liu Sun, Keith Cross, E. Raab","doi":"10.7709/JNEGROEDUCATION.87.4.0420","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.4.0420","url":null,"abstract":"Abstract:Schools must rely on a sound theory to practice relationships in their design. This study documents one school’s attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school’s ability to design a STEM school for African American boys.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"5 1","pages":"420 - 443"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Penalty of Being a Young Black Girl: Kindergarten Teachers’ Perceptions of Children’s Problem Behaviors and Student–Teacher Conflict by the Intersection of Race and Gender","authors":"Calvin Rashaud Zimmermann","doi":"10.7709/JNEGROEDUCATION.87.2.0154","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.2.0154","url":null,"abstract":"Abstract:The term the “female advantage” is commonly used to describe gender inequalities in education, including in early childhood. This study seeks to problematize this idea by including the intersection of children’s race and gender. This article examines race and gender disparities in teachers’ perceptions of children’s problem behaviors and student–teacher conflict, using recent national data on kindergartners. The author finds that teachers’ ratings of past problem behaviors mediate the gap in teachers’ perceptions of current problem behavior and student–teacher conflict between Black girls and White boys. In contrast, non-Black girls retain their “advantage” over White boys. Drawing upon theories of intersectionality, the author discusses the implications of the findings for understanding the unique schooling experiences of Black girls in early childhood.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"34 1","pages":"154 - 168"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85392877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Race and Renaissance: African Americans in Pittsburgh Since World War II by Joe W. Trotter and Jared N. Day (review)","authors":"John Tilghman","doi":"10.7709/JNEGROEDUCATION.82.1.0097","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0097","url":null,"abstract":"Race and Renaissance: African Americans in Pittsburgh Since World War II, by Joe W. Trotter and Jared N. Day. Pittsburgh, PA, University of Pittsburgh Press, 2010, 328 pp., $29.95, hardback.Reviewed by John R. Tilghman, Howard University.Historians Joe W. Trotter and Jared N. Day of Carnegie Mellon University have completed the first book on Black life in postwar Pittsburgh. Trotter, the current director of Carnegie's Center for African American Urban Studies and Economy (CAUSE), helped redefine interwar African American urban history by challenging the \"ghetto paradigm\" theory with Black community building. The ghetto paradigm was resurrected by Arnold Hirsch (1983) as the \"second ghetto\" to Black life in the postwar U.S. In Race and Renaissance, Trotter and Day challenges the second ghetto argument emphasizing Black agency as a response to racial exclusion by creating communities, institutions, and organizations. However, the emergence of a global capitalism helped made life difficult through deindustrialization, underemployment and unemployment, housing shortage, and community neglect.The first chapter emphasizes the First Great Migration and Black community building in Pittsburgh's Hill District. Trotter and Day show how Black self-determination was eminent. During segregation, Black migrants helped create independent churches, mutual aid societies, schools, and fraternal orders. Other migrants established or joined local NAACP and National Urban League chapters to advocate for access to employment and local New Deal social programs, and also participated in electoral politics.The second chapter details the intermingling of the Second Great Migration and Renaissance I, an urban redevelopment scheme promoted by civic leaders of the Allegheny Conference on Community Development. The restructuring of Pittsburgh's economy from a steel-manufacturing to a service-technology sector was accompanied with the exclusion of Black workers from jobs in urban redevelopment projects, denial of decent housing, and displacement from neighborhoods seized by eminent domain. Blacks responded to Jim Crow through organizations-Negro American Labor Council, Pittsburgh Interracial Action Council, and the Greater Pittsburgh Improvement League-to campaign for equal access to education, housing, jobs, and labor unions. They also helped their migrant relatives by caring for families while moving from job to job to stay employed.The third chapter reveals how grassroots and Black Power organizations exposed the racial and class limitations within the Renaissance I plan. Neighborhood grassroots organizations such as United Movement for Progress and the United Negro Protest Committee protested against employment discrimination in local neighborhood stores and demanded control over social welfare programs. Operation Dig, another grassroots organization, advocated for affirmative action in building and construction trades. According to Trotter and Day, the emergence of Black P","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"12 1","pages":"97 - 98"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82419835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Trust Me, You Are Going to College”: How Trust Influences Academic Achievement in Black Males","authors":"Stuart Rhoden","doi":"10.7709/JNEGROEDUCATION.86.1.0052","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.1.0052","url":null,"abstract":"Abstract:Despite a long-standing history of structural and institutional challenges, there are a significant number of Black males who achieve positive academic outcomes. This article examines Black males who attended college after graduating from an all-male, predominantly Black Charter High School in the Mid-Atlantic region of the United States. Findings suggested three types of trust helped participants achieve college attendance; trust in themselves, trust in close others, and institutional trust. Examples of differing types of trust are highlighted, as well as implications for building trust in schools in the future. The findings from this article demonstrate that trust can be established when institutions are willing to provide a safe, nurturing environment which recognizes the inherent strengths of all students.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"78 1","pages":"52 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80082984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers","authors":"Toni S. Harris, J. Sideris, Zewelanji N. Serpell, M. Burchinal, Chloe Pickett","doi":"10.7709/JNEGROEDUCATION.83.1.0015","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.83.1.0015","url":null,"abstract":"Abstract:This study examined the degree to which dimensions of parenting predicted early academic outcomes in a sample of 111 low-income African American children. Three aspects of parenting were assessed when the children were 36 months old: language stimulation, math-related stimulation, and maternal sensitivity. Academic outcomes were assessed at 54 months and included children’s applied problem solving skills, letter-word identification, and vocabulary. Although the findings suggested that maternal sensitivity and cognitive stimulation are related to early academic skills for low-income African American preschoolers, the results of regression analyses varied depending on the outcome measure. Of particular interest is the finding that language stimulation was a stronger predictor for boys than for girls.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"36 1","pages":"15 - 28"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84136825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The “P.R.O.P.E.R.” Way to Educate Black Students: 25 indicators of School Excellence(Editor’s Commentary)","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.85.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0001","url":null,"abstract":"We need to \"shift the focus from 'Why are young Black males failing?' to 'Why are schools failing young Black males?'\"That was the tweet I posted in 2014. In response, Cato June, a noted high-school football coach and former professional player, wrote: \"Not sure that they are. Kids don't show up. Schools can't fail them if they aren't there.\"Then ensued a Twitter conversation among us and Rhonda Bryant, author of the report, \"Uneven Ground: Examining Systemic Inequities That Block College Preparation for African American Boys\" (Bryant, 2013). Bryant and I contended that racial inequities in schools result directly in Black boys' failing to live up to their academic potential. Specifically, we drew from our analyses of the \"Civil Rights Data Collection (see ocrdata.ed.gov),\" which shows that high schools with the largest percentage of Black students systematically omit advanced math and science classes, use more-punitive disciplinary policies, have higher student-to-counselor ratios, more often have teachers who are not qualified to teach their assigned courses, and more frequently rely on substitute teachers.But June argued that Black boys need a system of strict accountability, and that making excuses for their failure is, itself, inexcusable. The school has the responsibility to teach the child, he said, and the child has the responsibility to seek education. Inspiring the child to want to learn is not the school's responsibility. June also cited some common explanations for underachievement: disengaged parents, more interest in video games than in college readiness, and so on.The exchange reinforced my skepticism of coaches becoming principals of inner city high schools. I am sure Coach Cato's no nonsense/no excuses attitude works fine for preparing his football team. But I wonder if he would continue the same lines if he showed up to a football game with his team and the new rule was that the home team needs to go 50 yards to score, and the visiting team needs to go 150.We can't coerce, intimidate, bully, embarrass or even motivate children to learn in an academically inept learning structure. Coaches are only effective principals when they personally place more value on their ability to create robust learning experiences for their students, and less value on their ability to get defiant students to submit to the status quo.The special focus of this issue of The Journal of Negro Education is \"Research Methods, Cultural Narratives and Responsibilities in Education.\" This issue is timely because, today, school districts' perspective on the proper learning environment to Black students is devoid of good research and diminished by an excessive focus on meeting benchmarks established by standardized testing. School districts' dependency on standardized tests is so pervasive that after I criticize state tests, school leaders often ask me, \"If we don't use state tests, how would we know how a school is doing?\"Based on the research, every school lead","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"50 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89809486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}