The Journal of Negro Education最新文献

{"title":"Creating a New Narrative: Reframing Black Masculinity for College Men","authors":"Danté L. Pelzer","doi":"10.7709/JNEGROEDUCATION.85.1.0016","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0016","url":null,"abstract":"Abstract:The way Black men make meaning of their college experience is implicitly tied to how they internalize and demonstrate their masculinity. This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. Critical race theory (CRT) is introduced as a practical approach for challenging hegemonic ideologies about Black masculinity. CRT calls for the use of counter-narratives as a way for marginalized groups to retake ownership of their authentic voice. Colleges must create counter-spaces on campus where Black college men can begin to rethink, re-author, retell what it means to be a Black man.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"33 1","pages":"16 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968661","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":"Domestic and International Student Matters: The College Experiences of Black Males Majoring in Engineering at an HBCU","authors":"Jennifer O. Burrell, L. Fleming, Afiya C. Fredericks","doi":"10.7709/JNEGROEDUCATION.84.1.0040","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0040","url":null,"abstract":"Abstract:Despite diversity challenges in engineering education regarding Black males in particular, little is known about the factors that Black males attribute to their persistence in engineering. This study examines the college experiences of 15 Black males majoring in engineering at a historically Black university and the factors they believe help or hinder their persistence. The analysis of semi-structured focus group data revealed that Black males’ college experiences are partially determined by their status as either domestic or international. Findings suggest that several well-established and motivation-relevant constructs (e.g., teacher expectations, self-theories of intelligence, and peer support) influence both groups. Implications for future research, as well as higher education policy and practice are discussed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"24 1","pages":"40 - 55"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82189129","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 Declining Significance of Historically Black Colleges and Universities: Relevance, Reputation, and Reality in Obamamerica","authors":"M. C. Brown","doi":"10.7709/JNEGROEDUCATION.82.1.0003","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0003","url":null,"abstract":"Abstract:Historically Black colleges and universities are a unique institutional cohort in American higher education. These colleges have been celebrated for their achievements and critiqued for their composition at differing points during their collective history. This article addresses contemporary ebbs and flows of their relevance and reputation in the national discourse. Particular attention is given to real or perceived changes in the status and place of these institutions since the election of President Barack Obama and the new imperative for maintaining institutional significance.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"7 1","pages":"19 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82349395","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":"Reframing the Connections between Deficit Thinking, Microaggressions, and Teacher Perceptions of Defiance","authors":"Timberly L. Baker","doi":"10.7709/jnegroeducation.88.2.0103","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.2.0103","url":null,"abstract":"Abstract:African American students are being suspended/expelled at a greater rate than their peers, a phenomenon that scholars have come to call the “discipline gap.” As the gap has grown, so have instances of African American student suspension and expulsion for “defiance.” This article offers a revision of the Baker framework, which troubles deficit notions of overrepresentation in the disciplinary category of defiance by offering a different conceptualization of African American students being labeled defiant. The author argues that the very acts classified as defiant are often a response to microaggressions. A framework is presented to explain why African American students are overrepresented in terms of suspension/expulsion for defiance.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"55 1","pages":"103 - 113"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77363444","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":"Brown In Baltimore: School Desegregation and the Limits of Liberalism by Howell S. Baum (review)","authors":"John Tilghman","doi":"10.5860/choice.48-2353","DOIUrl":"https://doi.org/10.5860/choice.48-2353","url":null,"abstract":"Brown In Baltimore: School Desegregation and the Limits of Liberalism, by Howell S. Baum. Ithaca and London: Cornell University Press, 2010, 274 pp, $24.95, paperback. In Brown In Baltimore, Baum investigates why the city's pubUc schools remained segregated after its school board immediately supported die Supreme Court ruling on Brown v. Board of Education (1954). According to Baum, toe failure of school integration was caused by a desegregation policy, created by an all- White school board, called \"free choice.\" Free choice was formed out of the school board's \"liberal ideology\" of individual choice over integration and to avoid any discussion of race. As a professor of urban and regional planning at University of Maryland, College Park, Baum has written extensively on urban affairs and school reform. The first chapter examines Baltimore as a border city and how its location directly under the Mason Dixon line helped to create a culture of segregation and activism in relation to classical Uberalism. The second chapter explores a campaign led by assertive local Black leaders to end segregation in all schools or cure the unsanitary conditions in toe Black portable schools. To Baum, toe campaign forced school officials to deal wito race. The third chapter details the secret negotiations between civil rights leaders and the city school board to integrate school trade programs before toe Brown decision. A smaU number of Black students were integrated into toe printing programs in Polytechnic Institute in 1952 and toe Mergentoaler School in 1953 witoout any violence. To Baum, civil rights leaders were classical liberals in terms of individualism, who labeled historically Black high schools as \"inferior\" for toe purpose of integrating toeir children into White schools. The next toree chapters are the heart of Baum' s argument. The fourth chapter describes toe creation of toe free choice policy when toe school board was confronted wito implementing social engineering. Free choice gave White parents toe option to send their chUdren to segregated schools. Baum states, \"The board's preference for free choice and for desegregation over integration expressed its member's liberalism\" (p. 72). The fifth chapter illustrates how open enrollment over seven years led to school resegregation due to racial prejudice among White residents. Racial issues were avoided and toe physical conditions of Black schools continued to be marginalized, which illustrates how liberalism continued to play a role in politics and Ufe in Baltimore. Chapter six explores toe protests against open enrollment by twenty-eight Black and White parents and other civU rights groups. They advocated for the enforcement of fidi integration of Baltimore City public schools at toe height of toe national CivU Rights Movement. The school board reevaluated itself and attempted to promote social engineering. Baum views toe changing political toward social engineering as toe best chance to implement scho","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"109 1","pages":"83 - 84"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79392804","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":"Improving Black Students’ College and Career Readiness through Literacy Instruction: A Freirean-Inspired Approach for K–8 Classrooms","authors":"Jennifer D. Turner","doi":"10.7709/jnegroeducation.88.4.0443","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0443","url":null,"abstract":"Abstract:Scholars have argued that college preparation for Black students is the civil rights issue for our times. While Black students hold high aspirations for future success, their college and career readiness in literacy is often mitigated by instructional barriers in K–8 classrooms. In this article, the author offers a set of principles, inspired by the work of the late Brazilian educator Paulo Freire that teachers can use to enhance Black students’ college and career readiness. The treatise outlines four instructional principles that help Black students critically “read the word and the world”: (a) Leverage students’ community knowledge and career aspirations for literacy skill instruction; (b) Center students’ racial literacies and conventional literacies within instruction; (c Promote liberatory literacies through conventional, creative, and critical writing; and (d) Inspire skill development, critique, and action through “problem-posing” projects.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"56 1","pages":"443 - 453"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76711318","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":"Racial Microaggressions: The Narratives of African American Faculty at a Predominantly White University","authors":"Chavella T. Pittman","doi":"10.7709/JNEGROEDUCATION.81.1.0082","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0082","url":null,"abstract":"Abstract:What role does race play in the lives of fourteen African American (7 women, 7 men) faculty on a predominantly White campus? This case study focuses on their narratives which revealed that racial microaggressions were a common and negative facet of their lives on campus. Specifically, their narratives suggest interactions of microinvalidations with White colleagues and microinsults with White students. This faculty responded to racial microaggressions by creating campus change and safe space for students of color. Given the potential negative outcomes of racial microaggression, these findings suggest that work is needed to improve the campus climate for African American faculty.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"3 1","pages":"82 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76725299","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":"“Why Not?”: How STEM Identity Development Promotes Black Transfer and Transition","authors":"H. García, Bryan K., Jon Mcnaughtan","doi":"10.7709/jnegroeducation.88.3.0343","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0343","url":null,"abstract":"Abstract:Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"44 1","pages":"343 - 357"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85783161","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":"Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts by Adriel A. Hilton J. Luke Wood Chance W. Lewis (review)","authors":"Donald G. Mitchell","doi":"10.7709/jnegroeducation.84.1.0096","DOIUrl":"https://doi.org/10.7709/jnegroeducation.84.1.0096","url":null,"abstract":"Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts, edited by Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis. Charlotte, NC: Information Age, 2012, 231 pp., $85.99, hardcover; $45.99, paperback.As an African American male who persisted through the Ph.D., I often wonder, what are the salient supports that influenced my postsecondary experience that other African American males need as approximately two-thirds-who even make it to college-drop out? Is it faith, family and friends, mentors, peers, institutional choice, self-motivation, or engagement? Adriel A. Hilton, J. Luke Wood, and Chance W. Lewis, explored these same issues in their edited volume, Black Males in Postsecondary Education: Examining Their Experiences in Diverse Institutional Contexts. The text is composed of eleven chapters, each exploring the experiences of African American males who attend diverse institutional types.Lewis, in Chapter one, noted that scholarship examining the experiences of African American males in higher education has virtually ignored the impact of institutional context and culture. He concluded the chapter with an overview of the remaining 10 chapters.In Chapter two, Wood and Hilton conducted a meta-synthesis of the literature on Black males at community colleges over the past 40 years. They stated that three types of factors influence the experiences of Black males at community colleges: (a) economic, (b) academic, and (c) external. They concluded with policy recommendations included in the literature, presenting them by levels or groups (i.e., high school, institutional, state, federal), and called for additional research noting (at the time) that only eight peer-reviewed journal articles were published on Black males at community colleges in the past 40 years.Chapter three, written by Fountaine, included a literature review and overview of for-profit colleges and the access they provide African Americans. For example, Fountaine noted the University of Phoenix-Online Campus was the top producer of Black associates, bachelor's, and master's degrees. Because literature concerning African American males at for-profit colleges is narrow, at best, she concentrated on African American trends, generally. However, her overview of for-profit institutions was extraordinary as research and scholarship on these institutions is limited.A personal favorite, Chapter four by Berhanu and Jackson qualitatively investigated the experiences of two African American males who attended an Ivy League institution for master's degrees using an aspiration theoretical framework. The authors found that the males chose their institution because of prestige, they were engaged partly to deconstruct stereotypes about African American males, and faced issues of race and racism on the campus.Gasman, Lundy-Wagner, and Commodore, in Chapter five, wrote about experiences of Black males studying at historically Black colleges and universiti","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"80 1","pages":"96 - 98"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84223564","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":"Examining the Role of Scientific Identity in Black Student Retention in a STEM Scholar Program","authors":"L. Oseguera, Hyunjae Park, Maria Javiera De Los Rios, Elyzza M. Aparicio, Royel M. Johnson","doi":"10.7709/jnegroeducation.88.3.0229","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.3.0229","url":null,"abstract":"Abstract:This study reports on early program retention in a multi-component undergraduate science, technology, engineering, and mathematics (STEM) scholar program aimed at diversifying STEM at a large, research-intensive, predominantly White university. The authors drew on London and associates’ STEM Engagement Framework to determine what factors are related to remaining in the program through the first two years. Results indicate that having a high scientific identity and reporting fewer instances of discrimination increased the likelihood of remaining in the program. Black students were somewhat more likely than the other underrepresented racially minoritized (URM) groups to remain in the program and were as likely as non-URM participants to remain enrolled in the program.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"28 1","pages":"229 - 248"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89390359","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}