The Journal of Negro Education最新文献

{"title":"Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders","authors":"B. Butler, C. Lewis, James L. Moore, Malcolm E. Scott","doi":"10.7709/JNEGROEDUCATION.81.1.0011","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0011","url":null,"abstract":"Abstract:One frequently held assumption found within the school discipline literature suggests that students of color- particularly African American, male, low-income populations- are at an increased risk of receiving exclusionary discipline sanctions. Aside from race, gender, and socioeconomic status; however, less is known about other factors that increase the likelihood of a student being excluded from classroom instruction as a result of disciplinary action. These other factors are equally important in understanding disproportional trends found in school discipline. Subsequently, the purpose of this article is to systematically explore other explanations relative to the odds of a student being suspended or expelled from school. Based on the findings from this study, recommendations to various educational stakeholders were offered.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"33 1","pages":"11 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77666155","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":"Can You Lead a Horse to Water and Make Him Drink? Utility of Subliminal Audio Messages for At-Risk Minority Students","authors":"J. Fleming","doi":"10.7709/jnegroeducation.88.4.0479","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0479","url":null,"abstract":"Abstract:This study of minority students entering their first year of an urban historically Black college (HBCU) investigated the utility of commercial subliminal audio aids to improve academic performance, along with a method of automatic delivery of said messages. Recruited from graduates of an eight-week summer program, 324 developmental students were randomly assigned to an experimental group to the extent of available equipment or control group and asked to use a subliminal audio CD for “accelerated learning” as a morning alarm during their first academic year. Fully participating students performed significantly better than the control group on 10 measures of academic performance. The results suggest that subliminal audio aids can indeed have an influence on behavior, and that the positive results may be due to the CD clock radio method of automatic delivery of subliminal messages that facilitates effects for students motivated enough to use it.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"79 1","pages":"479 - 492"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87729896","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":"Editor's Comment: How Will President Obama Handle Historically Black Colleges and Universities?","authors":"I. Toldson","doi":"10.7709/JNEGROEDUCATION.82.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0001","url":null,"abstract":"Today, 103 historically Black colleges and universities (HBCUs) educate 135,722 male and 238,685 female students across the United States according to the most recent data from the Integrated Postsecondary Education Data System (Institute of Education Sciences & National Center for Education Statistics, 2012). Historically, HBCUs have played a vital role in enhancing the provision of educational opportunities for traditionally underrepresented groups. Since the 1830s, they have been instrumental in preparing Black people to make significant contributions to the economic, intellectual, and cultural landscape of the nation. Today, research has demonstrated that HBCUs graduates enjoy greater financial success in their careers (Price, Spriggs, & Swinton, 2011), and U.S. rankings consistently show that HBCUs are among the top producers of students who persist through graduate and professional school (Fletcher, 2013). My own research indicated that HBCUs are clearly superior to predominately White institutions (PWIs) in promoting positive student-faculty relationships and students' sense of belonging among science, technology, engineering, and mathematics majors (Toldson & Esters, 2012). Notwithstanding, many HBCUs have suffered financially due to declining enrollment, the economic recession and other fiscal challenges. Federal investment in HBCUs is critical for them to realize their respective missions, achieve long-term financial stability, and develop programs, policies, and practices that promote recruitment, retention, and graduation among the Black students they so diligently serve.First-Term AccomplishmentsOn February 26, 2010, President Barack Obama signed an executive order to continue the White House Initiative on Historically Black Colleges and Universities (Jawando, 2010). Later that year, in September, President Obama affirmed the role that HBCUs must play to help him to achieve his goal of having the United States lead the world among college graduates by 2020 (Sabochik, 2010). He also reiterated his commitment to HBCUs by announcing his plans to increase spending on HBCUs by $850 million over the next 10 years. William Jawando, of the White House Office of Public Engagement, also noted that President Obama's 2011 budget called for an annual increase in spending on Pell Grants; important because 50 percent of HBCU students qualify for Pell Grants (Jawando, 2010). Other federal level accomplishments which will benefit HBCUs include continuing support for TRIO programs and signing an executive order for the White House Initiative on Educational Excellence for African Americans.Second-Term HopesDuring President Obama's second term, federal action will be necessary for HBCUs to strengthen efforts to recruit, retain, and graduate larger numbers of students. For recruiting, it will be essential for the White House Initiative on HBCUs to work closely with the new White House Initiative on Educational Excellence for African Americans to bolster ","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"68 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":"79261320","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":"Non-cognitive Ability, College Learning, and Student Retention","authors":"John Gray, Omari H. Swinton","doi":"10.7709/JNEGROEDUCATION.86.1.0065","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.1.0065","url":null,"abstract":"Abstract:There has been a steady increase in college enrollment rates in recent decades, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is partly due to insufficient effort exerted by students, policies that aim at rewarding effort explicitly may succeed in increasing graduation rates. A unique and rich administrative dataset was used to analyze the impact of a new grading policy at Benedict College, a private historically Black college, on the college’s performance and retention rates. The introduction of this policy was followed by an increase in students’ cumulative grade point averages, but also by decreases in retention rates and predictive power of cognitive ability measures.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"32 1","pages":"65 - 76"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85050075","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":"Berea College—Coeducationally and Racially Integrated: An Unlikely Contingency in the 1850s","authors":"Richard E. Day, R. Cleveland, J. O. Hyndman, Don Offutt","doi":"10.7709/JNEGROEDUCATION.82.1.0035","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.82.1.0035","url":null,"abstract":"Abstract:The anti-slavery ministry of Rev. John G. Fee and the unlikely establishment of Berea College in Kentucky in the 1850s, the first college in the southern United States to be coeducationally and racially integrated, are examined to further understand the conditions surrounding these extraordinary historical events. The Berea case illustrates how early twentieth century legal institutions were suffused with racism and justifications for racial discrimination even to the extent that they neutered the laws intended to provide redress to Black citizens, while the court approved of racial prejudice as a natural protection from what it considered to be an unnatural amalgamation.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"49 1","pages":"35 - 46"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78961044","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":"Public Reciprocity in Education for Postsecondary Success (PREPS) for Students of Color: The Legal Justification and A Call for Action (Editor's Commentary)","authors":"I. Toldson, C. Lewis","doi":"10.7709/JNEGROEDUCATION.81.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.81.1.0001","url":null,"abstract":"According to the Department of Education's (2012) report, \"Revealing New Truths about Our Nation's Schools,\" 40 percent of the public schools with the highest Black/Latino enrollment in Prince George's County Public Schools do not offer Algebra II; however, the University of Maryland-College Park requires not only Algebra II, but also at least one year of math beyond Algebra II. Therefore, some public institutions in Maryland, through omission and negligence, collude to deny thousands of Black, Latino, and some White students the right to attend the state's flagship university. There are many U.S. states that systematically disqualify students of color from their best public colleges by omitting required courses from select public schools' curricula, but is this legal? Using our personal journeys, professional expertise, and consultation with an educational attorney, we explored the legal and ethical bases for Public Reciprocity in Education for Postsecondary Success (PREPS). We hope this analysis will spark a national discussion and subsequent action to remove one of the most pervasive and elusive barriers to postsecondary success for Black and Latino students. DR. TOLDSON'S JOURNEY I graduated from Istrouma Senior High School, a public high school in Baton Rouge, Louisiana of 750 students, 98 percent Black and 90 percent eligible for free or reduced lunch (GreatSchools, 2012). As a student at Istrouma, one of my friends informed me that Louisiana State University (LSU) required Physics for admission. Physics was not required for me to graduate high school, and I had only marginal interests in attending LSU; however, I decided to enroll in Physics during my senior year because I did not want to limit my options. My school only offered a half year of Physics (.5 credits), so I was not certain that I met LSU's admissions criteria, but my application was accepted. I enrolled in LSU the summer after I graduated, through a minority bridge program, and graduated four years later. During my sophomore year of college, I returned to Istrouma to visit my high school Physics teacher; one of my favorite teachers named Mr. Jacob. \"Toldson man!\" Mr. Jacob, who is White, exclaimed, \"I think our principal forgot what color he is.\" At the time, the principal was Black. Mr. Jacob was upset because the principal had recently succeeded in eliminating Physics from the curriculum at Istrouma High School. Admittedly, I had the utmost respect for our principal. He oversaw the transformation of the school after we had two shootings and one stabbing resulting in a student's death during my sophomore year of high school. Upon his hiring, he restored order and discipline, but perhaps his myopic view of his responsibilities was not conducive to students like me. IfI were bom two years earlier, the man who created a safer learning environment for me might have also denied me the opportunity to attend my state's flagship university. Over the past 5 years, I have spoken freque","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"31 1","pages":"1 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72763352","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":"After 121 Years, It’s Time to Recognize W.E.B. Du Bois as a Founding Father of Social Epidemiology","authors":"L. Dean","doi":"10.7709/JNEGROEDUCATION.87.3.0230","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.3.0230","url":null,"abstract":"Abstract:Some sociologists referred to W.E.B. Du Bois, a 19th century sociologist, as the founding father of American Sociology due to his trailblazing social science research, The Philadelphia Negro. However, The Philadelphia Negro globally revolutionized social science and epidemiological research that expands far beyond sociology and the United States. This study, which was groundbreaking for its era in its implication of social, spatial, intercultural, and intracultural health determinants, authenticated the existence of racial disparities and how systemic inequalities impact health. Du Bois was a social epidemiology frontrunner, yet compared to his contemporaries, acknowledgment of his global contributions to social epidemiology has been practically mute. It is time that Du Bois and Duboisian research are fully acknowledged in the social epidemiology field.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"35 4 1","pages":"230 - 245"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77960908","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":"Becoming Critical: The Emergence of Social Justice Scholars by Felecia M. Briscoe Muhammad A. Khalifa (review)","authors":"Michael D. Royster","doi":"10.5860/choice.193271","DOIUrl":"https://doi.org/10.5860/choice.193271","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"29 1","pages":"194 - 195"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78708806","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":"How HBCUs Can Get Federal Sponsorship from the United States Department of Education (Editor’s Commentary)","authors":"I. Toldson, Amanda Washington","doi":"10.7709/JNEGROEDUCATION.84.1.0001","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0001","url":null,"abstract":"\"Ensuring that every student-from the wealthiest to the poorest and historically underserved-has access to a high-quality education is what our work is all about.... We aren't just talking the talk; we are awarding millions of dollars in grants to help institutions better serve minority students through variousprograms and services.\"-U.S. Secretary of Education Ame DuncanIntroductionEducational inequities that exist for African Americans underscore the need for education research programs and advocacy at historically Black colleges and universities (HBCUs). The Department of Education (ED) accounts for more revenue to HBCUs than any other federal agency-totaling more than $4.7 billion in 2013. ED is a multifaceted agency, and revenue to HBCUs comes from ED in many forms. The bulk of the funding is awarded to students to attend HBCUs in the form of grants and loans for qualifying students. ED also offers noncompetitive grants to HBCUs through the \"Strengthening HBCUs program.\" Also known as \"Title III,\" these noncompetitive awards, which are aimed at building the capacity of HBCUs, account for approximately $300 million of the revenue that ED awards to HBCUs.Any given year, HBCUs collectively receive between $600-$750 million from ED through grants and contracts. Because of the nature and purpose of many of the grant programs, HBCUs have been uniquely suited to receive funding from ED. The White House Initiative on HBCUs (WHIHBCUs) believes that increasing revenue to HBCUs from federal grants and contracts is vital to the long term sustainability of these institutions. By developing innovative proposals, working with HBCU liaisons at federal agencies and taking advantage of federal funding opportunities, HBCUs can increase the resources necessary to initiate and sustain vital programs.The U.S. Department of Education OverviewED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. This agency was created in 1980 by combining offices from several federal agencies. ED's 4,400 employees and $68 billion budget are dedicated to:* Establishing policies on federal financial aid for education, and distributing, as well as, monitoring those funds;* Collecting data on America's schools and disseminating research;* Focusing national attention on key educational issues; and* Prohibiting discrimination and ensuring equal access to education.For fiscal year (FY) 2016, President Obama requested $70.7 billion for ED; an increase of approximately $3.6 billion, or a 5.4 percent, in ED's discretionary funding from the previous year. ED's FY 2016 request budget targets four key areas (a) increasing equity and opportunity for all students; (b) expanding high-quality early learning programs; (c) supporting teachers and school leaders; and (d) improving access, affordability, and student outcomes in postsecondary education.According to the ED's budget proposal, improving coll","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"75 1","pages":"1 - 6"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77019736","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":"A Crusader and an Advocate: The Black Press, the Scopes Trial, and Educational Progress","authors":"Shantá R. Robinson","doi":"10.7709/JNEGROEDUCATION.87.1.0005","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.87.1.0005","url":null,"abstract":"Abstract:The Scopes Trial was one of the most controversial, widely reported, and well-researched court cases of the twentieth century. However, historians and other researchers have largely ignored the African American community’s reaction and response to the trial, leaving out valuable perspectives on this historic event. In this article, the author takes up the question: To what extent did African Americans view the Scopes Trial as an educational issue? The viewpoints of a diverse group of African Americans who participated in the evolution debate are described and analyzed, focusing specifically on newspaper and periodical columnists. In addition, the author examines how African American commentators skillfully connected questions of science and religion to larger goals of educational and racial equality.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"38 1","pages":"21 - 5"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77281713","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}