School Counseling for African American Adolescents: The Alfred Adler Approach
ERIC Educational Resources Information Center
Sapp, Marty
2010-01-01
This article discusses how Adlerian counseling can be used as a form of school counseling for African American adolescents. Moreover, school counseling for African American adolescents is discussed within the context of African American culture. Due to the strength-based nature of Adlerian approach, it can capitalize on African American…
Perceptions of Teacher Expectations by African American High School Students
ERIC Educational Resources Information Center
Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.
2010-01-01
African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…
School and Peer Influences on the Academic Outcomes of African American Adolescents
Estrada-Martinez, Lorena; Colin, Rosa J.; Jones, Brittni D.
2015-01-01
Little scholarship explores how adolescents’ beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N=307, Mage=16.84) and girls (N=305, Mage=16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents. PMID:26277404
African American Enrollment in Independent Schools, 1988-89. Research Notes on Education. No. 6.
ERIC Educational Resources Information Center
Institute for Independent Education, Inc., Washington, DC.
This report discusses the enrollment of African-American students in independent neighborhood schools across the country. Students in these schools constitute the second largest group of African-Americans outside the nation's public school systems. Over 52,000 African-American students are enrolled in independent schools. Data for African-American…
An Examination of School Attitude and Self-Esteem among African-American Elementary School Students
ERIC Educational Resources Information Center
Foster, Esau, II
2009-01-01
The focus of this research investigation was to examine school attitudes and self-esteem among 48 African-American elementary school children. Based on achievement data on standardized testing, administered by a school district located within the Mid-Atlantic region of the United States, African-American children were stratified in order to…
Higher Educational Aspirations of African American Male High School Students
ERIC Educational Resources Information Center
Kester, Jonathan
2017-01-01
This quantitative study examined the influence of family, school, and peers on the educational aspirations of African American male high school students in the ninth and tenth grade who live in a small Midwest town. Increasing the higher education aspirations of African American males is the first step needed to attend college, which according to…
The Struggle of African American Students in the Public Schools
ERIC Educational Resources Information Center
Mubenga, Pascal
2006-01-01
The long road of slavery from generation to generation has left a legacy in the mind of African American students that has impacted their achievements in schools. In this project, the struggle of African American students in the public school education will be analyzed from the historical standpoint of view and its impact on their achievements.…
ERIC Educational Resources Information Center
DeCuir-Gunby, Jessica T.; Martin, Pamela P.; Cooper, Shauna M.
2012-01-01
Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students' education, many of these…
ERIC Educational Resources Information Center
Ramsey, Victor
2012-01-01
The purposes of this two-part study were (1) to investigate urban middle school African American girls' physical activity levels and their relationships to attitudes and, (2) to explore urban middle school African American girls' attitude toward physical education. A total of (N = 649) African American girls from 14 New York City middle schools…
Effects of Schools Attuned on Special Education Referrals for African American Boys
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Rodriguez, Andrea B.
2010-01-01
This study compared the number of special education referrals for African American boys before and after the implementation of the training program, "Schools Attuned". The purpose of the research was to ascertain if the number of special education referrals for African American boys generated in schools with teachers trained in "Schools Attuned"…
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Haley, Stacey J.
2016-01-01
Understanding and providing the appropriate supports for African American male high school students is critical to their academic success. This study provided the opportunity to examine how principals and school counselors perceive the support given to African American male high school students in high schools in New York City. School counselors…
ERIC Educational Resources Information Center
Daniels, Byron L.
2010-01-01
The home and the public school classroom have been key environments in the African American community and have been instrumental in developing identity and encouraging academic progress. Despite this, the dropout rates of African American males in secondary grades have increased, while academic achievement scores of African American males in the…
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Currie, Delvon Denise
2013-01-01
The purpose of this study was to investigate African American parents' perception of school leaders as it relates to parent engagement and the African American male student. Specifically, this study addressed African American parents' perceptions of the quality of their child's education and the quality of communication they received from their…
ERIC Educational Resources Information Center
Hill, Nancy E.; Craft, Stacie A.
2003-01-01
Examines children's social and academic competencies as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variation was examined. For African Americans, academic skills mediated the relations between school involvement and math performance. For Euro-Americans, social competence mediated the…
Teachers' Perception of African American Middle School Girls' Interest in Mathematics and Science
NASA Astrophysics Data System (ADS)
Best, Bonnie M.
Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.
African American Parental Involvement in Their Children's Middle School Experiences
ERIC Educational Resources Information Center
Archer-Banks, Diane A. M.; Behar-Horenstein, Linda S.
2008-01-01
The purpose of this study was to determine the factors that influence African American parents' involvement in their children's middle school experiences. Two focus group interviews were conducted with African American parents. While the participants viewed parent involvement as important, they reported that family structure and socioeconomic…
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Juergensen, Miyoshi B.
2015-01-01
This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both…
Successful Teaching Strategies for Urban African American High School Males
ERIC Educational Resources Information Center
Blue, Adonis
2017-01-01
The continued dismal performance of African American students calls for the establishment of better strategies and techniques. The available studies reveal very little regarding the initiatives pursued by middle and elementary school teacher in addressing the academic needs of African American students, however, this literature has not yet defined…
Urban African American Males' Perceptions of School Counseling Services
ERIC Educational Resources Information Center
Owens, Delila; Simmons, Robert W., III; Bryant, Rhonda M.; Henfield, Malik
2011-01-01
Using a qualitative framework, researchers explored urban African American male students' perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic…
African American Fathers' Involvement in Their Children's School-Based Lives
ERIC Educational Resources Information Center
Abel, Yolanda
2012-01-01
This research investigated African American fathers' involvement in the school-based lives of their elementary-aged children using the Hoover-Dempsey and Sandler model of parent involvement and Epstein's framework of involvement. Questionnaires were administered to 101 African American males in the mid-Atlantic region of the United States.…
NASA Astrophysics Data System (ADS)
Perine, Donald Ray
African Americans, Hispanics, Native Americans and women are underrepresented among the population of scientists and science teachers in the United States. Specifically, the shortage of African Americans teaching math and science at all levels of the educational process and going into the many science-related fields is manifested throughout the entire educational and career structure of our society. This shortage exists when compared to the total population of African Americans in this country, the population of African American students, and to society's demand for more math and science teachers and professionals of all races. One suggestion to address this problem is to update curricular and instructional programs to accommodate the learning styles of African Americans from elementary to graduate school. There is little in the published literature to help us understand the learning styles of African American middle school students and how they compare to African American adults who pursue science careers. There is also little published data to help inform us about the relationship between learning styles of African American middle school students and their attitudes toward science. The author used a learning styles inventory instrument to identify the learning style preferences of the African American students and adults. The preferences identified describe how African American students and African American adult science professionals prefer to function, learn, concentrate, and perform in their educational and work activities in the areas of: (a) immediate environment, (b) emotionality, (c) sociological needs, and (d) physical needs. The learning style preferences for the students and adults were not significantly different in key areas of preference. A Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes of the middle school students. A comparison of the profile of the mean scores for the students in this study
Emancipatory education versus school-based prevention in African American communities.
Potts, Randolph G
2003-03-01
Schools have become strategic settings for the work of community psychologists. In a review of 177 primary prevention programs for children and adolescents, Durlak and Wells (1997) found that 129 (72.9%) were based in schools. The literature in community psychology describes many school-based prevention programs targeting problems such as substance abuse, school "maladjustment," delinquency, and violence (e.g. C. A. Mason, A. M. Cauce, L. Robinson & G. W. Harper, 1999). A large number of these programs are based in schools in African American communities and include social-cognitive, decision making, affective education, and other skills-building modules along with direct instruction. In this paper, it is argued that ideas from emancipatory education (e.g. Freire, 1998) and African-centered education (e.g. H. Madhubuti & S. Madhubuti, 1994; M. J. Shujaa, 1995) should guide school-based interventions in communities of people of African descent. There is an extensive and distinguished history of emancipatory schools and school-based programs in African American communities. Included in this history are the freedom schools during reconstruction, the SNCC Freedom Schools, the Liberation Schools of the Black Panther Party, the Malcolm X Academy in Detroit, Sankofa Shule in Lansing, the Institute for Positive Education/New Concept Development Center in Chicago, the Benjamin E. Mays Institute in Hartford, and the schools affiliated with the Council of Independent Black Institutions (CIBI) to name just a few. This paper will first provide a brief, critical review of the role of schools and social oppression. Second, primary prevention programs in communities of people of African descent will be examined, questioning some of the dominant methods and assumptions. Next, underlying assumptions about relationships between African identity, educational success, and healthy outcomes for young people will be addressed. This will be followed by a discussion of African
NASA Astrophysics Data System (ADS)
Trice, Rodney Nathaniel
This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major
Perceptions of selected science careers by African American high school males
NASA Astrophysics Data System (ADS)
Ijames, Erika Denise
Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of
Predicting Parental Home and School Involvement in High School African American Adolescents
ERIC Educational Resources Information Center
Hayes, DeMarquis
2011-01-01
Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…
ERIC Educational Resources Information Center
Lynn, Marvin; Bacon, Jennifer Nicole; Totten, Tommy L.; Bridges, Thurman L., III; Jennings, Michael E.
2010-01-01
Background/Context: The study examines teachers' and administrators' perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty…
Ogbu Revisited: Unpacking High-Achieving African American Girls' High School Experiences
ERIC Educational Resources Information Center
Archer-Banks, Diane A. M.; Behar-Horenstein, Linda S.
2012-01-01
How African American girls cope and excel amidst the discriminations and inequities they experience within U.S. educational systems has not been widely discussed in the body of research about African Americans' schooling experiences. In this study, the researchers examined the applicability of Ogbu's cultural-ecological theory to the…
Issues in Education: African American Male-Only Schools. Is That the Solution?
ERIC Educational Resources Information Center
Greathouse, Betty; Sparling, Saundra
1993-01-01
Examines the advantages and disadvantages of African-American male-only classes and schools, which are staffed mainly by African-American male teachers. Focuses on attempts to create such institutions in Detroit, Baltimore, Milwaukee, and Dade County, Florida. (MDM)
Career Path Processes as Perceived by African American Female School Principals
ERIC Educational Resources Information Center
Leathers, Sonja
2011-01-01
This study sought to improve our understanding of factors that influence the career paths of African American female school principals in North Carolina. Three pertinent research questions were addressed in this study: (1) What formative experiences influence the career path decisions of African American females who want to become school…
Reasons for African American student attrition from school psychology programs.
Proctor, Sherrie L; Truscott, Stephen D
2012-10-01
This phenomenological study used a series of three in-depth interviews with seven African American participants, for a total of 21 interviews, to explore their experiences in the specialist and doctoral level school psychology programs they left prior to obtaining a professional entry-level degree. The study's purpose was to investigate what factors contributed to participants' attrition. Findings indicate that misalignment between participants' career aims and the practice of school psychology (as presented in the programs they left) contributed to attrition. Poor relationships with school psychology faculty and program cohort peers also played a role in participants' decisions to leave school psychology programs. Results offer a unique lens into racial issues in school psychology. Recommendations for faculty and others interested in preventing African Americans' attrition from school psychology graduate education are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
The Effects of Home-School Dissonance on African American Male High School Students
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Brown-Wright, Lynda; Tyler, Kenneth Maurice
2010-01-01
The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…
ERIC Educational Resources Information Center
Jones, Anthony D., Sr.
2010-01-01
The purpose of this phenomenological study was to understand the role that spirituality plays in the leadership of African American men who are both a pastor and a public school administrator. Very little has been written about the role of African American spirituality in educational leadership or about school administrators who are also pastors.…
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Jackson, Alicia D.
2013-01-01
African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American…
Childhood Resilience of African American School Leaders
ERIC Educational Resources Information Center
Hauser, Angella
2014-01-01
The purpose of this study was to determine what African Americans who serve in upper-level school leadership positions and who have faced significant barriers as children attribute to their resilience and success. I focused on individual resilience, using the definition summarized by VanBreda (2001): "[R]esilience theory addresses the…
NASA Astrophysics Data System (ADS)
Jones, Sheila Kay
2007-12-01
Low test scores in science and fewer career choices in science among African American high school students than their White counterparts has resulted in lower interest during high school and an underrepresentation of African Americans in science and engineering fields. Reasons for this underachievement are not known. This qualitative study used a grounded theory methodology to examine what influence parental involvement, ethnic identity, and early mentoring had on the academic achievement in science and career choice in science of African American urban high school 10th grade students. Using semi-structured open-ended questions in individual interviews and focus groups, twenty participants responded to questions about African American urban high school student achievement in science and their career choice in science. The median age of participants was 15 years; 85% had passed either high school biology or physical science. The findings of the study revealed influences and interactions of selected factors on African American urban high school achievement in science. Sensing potential emerged as the overarching theme with six subthemes; A Taste of Knowledge, Sounds I Hear, Aromatic Barriers, What Others See, The Touch of Others, and The Sixth Sense. These themes correlate to the natural senses of the human body. A disconnect between what science is, their own individual learning and success, and what their participation in science could mean for them and the future of the larger society. Insight into appropriate intervention strategies to improve African American urban high school achievement in science was gained.
Understanding African American Males
ERIC Educational Resources Information Center
Bell, Edward Earl
2010-01-01
The purpose of this study was to assess the socialization skills, self-esteem, and academic readiness of African American males in a school environment. Discussions with students and the School Perceptions Questionnaire provided data for this investigation. The intended targets for this investigation were African American students; however, there…
Growing Up African American in Catholic Schools.
ERIC Educational Resources Information Center
Irvine, Jacqueline Jordan, Ed.; Foster, Michele, Ed.
Contributors to this volume use their own stories to demonstrate success of one institution, the Catholic school system, in educating many African Americans who have gone on to make important contributions to the community. Their own experiences are the starting points for their reflections on the historical and sociological treatment of the…
ERIC Educational Resources Information Center
Gilman, Amanda
2014-01-01
The participants in this study were 10 African American male college mentors at Indiana State University who participated in the Indiana State University Student African American Male Mentor Program, one school counselor, and two members of the Student African American Brotherhood administration. The study examined potential benefits to mentors,…
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Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael
2007-01-01
The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have…
African American Female Superintendents: Resilient School Leaders
ERIC Educational Resources Information Center
Johnson, Bernadeia H.
2012-01-01
Six African American female superintendents who had served as superintendents in at least 2 school districts were interviewed to understand ways in which they responded to barriers and adversity in their roles, with a particular emphasis on issues related to sexism and racism. Study participants shared that they work to engage the community and…
ERIC Educational Resources Information Center
Jay, Michelle
2009-01-01
This article examines the ways African American educators experience themselves as raced individuals in their school settings and explores their perceptions of racial discrimination, subordination, and isolation. For this study, five African American educators participated in in-depth phenomenological interviews. Qualitative data analysis of their…
ERIC Educational Resources Information Center
Isaac, Alicia
This book offers African American graduate students practical advice concerning all aspects of graduate study. It is organized into 11 chapters which address the following topics: (1) what graduate school is, advanced degrees, and the importance for African Americans of obtaining graduate degrees; (2) choosing a graduate school and financing…
African American High School Students' Perceptions of Their College Counseling Experience
ERIC Educational Resources Information Center
Turner, LaTonya M.
2017-01-01
This study looked at high school African American students' perceptions of their college counseling experiences. Much research has been done to highlight the views and/or perceptions of various stakeholders regarding college counseling with respect to African American students (Cabrera & La Nasa, 2000; Hossler & Stage, 1992; Ng,…
Parental Influence, School Readiness and Early Academic Achievement of African American Boys
ERIC Educational Resources Information Center
Joe, Emanique M.; Davis, James Earl
2009-01-01
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…
African American Male Superintendents in Urban School Districts: National Stories of Success
ERIC Educational Resources Information Center
Carrier, Isaac Charles
2017-01-01
The purpose of this study is to examine and interpret the life experiences and leadership practices of four African American male superintendents leading urban school districts across the nation. The research approach adopted in this dissertation used semi-structured interviews with four African American male superintendents that consisted of…
Albert Sidney Beckham: The First African American School Psychologist
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Graves, Scott L., Jr.
2009-01-01
Albert Sidney Beckham was the first African American to hold the title school psychologist. This article examines the life and professional career of Beckham in the context of his contributions to the field of school psychology. It explores his graduate education, the founding of Howard University's Psychological Laboratory and his research and…
ERIC Educational Resources Information Center
Rowlett, Joel Everett
2013-01-01
This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…
Stereotype Threat Effects on African American Children in an Urban Elementary School
ERIC Educational Resources Information Center
Wasserberg, Martin J.
2014-01-01
This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…
The Impact of High School on the Leadership Development of African American Male Scholar-Athletes
ERIC Educational Resources Information Center
Fuller, Rhema; Harrison, C. Keith; Bukstein, Scott; Martin, Brandon E.; Lawerence, Malia; Parks, Cliff
2017-01-01
The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high school was applied in the post-high school setting. We utilized purposeful sampling to identify and recruit African American male scholar-athletes (N =…
Implications of Out-of-School Activities for School Engagement in African American Adolescents
ERIC Educational Resources Information Center
Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.
2007-01-01
The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American adolescents. Youth's out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching…
ERIC Educational Resources Information Center
Terrell, Shandra R.
The school experiences of African American male inmates are explored. Nine African American male inmates, ranging in age from 21 to 55, were interviewed regarding their schooling experiences. Interviews were recorded and transcribed to create a text, and themes were uncovered. Themes that describe their schooling experiences were identified. Four…
African American Female Faculty in Predominantly White Graduate Schools of Social Work
ERIC Educational Resources Information Center
Edwards, Janice Berry; Clark, Trenette T.; Bryant, Shirley
2012-01-01
This study of African American female faculty in predominantly White schools of social work was designed to examine the unique experience of these faculties. The examination also aimed to develop a better understanding of the challenges and the experiences of these faculty members. This exploratory study sampled African American female social work…
Disproportionate Suspension of African American Students in Public Schools: A Delphi Study
ERIC Educational Resources Information Center
Belcher, Nikia M.
2012-01-01
The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi…
Providence-St. Mel School: How a School That Works for African American Students Works
ERIC Educational Resources Information Center
Pressley, Michael; Raphael, Lisa; Gallagher, J. David; DiBella, Jeanette
2004-01-01
A portrait, using grounded theory qualitative methodologies, was constructed of a K-12 school serving urban, African American students, one producing high achievement. The primary data were observations complemented by questionnaire responses and document analyses. Consistent with conclusions in the effective schooling literature, this school has…
Successfully Educating Our African-American Students
ERIC Educational Resources Information Center
Moncree-Moffett, Kareem
2013-01-01
The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…
Green education: Where are African American elementary school students
NASA Astrophysics Data System (ADS)
Sawyer, Debra T.
Problems resulting from pollution and the destruction of Earth's natural environments have prompted initiatives to educate individuals on the importance of participating in environmental education related activities. These activities are generally constructed to help individuals become aware of how their activity, or the lack thereof, could affect the state of the natural environment in the near and distant futures. This knowledge and activity are especially critical for the nation's youth - as they are the future caretakers of Earth. Present efforts, however, depict that, even though there are visible efforts that cater to children, there is little presence of African American elementary school students. Some have assumed that the lack of role models was a contributing factor, while others have asserted that African Americans were too consumed with problems of everyday survival and have little time to be concerned with environmental issues. There was little research and evidence, though, to substantiate those suppositions. This study utilized qualitative case study interviews to gather authentic data from parents of African American elementary school-aged children (ages 6-10) regarding their views about the natural environment and participation in environmentally related activities. Results of this study helped to support and alleviate some assumptions and laid a foundation for further studies on the topic.
ERIC Educational Resources Information Center
Newcomb, Whitney Sherman; Niemeyer, Arielle
2015-01-01
African American women leaders are often found in urban schools that have been exhausted of resources and lack support. However, due to their disproportionate representation in urban schools, African American women principals have become adept at uniting and engaging stakeholders in marginalized school settings into action. The intent for this…
NASA Astrophysics Data System (ADS)
Bowe, Marilyn Louise Simmons
The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.
ERIC Educational Resources Information Center
Jordan, Diedria H.; Wilson, Camille M.
2017-01-01
This article describes how African American students' success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both…
ERIC Educational Resources Information Center
Frazier, Nicole Denise
2012-01-01
The reading achievement of African American males might be impacted by a host of variables. This study was undertaken to determine if there was a difference in the culturally responsive characteristics present in the learning environment of a middle school and the reading achievement of middle school African American males. The purpose of this…
Teaching African-American Children.
ERIC Educational Resources Information Center
Horton, Harold
1994-01-01
Examines the historical blighting of African-American slaves' minds, which stripped them of their African culture. Examines the effect on African-American children, as well as other children of color. Offers suggestions for coping with the problems of modern schools in terms of respecting and teaching these children that the system is the problem,…
ERIC Educational Resources Information Center
Washington, Ahmad Rashad
2013-01-01
This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research…
Factors That Promote the Academic Success of African American Male Students in High School Math
ERIC Educational Resources Information Center
Allen, Tyrone J.
2014-01-01
Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may…
ERIC Educational Resources Information Center
Vega, Desireé; Moore, James L., III; Miranda, Antoinette H.
2015-01-01
Drawing on a larger study, this qualitative investigation explored the factors that African American and Latino high school students perceived as barriers to positive educational opportunities. Eighteen African American and Latino urban high school students comprised the sample. The findings indicated that perceived barriers to positive…
School Influences on the Physical Activity of African American, Latino, and White Girls
ERIC Educational Resources Information Center
Duncan, Susan C.; Strycker, Lisa A.; Chaumeton, Nigel R.
2015-01-01
Background: The purpose of this research was to examine the impact of school-related variables on the physical activity (PA) levels of early adolescent African American, Latino, and White girls. Methods: Data were collected from 353 African American (N?=?123), Latino (N?=?118), and White (N?=?112) girls. Physical activity levels included a PA…
Digital History: Using the Internet to Enhance African American Studies in the Secondary School
ERIC Educational Resources Information Center
Scheuerell, Scott; Jaeger, Matt
2015-01-01
The authors discuss how high school students participated in a unit in which they learned about African American history in a 1:1 computer classroom--in particular, how they were able to use digital history to learn about a variety of African American leaders who are not frequently covered in the traditional American History textbook. In addition,…
Working with Twice-Exceptional African American Students: Information for School Counselors
ERIC Educational Resources Information Center
Mayes, Renae D.; Hines, Erik M.; Harris, Paul C.
2014-01-01
This qualitative study examined the perceptions, attitudes, and experiences of eight twice-exceptional African American gifted students who attended the same K-12 urban school district in the Midwest. Four major themes emerged--academic supports, personal and social challenges, career worries, and experience with school counselors. Findings…
ERIC Educational Resources Information Center
Roberson, Ivory S.
2017-01-01
Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…
ERIC Educational Resources Information Center
Royle, Jonathan; Brown, Casey Graham
2014-01-01
This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…
ERIC Educational Resources Information Center
Fordham, Signithia
1991-01-01
Paper argues that racelessness is a concept that symbolizes efforts to deconstuct historically constituted relationships between African-American and whites, including intrusion into the notion of academic adequacy and African-American students' enrollment in private schools. The paper discusses implications of racelessness for African-American…
Bounded Aspirations: Rural, African American High School Students and College Access
ERIC Educational Resources Information Center
Means, Darris R.; Clayton, Ashley B.; Conzelmann, Johnathan G.; Baynes, Patti; Umbach, Paul D.
2016-01-01
This qualitative case study explores the career and educational aspirations, college choice process, and college barriers and opportunities of 26 rural, African American high school students. Data included interviews with 26 students and 11 school staff members. Findings suggest that the students' rural context shapes aspirations. In addition,…
Personal, Professional, and Sociocultural Experiences of African American Female School Leaders
ERIC Educational Resources Information Center
Robinson, Armentress D.
2014-01-01
The purpose of this phenomenological study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of ten African American female school leaders serving as assistant principals, principals, and central office administrators in four suburban school districts in the southeast region of the…
ERIC Educational Resources Information Center
Petty, Benjamin
2012-01-01
Purpose: The purpose of this study was to examine how the parental involvement perceptions, practices, and influences of low-income African Americans in an intermediate school setting are affected by low-incomes. Although involving African American parents in the educational process is a difficult task for educators (Alldred & Edwards, 2000;…
ERIC Educational Resources Information Center
Edwards, Anntwanique DeVonne
2012-01-01
African-American males are overwhelmingly represented in the nation's dropout rates. Dropping out of school has serious social and economic consequences for our society. The dropout rate is overwhelmingly represented by African-American male students, but limited attention is given to student voice. This study examines African-American male…
College and Career Readiness for Gifted African American Girls: A Call to School Counselors
ERIC Educational Resources Information Center
Mayes, Renae D.; Hines, Erik M.
2014-01-01
Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…
ERIC Educational Resources Information Center
Hankerson, Henry
2009-01-01
Research indicates school culture impacts student achievement. At Teach Them All Middle School (TTA), an achievement gap exists between African American and White students. The purpose of the current study was to examine the perceptions of African American students concerning the school culture at TTA. The research questions explored the…
ERIC Educational Resources Information Center
Wines, Lisa A.
2013-01-01
This autophenomenography describes multicultural leadership in school counseling from the perspective of a female African American school counselor; who served as a lead counselor, researcher, and participant of a research study, while employed in a predominantly White-culture school district. The theoretical framework grounding this study was…
ERIC Educational Resources Information Center
Gordon, Beverly M.
2012-01-01
Background/Context: Today, in the era of the first African American president, approximately one third of all African Americans live in suburban communities, and their children are attending suburban schools. Although most research on the education of African American students, particularly males, focuses on their plight in urban schooling, what…
African American Educational Leadership in the School Superintendency
ERIC Educational Resources Information Center
Smith, Eva C.
2013-01-01
African American educational leadership has long been part of American education and African American activism to resist oppression. However, the field of educational leadership has rarely included the contributions of African American leaders, particularly women leaders, into mainstream leadership theory and practices. This omission is difficult…
Robinson, L E; Webster, E K; Whitt-Glover, M C; Ceaser, T G; Alhassan, S
2014-10-01
This review assessed the effectiveness of pre-school- and school-based obesity prevention and/or treatment interventions targeting healthy eating, physical activity or obesity in African American children and adolescents. Systematic searches were conducted for English-printed research articles published between January 1980 and March 2013. Retained articles included experimental studies conducted in the United States that targeted ≥ 80% African American/black children and adolescents and/or studies whose results were stratified by race/ethnicity, and that were conducted in pre-schools/head start or schools (excluding after-school programmes). Of the 12,270 articles identified, 17 met the inclusion criteria (pre-school, n=2; elementary school, n=7; middle and secondary schools, n=8). Thirteen studies found significant improvements in nutrition (pre-school, n=1; elementary, n=7; secondary, n=5) and three found significant improvements in physical activity (pre-school, n=1; elementary, n=2) variables of interest. Two studies (pre-school, n=1; secondary, n=1) reported significant reductions in obesity in African American children. The evidence available suggests school-based interventions are effective in promoting healthy nutrition behaviours in African American children. Conclusions overall and, particularly, about effects on physical activity and obesity are limited due to the small number of studies, differences in assessment approaches and a lack of follow-up assessments. © 2014 World Obesity.
ERIC Educational Resources Information Center
Bethea, Sharon L.
2012-01-01
The present investigation considers the program outcomes of one community youth project, Leadership Excellence Inc., Oakland Freedom Schools. Oakland Freedom Schools are culturally relevant 6-week summer Language Arts enrichment programs for primarily inner-city African American youth aged 5 to 14 years. In this study, 79 African American youth…
ERIC Educational Resources Information Center
Reed, Latish; Johnson, Les T.
2010-01-01
This qualitative case study probes one African American school leader with a conservative religious upbringing as she works in a high school with a self-identified population of African American lesbian, guy, bisexual, and transgender (LGBT) students. The findings demonstrate that the participant's leadership practices were guided by her spiritual…
School Discipline Disproportionality: Culturally Competent Interventions for African American Males
ERIC Educational Resources Information Center
Simmons-Reed, Evette A.; Cartledge, Gwendolyn
2014-01-01
Exclusionary policies are practiced widely in schools despite being associated with extremely poor outcomes for culturally and linguistically diverse students, particularly African American males with and without disabilities. This article discusses zero tolerance policies, the related research questioning their basic assumptions, and the negative…
ERIC Educational Resources Information Center
Clark, Rebecca
2013-01-01
This study approaches the problem of African American mathematics achievement from a strength-based perspective, identifying practices implemented by middle school principals successful in increasing and sustaining the mathematics achievement of African American students. The study was designed to answer questions regarding both school-wide…
ERIC Educational Resources Information Center
Wingate, Crystal Nicole
2011-01-01
This dissertation will focus on the lived experiences of African-American school counselors in majority school districts and the lack of retention among this population. The lack of retention and representation of ethnic minorities in the workforce has been the subject of much discussion throughout the United States (Ingersoll, 2004). The…
The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics
ERIC Educational Resources Information Center
Thompson, LaTasha; Davis, Julius
2013-01-01
Many researchers, educators, administrators, policymakers and members of the general public doubt the prevalence of high-achieving African-American males in urban high schools capable of excelling in mathematics. As part of a larger study, the current study explored the educational experiences of four high-achieving African-American males…
African American Students and U.S. High Schools. Fact Sheet
ERIC Educational Resources Information Center
Alliance for Excellent Education, 2008
2008-01-01
This fact sheet highlights the statistics of the status of the African American students living in the continental United States in terms of: population; graduation, dropouts, and preparedness; schools, segregation, and teacher quality; and special, gifted, and college preparatory education. According to the National Center for Education…
Biculturalism and Academic Achievement of African American High School Students
ERIC Educational Resources Information Center
Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.
2011-01-01
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…
ERIC Educational Resources Information Center
Rutledge, Anthony B.
2010-01-01
This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…
ERIC Educational Resources Information Center
Welch, Amy L.
2013-01-01
The purpose of this study was to determine the impact of poverty on the achievement of African American male high school students attending the same large Midwest urban school district. Cumulative grade point average (GPA) at the tenth grade level were compared to the level of poverty provided through census data of African American male tenth…
School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.
ERIC Educational Resources Information Center
Schwartz, Wendy, Ed.
Many schools employ varied strategies to ensure equitable treatment of African American students and fair and educative disciplinary procedures. This digest reviews successful disciplinary practices. Cross-cultural competence has a role in student-school relationships. Many negative perceptions of difference exist in today's society. Schools can…
Creating developmentally auspicious school environments for African American boys.
Barbarin, Oscar A; Chinn, Lisa; Wright, Yamanda F
2014-01-01
African American (AA) boys face serious barriers to academic success, many of which are uncommon--or absent--in the lives of AA girls, other children of color, and European American children. In this chapter, we identify nine critical challenges to the successful education of AA boys and review possible solutions. In addition, we evaluate one particular reform, public single-sex schooling, as a possible solution to the challenges facing AA boys. Considering the evidence, we argue that recent efforts to expand the existence of public single-sex schools are rarely grounded in empirical findings. Given the lack of compelling evidence and the high stakes for AA boys, we call for more rigorous evaluations of the outcomes of sex-segregated programs that specifically target AA boys.
School Day Eating Habits of Inner-City, African American Adolescents
ERIC Educational Resources Information Center
McDuffie, Thomas E.; George, Richard J.
2009-01-01
School administrators and food providers need to better understand what factors drive young consumers' food choices in order to keep them as customers and avoid a potential backlash from parents, the community, and public policymakers. This article reports the findings of a study on African American adolescents and food, specifically, their…
The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools
ERIC Educational Resources Information Center
Sato, Takahiro; Fisette, Jennifer; Walton, Theresa
2013-01-01
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83% of all teachers in public schools are White Americans, whereas approximately 10% of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that…
Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica
2018-01-16
African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.
Stories of Six Successful African American Males High School Students: A Qualitative Study
ERIC Educational Resources Information Center
Land, A'Lesia; Mixon, Jason R.; Butcher, Jennifer; Harris, Sandra
2014-01-01
This qualitative, narrative study explored experiences of six successful African American male high school students. Findings suggested that barriers prior to high school were negative elements in the home and community. To be successful in high school, they overcame barriers of absent fathers, disruptive homes, negative community, and peers, and…
The Hidden Side of Zero Tolerance Policies: The African American Perspective
Bell, Charles
2015-01-01
Several papers have documented the disproportionate representation of African Americans in school discipline and incarceration settings as a result of zero tolerance policies. In 2009, a federal study of the Chicago Public School system found African American boys represented 23 percent of the school age population, 44 percent of students who were suspended, and 61 percent of students who were expelled within the 2007 school year. Twenty years after the implementation of the Anti-Drug Abuse Acts of 1986 and 1988, studies show African Americans comprised a startling 74 percent of those incarcerated for drug offenses despite being only 15 percent of America’s drug users. Despite overwhelming evidence that suggests African Americans are adversely affected by zero tolerance policies, African American perceptions of zero tolerance policies remain relatively hidden in the literature. The current review seeks to explore a seemingly bidirectional process that involves how zero tolerance impacts African Americans and how African Americans perceive zero tolerance policies. PMID:25893006
Can Specialized After-School Programs Impact Delinquent Behavior among African American Youth?
ERIC Educational Resources Information Center
Barker, Narviar Cathcart
This study examined the effect of a specialized after-school program, the Services to Youth Program (STYP), as one method of preventing the reoccurrence of criminal activity among delinquent youth. Seven African American youth who actively participated in the structured, curriculum-based after-school program were compared with a matched group of…
Conclusions: The Future of Family Involvement in Schools in African-American Communities
ERIC Educational Resources Information Center
Juhasz, Anne
2004-01-01
This article talks about the future of family involvement in schools in African-American communities. The future of family involvement in the schools rests with today's teachers and parents who will take what they learned from the past, establish the philosophical foundations to guide their interactions, incorporate child and family theory and…
ERIC Educational Resources Information Center
Irvin, Matthew J.; Byun, Soo-yong; Meece, Judith L.; Reed, Karla S.; Farmer, Thomas W.
2016-01-01
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that…
ERIC Educational Resources Information Center
Grimes, Lee Edmondson; Haizlip, Breyan; Rogers, Tiffany; Brown, Kimberly D.
2013-01-01
Adolescent African American females face multiple obstacles that hinder their educational success. High school completion and college attendance rates remain lower for African American females than those for other racial and gender groups, while pregnancy rates for African American teens are higher. Group work holds promise for meeting the…
'Rise 'n' Shine: Catholic Education and the African-American Community.
ERIC Educational Resources Information Center
Chineworth, Mary Alice, Ed.
African-Americans have been present in Catholic schools since their beginnings in the United States. The six essays in this book examine Catholic education from the perspective of the African-American Catholic. The essays underscore the continued challenge for continuing Catholic schools in the African-American community. They include: (1) an…
ERIC Educational Resources Information Center
Mohamed, Roslyn J. F. Billy
2013-01-01
With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…
ERIC Educational Resources Information Center
Fowler, Crystal Nicole
2013-01-01
This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…
NASA Astrophysics Data System (ADS)
Wilson, Kimi Leemar
National data continues to show an underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions in the United States. Whites and Asian Americans are continuously positioned as the face of STEM education and participation. And while research has provided ways to support mathematics and science learning for African American males, there still remains a gap in understanding how their formed mathematics-science identities in K-12 public schooling influences STEM participation. The research undertaken in this study explores this gap, and uses an integrative identity framework to understand mathematics-science identity development which goes beyond personal identity, and explores the relational, collective and material components of identity. Specifically, this research seeks to answer the following research questions: What are the shared lived experiences that exist between a group of African American male students developing a mathematics-science identity, and how these shared lived experiences shape their mathematics-science identity development? Therefore, by analyzing African American males lived experiences employing an integrative identity framework fosters a greater understanding of how mathematics-science identity is formed in K-12 public schools, which impacts STEM education and participation. The high school aged youth featured in this study consist of four African American males, who live in a moderate size city in California. Data for this study consists of observations, phenomenological interviews, and policy document analysis that took place over six months. Data has been analyzed to describe and interpret the young men's mathematics and science experiences, as revealed in their K-12 public school education. This inquiry sought to make meaning of how African American males experience mathematics and science teaching and learning within K-12 public schooling and how these
Substance Use and Academic Performance among African American High School Students
ERIC Educational Resources Information Center
Williams, James Herbert; Davis, Larry E.; Johnson, Sharon D.; Williams, Trina R.; Saunders, Jeanne A.; Nebbitt, Von E.
2007-01-01
Academic performance among African American students continues to be a concern. Adolescent developmental research has identified numerous factors that affect academic performance. School-based intervention programs have focused on substance use prevention to improve academic performance. This study investigated to what extent family financial…
Decreasing Discipline Referrals for African American Males in Middle School
ERIC Educational Resources Information Center
Moore, Earl, Jr.; Ratchford, Vicky F.
2007-01-01
Brogden Middle School (BMS) is located approximately 15 miles south of Goldsboro, North Carolina, a city of approximately 40,000 citizens and the home of a military base. To decrease the number of discipline referrals of African American males, 10 students who had the most frequent discipline referrals during their seventh-grade year were…
School Reentry in Early Adulthood: The Case of Inner-City African Americans.
ERIC Educational Resources Information Center
Astone, Nan Marie; Schoen, Robert; Ensminger, Margaret; Rothert, Kendra
2000-01-01
Demonstrates that in a cohort of young, inner-city African-American adults (1) school reentry is a relatively common occurrence and (2) educational credentials are often acquired in a discontinuous fashion. Points to the relevance of the absence of age restrictions in U.S. schools. Aims to expand existing models of educational decision making to…
ERIC Educational Resources Information Center
Willis, Belinda F.
2016-01-01
Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…
ERIC Educational Resources Information Center
Owens, Delila; Stewart, Tiffany A.; Bryant, Rhonda M.
2011-01-01
The authors interviewed African American female students in an urban school district about their perceptions, attitudes, and experiences with their professional school counselors. Data analysis indicated seven primary themes perceived by the participants, some of which included their understanding and purpose of professional school counselors and…
ERIC Educational Resources Information Center
Rowley, Stephanie J.; Helaire, Lumas J.; Banerjee, Meeta
2010-01-01
The relationships among maternal perceptions of racial discrimination, mother-teacher relationship quality, and school involvement were examined in this sample of 73 African American mothers of kindergarteners and first graders. Mothers reported time spent in school-related activities at home, their attitudes about the importance of school…
Influence of Mentoring on African American and Hispanic Males in High School
ERIC Educational Resources Information Center
Smith, Jacqueline A.
2016-01-01
The mixed method research study was designed to evaluate the effects on a mentoring initiative on 40 African American and Hispanic males in an urban high school. The study took place over a three-month period in a traditional public school with 2,000 students. Data collection methods used included individual interview with student mentees, surveys…
A Brief Report: Factors Influencing African American Youth Decisions to Stay in School.
ERIC Educational Resources Information Center
Davis, Larry E.; Johnson, Sharon; Cribbs, Julie Miller; Saunders, Jeanne
2002-01-01
Measured 231 African American students' attitudes toward school-year completion, social support for completing the academic year, and their perceptions of personal control over school completion. Examined influence of self-esteem and racial self-esteem on academic goals. Found that theory of planned behavior predicted intentions to complete school…
Measuring Social Support and School Belonging in Black/African American and White Children
ERIC Educational Resources Information Center
Wegmann, Kate M.
2017-01-01
Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C's validity…
School Attendance Revisited: A Study of Urban African American Students' GPA and Coping Strategies.
ERIC Educational Resources Information Center
Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan
This study investigated the degree to which at-risk, urban, African American high school students' coping strategies and grade point average (GPA) would predict attendance. Data were collected from 100 high school freshmen using the Adolescent Coping Orientation for Problem Experiences. Students' GPAs were identified through school records.…
Leading School Improvement: African American Women Principals in Urban Educational Settings
ERIC Educational Resources Information Center
Mack, Yejide S.
2010-01-01
African American women administrators working in urban educational settings have been found to be effective leaders of school improvement. Underutilized women and people of color are the untapped value that organizations of all types need to enhance creativity, change efforts, teamwork, and financial benefits (Northouse, 2001). During the last…
Schooling Citizens: The Struggle for African American Education in Antebellum America
ERIC Educational Resources Information Center
Moss, Hilary J.
2009-01-01
While white residents of antebellum Boston and New Haven forcefully opposed the education of black residents, their counterparts in slaveholding Baltimore did little to resist the establishment of African American schools. Such discrepancies, Hilary Moss argues, suggest that white opposition to black education was not a foregone conclusion.…
The Role of Public Schools in HIV Prevention: Perspectives from African Americans in the Rural South
ERIC Educational Resources Information Center
Lloyd, Stacey W.; Ferguson, Yvonne Owens; Corbie-Smith, Giselle; Ellison, Arlinda; Blumenthal, Connie; Council, Barbara J.; Youmans, Selena; Muhammad, Melvin R.; Wynn, Mysha; Adimora, Adaora; Akers, Aletha
2012-01-01
Though African-American youth in the South are at high risk for HIV infection, abstinence until marriage education continues to be the only option in some public schools. Using community-based participatory research methods, we conducted 11 focus groups with African-American adults and youth in a rural community in North Carolina with high rates…
ERIC Educational Resources Information Center
Adelabu, Detris Honora
2007-01-01
This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…
Educating African American Males
ERIC Educational Resources Information Center
Bell, Edward E.
2010-01-01
Background: Schools across America spend money, invest in programs, and sponsor workshops, offer teacher incentives, raise accountability standards, and even evoke the name of Obama in efforts to raise the academic achievement of African American males. Incarceration and college retention rates point to a dismal plight for many African American…
ERIC Educational Resources Information Center
Nesmith, Leo, Jr.
2013-01-01
The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated…
African-American Females: A Theory of Educational Aspiration.
ERIC Educational Resources Information Center
Ponec, Debra L.
Although 76% of African-American students graduate from high school, only 25% of these graduates enter institutions of higher education. A systematic analysis of the aspirations among African-American females for post-high-school education was conducted. Initial portions of the study focused on characteristics of support in the areas of familial…
ERIC Educational Resources Information Center
Howard, Tyrone Caldwell
2003-01-01
The research examining African American high school students' perceptions of their academic identities has been limited. Yet, multitudes of other sources have contributed to the discussion on how to reverse the perennial underachievement of many African American students. This qualitative study attempts to provide a space for African American high…
Cradle to third life: An autobiography of an African-American science educator
NASA Astrophysics Data System (ADS)
Caruthers-Jackson, Sarah
This inquiry used reflective autobiographical research to reveal my beliefs, values, and practices of science teaching by using participatory action research with two students of my science tutoring organization. Also, I conducted an ethnographic inquiry using African-American teachers to understand how my early schooling experiences influenced my beliefs, values, and science practices. I collected data for this inquiry from three African-American teachers through interview-conversation that were videotaped and audiotaped. In addition, I audiotaped two African-American students' tutoring practices along with students' and researcher's journals. The findings indicate that African-American teachers during the school years 1942-1954 used families, churches, and communities to secure teaching resources to provide equal education for their African-American students who received limited resources from the board of education. Also indicated was how African-American teachers instilled in their African-American students a level of motivation that remained with some African-American students for their future endeavors. This researcher's beliefs/values similar to those of her segregated teachers emerged from this action research. Researcher's additional beliefs/values arose out of emerging technologies in teaching science. However, I, as the researcher, believe that the origin of my beliefs/values occurred during those segregated, public school experiences at Monitor Schools during the school years 1942-1954.
ERIC Educational Resources Information Center
Colbert, Daveda Jean
2009-01-01
There is a leadership crisis that exists in our schools creating an urgent need for effective leadership. Even though African American women have made slight gains, throughout the country people of color and women are dramatically underrepresented in the superintendency. Therefore, the primary purpose of this study is to provide African American…
ERIC Educational Resources Information Center
Spoor, Jeremy
2017-01-01
The achievement gap between White and African American students on the Missouri Assessment Program (MAP) is an educational phenomenon that has been around for generations and yet to be fully understood or eliminated. This study investigated the difference in school climate perceptions between African American and Caucasian (sic) elementary school…
NEEMA: a school-based diabetes risk prevention program designed for African-American children.
Shaw-Perry, Mary; Horner, Charlotte; Treviño, Roberto P.; Sosa, Erica T.; Hernandez, Irene; Bhardwaj, Abhishek
2007-01-01
OBJECTIVE: To conduct formative assessment and preliminary biological impact of a school-based diabetes risk prevention program for African-American children during a 14-week study. METHODS: NEEMA is a school-based diabetes prevention program tailored for African-American children. The NEEMA is implemented via four social networks-classroom (Health and Physical Education Class), after school (Health Club), home (Family Fun Fair) and school cafeteria (Food Service Program). Formative assessment data were collected through semistructured interviews with physical education (PE) teachers and a pre-to-post design was used to measure biological impact. Fasting capillary glucose, height, weight, body mass index, percent body fat and fitness data were collected from a sample of 58 fourth-grade students. The six elementary schools had > 40% African-American enrollment and were located in low-income neighborhoods. RESULTS: Face-to-face interview data revealed diabetes, obesity and food insufficiency as major health concerns among PE teachers. Teachers also cited large classes and short PE periods as major challenges for implementing the program. From baseline to follow-up, fitness laps increased from 16.40 (SD = 9.98) to 23.72 (SD = 14.79) (p < 0.000), fasting capillary glucose decreased from 89.17 mg/dl (SD = 10.05) to 83.50 mg/dl (SD = 11.26) (p < 0.000), and percent body fat decreased from 27.26 (SD=12.89) to 26.68 (SD = 11.67) (p < 0.537). CONCLUSION: The NEEMA pilot study provided teacher feedback useful for revising the NEEMA health curricula and positive preliminary impact of the NEEMA PE class on children's fitness and blood glucose levels. PMID:17444425
Missed Education: An Examination of Educational Outcomes for African-American Males
ERIC Educational Resources Information Center
Greene, Mark Brandon
2013-01-01
The purpose of this body of work was to examine barriers that lead to high school non-completion for African-American males and to propose strategies to better support this group. Specifically, it examined how African-American male high school graduates vary from African-American male non-graduates. Across personal and environmental factors, this…
ERIC Educational Resources Information Center
Reeves-Weaver, Ann
2010-01-01
Many studies have documented the failure and attrition of African American male students to complete high school or college. Much less attention has been given to the ways in which these students successfully matriculate from these institutions. The purpose of this phenomenological study was to understand the experiences of African American male…
Educating At-Risk Urban African American Children: A Comparison of Two Types of Middle Schools
ERIC Educational Resources Information Center
Fenzel, L. Mickey; Domingues, Janine; Raughley, Brigid C.
2006-01-01
Evidence is clear that urban high poverty public schools are failing to meet the educational needs of its students, particularly students of color. The present study examines the effectiveness of two types of high poverty parochial schools for 354 African American middle school students. Results show that alternative middle schools, known as…
Oral Discourse and Reading Comprehension Abilities of African American School-Age Children
ERIC Educational Resources Information Center
Koonce, Nicole M.
2012-01-01
The reading underachievement of African American (AA) school-age children has received considerable attention in educational circles. Unfortunately, there are relatively few studies designed to uncover the source or sources of these reading achievement differences, especially in children beyond early elementary grades. Some studies suggest that…
The Second Digital Divide and Its Effect on African-American (K-12) School-Age Children
ERIC Educational Resources Information Center
Barrett, Christopher A.
2010-01-01
The qualitative phenomenological study explored the perceptions of educators and parents of African-American (K-12) school-age children on how the children were using technology. The study was conducted in the Memphis City Public School System (MCS) and was limited to three schools in a school district. Common themes emerged from the analysis of…
ERIC Educational Resources Information Center
Nasir, Na'ilah Suad; McLaughlin, Milbrey W.; Jones, Amina
2009-01-01
In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational…
Educating African American Males: A Dream Deferred.
ERIC Educational Resources Information Center
Milwaukee Public Schools, WI.
This document presents recommendations of the Milwaukee (Wisconsin) African American Male Task Force (MAAMTF), which reviewed from January through April of 1990 current educational efforts and recommended strategies by which schools could better address African American males' needs. The MAAMTF recommendations are to be implemented in two phases.…
The Road Not Taken: Two African-American Girls' Experiences with School Mathematics
ERIC Educational Resources Information Center
Lim, Jae Hoon
2008-01-01
This article is a cross-case study exploring two young African-American adolescent girls' experiences with school mathematics and the impact of the socio-cultural context upon their motivation and mathematical identity. Based on repeated in-depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays…
Hidden Education among African Americans during Slavery
ERIC Educational Resources Information Center
Gundaker, Grey
2007-01-01
Background/Context: Historical studies examine aspects of African American education in and out of school in detail (Woodson 1915, 1933, Bullock 1970, Anderson 1988, Morris 1982, Rachal 1986, Rose 1964, Webber 1978, Williams 2005). Scholars of African American literacy have noted ways that education intersects other arenas such as religion and…
Representing African American Women in U.S. History Textbooks
ERIC Educational Resources Information Center
Schocker, Jessica B.; Woyshner, Christine
2013-01-01
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they…
African American Parental Beliefs about Resiliency: A Delphi Study
ERIC Educational Resources Information Center
Jones, Vita; Higgins, Kyle; Boone, Randall; Miller, Susan P.; Sileo, Nancy
2014-01-01
This study involved a Delphi inquiry concerning the characteristics of resiliency specific to African American children/youth. The study was conducted with a large group of African American parents who were considered experts in resiliency because they had graduated from high school and had at least one child who had graduated from high school.…
Threatened and Placed at Risk: High Achieving African American Males in Urban High Schools
ERIC Educational Resources Information Center
McGee, Ebony O.
2013-01-01
This study investigated the risk and protective factors of 11 high-achieving African American males attending 4 urban charter high schools in a Midwestern city to determine what factors account for their resilience and success in mathematics courses, and in high school more generally. This research was guided by a Phenomenological Variant of…
Khubchandani, Jagdish; Price, James H
2018-04-07
African American youths have the highest risk for firearm and other weapon related homicides. This study utilized the national Youth Risk Behavior Surveys from 2001 to 2015 to assess trends in violence related behaviors and weapon carrying of African American adolescents. Our analyses found statistically significant reductions in physical fighting and weapon carrying among African American male adolescents from 2007 to 2015. Planning suicide increased in both male and female African American adolescents since 2007. In addition, the number of firearm homicides increased in African American males. African American females and males had groups of items highly predictive of weapon carrying behaviors: alcohol, tobacco, and other drug use and violent risk behaviors. Both female and male students who made mostly A's or B's in school were significantly less likely to carry weapons in and out of school. Our findings indicate that firearm homicides have increased in African American adolescents, but weapon carrying in school going adolescents has significantly declined. School engagement and satisfactory school performance seems to have a significant protective effect on firearm homicides and violent behavior risks in African American adolescents.
NASA Astrophysics Data System (ADS)
Bondima, Michelle Harris
This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher
ERIC Educational Resources Information Center
Johnson, Kimberly C.
2013-01-01
A major concern in the public schools is the low academic achievement of African American males. This mixed methods study examined the classroom experiences of African American male students in an alternative program. The dual purpose was to investigate the teachers' perceptions and their ability to provide best learning environments for…
ERIC Educational Resources Information Center
Kirkwood, Kirk
2012-01-01
Alarming statistics reveal that African American male students are encountering long-standing challenges in K-12 mathematics. However, few studies have explored the phenomena associated with African American males and K-12 mathematics education, particularly at the middle school level in the context of an Algebra 1 course of study. The purpose of…
ERIC Educational Resources Information Center
Randle, James P.
2012-01-01
A recent study by the Council of the Great City Schools reports that "the nation's young African-American males are in a state of crisis" and describes the situation as "a national catastrophe" (Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Herbert, 2010). The report indicates that African-American males still lag…
The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School
NASA Astrophysics Data System (ADS)
Hare, LaChanda N.
Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females' perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and interview sessions consisted of 21 African-American females from two distinct groups: those enrolled in the school's STEM program (STEM) and those who were not enrolled in the STEM program (Non-STEM). The self-efficacy theory and social cognitive career theory served as the theoretical constructs guiding the data analysis. Multiple regression results showed that outcome expectation and personal disposition had the greatest influence on the females' interest in STEM content and STEM careers. Results from the qualitative portion of the study revealed that the learning environment and STEM self-efficacy had a significant impact on African-American females' interest in STEM.
African American or Female: How Do We Identify Ourselves?
ERIC Educational Resources Information Center
Bowman, Sharon L.; And Others
African American female college students attending either a predominantly African American or predominantly White coed institution were surveyed about their racial identity levels, sex role attitude levels, and perceptions of racism and sexism in a school-related vignette. There were 95 participants from the predominantly African American…
NASA Astrophysics Data System (ADS)
Smith, Charisse F.
Statistically, African-Americans, women, and the disabled are underrepresented in the fields of Science, Technology, Engineering, and Math (STEM). Historically, these underrepresented students, are described as being unrecognized and underdeveloped in the American STEM circuit. Many experience deficient and inadequate educational resources, are not encouraged to pursue STEM education and careers, and are confronted with copious obstructions. In this quantitative study, the researcher collected pretest and posttest survey data from a group of 4th, 5th, and 6th-grade African-American students in Title I funded schools. The reseacher used quantitative analysis to determine any significant differences in the science related attitudes between and within groups who participated in Out of School-Time Science, Technology, Engineering, and Mathematics programs and those who did not. Results revealed no significant differences in the science related attitudes between the groups of the students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not. Results also revealed no significant differences in the science related attitudes within the groups of students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not.
The Educational Status of African American Males in the 21st Century
ERIC Educational Resources Information Center
Garibaldi, Antoine M.
2007-01-01
This article assesses the educational attainment of African American males between the 1990s and early 2000s. Beginning with a summary of a 1987-88 study conducted by the author on African American males in the New Orleans Public Schools, national data are provided on the high school graduation rates of African American males and females, as well…
The Classroom and the Community: African American Youth Speak Out.
ERIC Educational Resources Information Center
Clardy, Pauline; Cole-Robinson, Cynthia; Jones, Terrence O'C.; Michie, Gregory
In studying urban schools, researchers have identified several critical curriculum issues related to the miseducation and alienation of African American students. This paper looks at three such issues: the disconnection between the school curriculum and African American students' cultural backgrounds and environments (e.g., black dialect versus…
Lloyd, Stacey W; Ferguson, Yvonne Owens; Corbie-Smith, Giselle; Ellison, Arlinda; Blumenthal, Connie; Council, Barbara J; Youmans, Selena; Muhammad, Melvin R; Wynn, Mysha; Adimora, Adaora; Akers, Aletha
2012-02-01
Though African-American youth in the South are at high risk for HIV infection, abstinence until marriage education continues to be the only option in some public schools. Using community-based participatory research methods, we conducted 11 focus groups with African-American adults and youth in a rural community in North Carolina with high rates of HIV infection with marked racial disparities. Focus group discussions explored participant views on contributors to the elevated rates of HIV and resources available to reduce transmission. Participants consistently identified the public schools' sex education policies and practices as major barriers toward preventing HIV infection among youth in their community. Ideas for decreasing youth's risk of HIV included public schools providing access to health services and sex education. Policymakers, school administrators, and other stakeholders should consider the public school setting as a place to provide HIV prevention education for youth in rural areas.
African American Faculty in Social Work Schools: A Citation Analysis of Scholarship
ERIC Educational Resources Information Center
Huggins-Hoyt, Kimberly Y.
2018-01-01
Purpose: This study assessed the research productivity of African American faculty in the top 25 ranked schools of social work cited in the 2012 U.S. News and World Report. Method: Four citation metrics ("h"-index, "g"-index, age-weighted citation rate, and per author age-weighted citation rate) were examined. Results: Scholar…
Academic Success of Urban African American Elementary Students in Title I Schools
ERIC Educational Resources Information Center
Anderson, James Sebastian
2017-01-01
The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme…
ERIC Educational Resources Information Center
Koonce, Nicole M.
2015-01-01
This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature.…
African-American Female Students and STEM: Principals' Leadership Perspectives
NASA Astrophysics Data System (ADS)
Sampson, Kristin Morgan
As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals' means of communication. I found that principals supported
African-American Literature and "Post-Racial" America. Or, You Know, Not.
ERIC Educational Resources Information Center
Blackwell, Jacqueline A.
2011-01-01
In 1983, when the author began graduate school at the University of Virginia in Charlottesville as the only black student in the Graduate English School, it offered no graduate-level African-American Literature course. Today an undergraduate student at the University of Virginia can major in African-American and African Studies and take courses…
Designing Effective Library Services for African American Youth
ERIC Educational Resources Information Center
Hughes-Hassell, Sandra
2013-01-01
President Obama signed the "White House Initiative on Educational Excellence for African Americans" on July 26, 2012. This executive order recognizes that many "African Americans lack equal access to highly effective teachers and principals, safe schools, and challenging college preparatory classes, and disproportionately experience…
A Phenomenological Study: African-American Males in the Educational Profession
ERIC Educational Resources Information Center
Williams, Kristopher
2012-01-01
This phenomenological research study explored the perceptions and lived experiences of African-American male teachers related to the underrepresentation of African-American males in the teaching profession. The study was guided by four research questions. The data was collected from 15 African-American male teachers at the elementary school level,…
ERIC Educational Resources Information Center
Jones, Linda D.
2015-01-01
Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…
Engaging African American and Latino Adolescent Males through School-Based Health Centers
ERIC Educational Resources Information Center
Bains, Ranbir Mangat; Franzen, Carolyn W.; White-Frese', Jesse
2014-01-01
African American and Latino males are less likely to seek mental health services and obtain adequate care than their White counterparts. They are more likely to receive mental health services in school-based health centers (SBHCs) than in other community-based setting. The purpose of this article was to understand the issues and reasons these…
Shooting for Excellence: African American and Youth Culture in New Century Schools.
ERIC Educational Resources Information Center
Mahiri, Jabari
Two African American teachers teach English in the same inner-city high school. One teacher is successful--her students read, interact, and strive for success. The other teacher's students are frequently disruptive or are asleep. This book probes deep into the causes of classroom success and failure, as well as other issues that affect American…
ERIC Educational Resources Information Center
Davenport, Reginald O.
2009-01-01
The study was conducted in two suburban middle schools. These schools are located in a very diverse public school district in Middlesex County New Jersey. Like many school districts throughout this country, many African American male students are experiencing school and schooling differently based on the differences still seen in the number of…
ERIC Educational Resources Information Center
Sigler, Susan
This applied dissertation was designed to decrease confrontation among African American females at an alternative evening school for high school students who were at least 2 years behind grade level academically. The program involved developing a small group guidance curriculum, creating and videotaping role playing scenarios, arranging for…
ERIC Educational Resources Information Center
Bachman, Ronet; Randolph, Antonia; Brown, Bethany L.
2011-01-01
This article uses the School Crime Supplement of the National Crime Victimization Survey to investigate the factors related to White and African American students' perceived levels of fear of harm, while at school and while commuting to and from school. Of particular interest were the effects of school security measures, including metal detectors,…
ERIC Educational Resources Information Center
Marrero, Otoniel
2010-01-01
The purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating…
ERIC Educational Resources Information Center
West-Olatunji, Cirecie; Shure, Lauren; Pringle, Rose; Adams, Thomasenia; Lewis, Dadria; Cholewa, Blaire
2010-01-01
The underrepresentation of low-income African American girls in science-related careers is of concern. Applying the concept of positionality, the authors explored how three school counselors at low-resourced schools view this population of learners to either support or discourage mathematics and science careers. The results of this study suggest…
ERIC Educational Resources Information Center
McCoy, Shuntay Z.
2013-01-01
Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and…
ERIC Educational Resources Information Center
Tompkins, Renarta
2010-01-01
This study examines the narratives of three African American teachers who participated in an early desegregation plan that transferred selected African American teachers into all-White schools in the late 1960s and early 1970s. While many of these teachers experienced rejection in their new schools, the three African American teachers in this…
ERIC Educational Resources Information Center
Hairston, Kimetta R.
2010-01-01
There are social, educational and behavioral problems for African American students in Hawaii public schools. Utilizing Critical Race Theory as a lens for analysis, the perceptions and experiences of these students regarding race, ethnic identity, military lineage, and self-definition are addressed. A composite counterstory of the researcher's and…
ERIC Educational Resources Information Center
McGary, Ostrova Dewayne
2012-01-01
The purpose of this qualitative study was to examine the perceived motivators contributing African American educators' decision to migrate from a suburban school district to an urban school district. The case study approach was used in an effort to capture the participants' voices and the motivators contributing to their decision to migrate to an…
Is No Child Left Behind "Wise Schooling" for African American Male Students?
ERIC Educational Resources Information Center
McMillian, M. Monique
2004-01-01
To improve achievement among African American students, education professionals must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement.…
Educational Resilience in African American Adolescents
ERIC Educational Resources Information Center
Cunningham, Michael; Swanson, Dena Phillips
2010-01-01
The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have…
Cauley, Bridget; Immekus, Jason C; Pössel, Patrick
2017-12-01
Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data. Results supported reconceptualizing the scale according to a three-factor model in both groups. Implications related to the interpretation and use of scores are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
NASA Astrophysics Data System (ADS)
Topping, Kecia C.
This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science
ERIC Educational Resources Information Center
Williams, Joesph M.; Greenleaf, Arie T.; Albert, Tracey; Barnes, Erin F.
2014-01-01
While the educational difficulties of African American students from low-income households are well documented and widely discussed in the literature, far less attention has been paid to students who succeed in school despite significant challenges such as poverty, housing instability, and food insecurity. A review of the literature identifies the…
Connections: Examining African American Teachers' Religious Identities and Teacher Identities
ERIC Educational Resources Information Center
Whitfield, Victoria Michelle
2013-01-01
This study compares the pedagogical practices of African American Sunday school teachers and their secondary English/Language Arts pedagogical practices. The major purpose of this study is to determine if there is a connection between African American Sunday school teachers' pedagogical practices and their pedagogical practices within the…
NASA Astrophysics Data System (ADS)
Waters, Sharon Campbell
2005-07-01
A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.
McKay, Mary McKernan; Atkins, Marc S; Hawkins, Tracie; Brown, Catherine; Lynn, Cynthia J
2003-09-01
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.
ERIC Educational Resources Information Center
Robicheau, Jerry; Krull, Melissa
2016-01-01
In this article, the authors describe the use of phenomenology and thematic analysis to interpret raw data from interviews about the lived experiences of urban and suburban school African American administrators aspiring to the superintendency or another advanced school administrative position. The authors present overarching themes that capture…
ERIC Educational Resources Information Center
Shujaa, Mwalimu J., Ed.
School desegregation strategies are examined in political contexts to focus on the politics of quality schooling for African Americans. Through this approach, racialized uses of power in white self-interest are shown to influence policy making and policy implementation related to education. Essays include: (1) "Reclaiming Historical Visions…
ERIC Educational Resources Information Center
Smith-McKeever, Chedgzsey; Gao, Weihua
2010-01-01
School social workers are often responsible for developing and implementing programs to prevent school suspension, particularly for African American students, who are overrepresented among all students suspended. This article uses data from the National Longitudinal Survey to examine the relative roles of maternal substance and alcohol abuse,…
ERIC Educational Resources Information Center
Harper, Erin; Kruger, Ann Cale; Hamilton, Chela; Meyers, Joel; Truscott, Stephen D.; Varjas, Kris
2016-01-01
School-based mental health practitioners are positioned to address low-income urban African American girls' mental health needs through culturally responsive services. Despite the importance of culturally reflective practice, it is understudied. We asked school-based mental health practitioners (N = 7) to reflect on barriers and facilitators to…
Portraits by African-American Male University Students: A Retrospective Study
ERIC Educational Resources Information Center
Fissori, Lauren
2010-01-01
African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their…
School Programs for African American Males. ERIC CUE Digest No. 72.
ERIC Educational Resources Information Center
Ascher, Carol
New educational programs are attempting to meet the needs of male African American students. The new programs vary widely in approach, scope, content, and targeted age group. However, they all focus on helping African American male youth develop productive behaviors and values by bringing them into contact with African American male adults. The…
NASA Astrophysics Data System (ADS)
Hanson, Sandra L.; Johnson, Elizabeth Palmer
Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well as - and sometimes better than - White women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes
Duncan, Susan C; Strycker, Lisa A; Chaumeton, Nigel R; Cromley, Ellen K
2016-04-01
Neighborhood environment influences may be particularly important for understanding physical activity (PA) patterns across ethnic subgroups of early adolescent girls. This study examined relationships between neighborhood variables, moderate to vigorous physical activity (MVPA), and active transportation to/from school across African American, Latino American, and White early adolescent girls living in an urban/suburban community in the northwestern U.S.A. Relations between the neighborhood variables across ethnic groups also were examined. The sample comprised 372 African American, Latino American, and White girls living in the U.S.A. (mean age = 12.06 years; SD = 1.69). Data were analyzed using multiple-sample structural equation modeling. Results showed that girls' MVPA was positively related to physical activity facility accessibility and negatively related to age. Active transport was positively related to physical activity facility accessibility, neighborhood walkability, and age, and negatively related to distance to the nearest school and household income. Findings highlight the importance of both perceived and objective neighborhood influences on girls' MVPA and active transport. Consistencies in findings across African American, Latino American, and White girls suggest that neighborhood-level PA promotion has the potential for broad impact across all three ethnic groups.
"The Brown Face of Hope": Reading Engagement and African American Boys
ERIC Educational Resources Information Center
Meier, Terry
2015-01-01
African American children's literature has a potentially powerful role to play in increasing reading engagement for African American boys. Unfortunately, this body of literature is not always used effectively in schools. Many teachers use African American books as an add-on to pre-exisiting curriculum rather than fully exploring the topics,…
African American Males. A Critical Link in the African American Family.
ERIC Educational Resources Information Center
Jones, Dionne J., Ed.
African Americans are experiencing extreme stress in the United States, and African-American males appear to suffer the most. The chapters in this volume examine some of the issues confronting African-American men today. They include: (1) "Introduction" (Dionne J. Jones); (2) "Reaffirming Young African American Males: Mentoring and…
ERIC Educational Resources Information Center
Allen, Christopher Steve
2017-01-01
The purpose of this quantitative, correlational study was to determine if a positive correlation existed between parental involvement measured by the Parental Involvement Survey and African American student Arkansas Augmented Benchmark Exam (AABE) mathematics and reading scores in two rural Southeast Arkansas middle schools. Epstein's theory of…
Pallock, Linda L; Lamborn, Susie D
2006-10-01
This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.
ERIC Educational Resources Information Center
Dillard, Rhonda Cherie Crutchfield
2013-01-01
This qualitative case study examined the self-efficacy beliefs of three high school principals in economically disadvantaged high schools with consistently high graduation rates for African American males. With the demand on school systems to perform in a politically driven, assessment-based paradigm, there is a need to describe and analyze the…
Social Achievement Goals: Validation among Rural African American Adolescents
ERIC Educational Resources Information Center
Jones, Martin H.; Mueller, Christian E.; Royal, Kenneth D.; Shim, Sungok Serena; Hart, Caroline O.
2013-01-01
Little extant research attempts to understand why rural African Americans engage in social relationships with peers in school. This is somewhat surprising as rural students' peer interactions often affect their scholastic desires, and peers can alter African Americans' academic performance. Hence, the current study examined both the presence and…
"Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School.
ERIC Educational Resources Information Center
Schwartz, Robert A.; Bower, Beverly L.; Rice, Diana C.; Washington, Charles M.
2003-01-01
Examined the experiences of African American women pursuing graduate degrees in education over 10 years. Survey and focus group data showed very little difference between women who had graduated and those still in school. Women faced challenges in deciding whether or not to attend graduate school and dealing with racism. Respondents were…
ERIC Educational Resources Information Center
Jackson, Darrell D.
2012-01-01
Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in American law schools. This dissertation researches the ways in which race is constructed, deconstructed, and reconstructed within two American law schools. Three primary lenses guide this…
Resiliency Instructional Tactics: African American Students with Learning Disabilities
ERIC Educational Resources Information Center
Jones, Vita L.
2011-01-01
Schools and classrooms, if well conceived, can serve as protective environments for the positive development of African American students with learning disabilities (LD) (Keogh & Weisner, 1993). Many African American students who lack resiliency often struggle with life's challenges and may be predisposed to negative outcomes in life, so the focus…
Factors that influence rural African American males' aspirations to attend college
NASA Astrophysics Data System (ADS)
Stuart, Alesia K.
This study was conducted to research factors which influence rural African American males in their college attendance decision. The study was an attempt to discover specific influences in the higher education pursuit from aspiration to enrollment. As African American males and low income students represent lower enrollment figures in higher education, this study attempts to provide research which may improve these numbers. The literature which provides the theoretical frame is related to Hossler (et al., 1999) and his research entitled Going to College. Hossler's study recommended additional research to study African American males. Hossler concluded this participant segment was influenced by different factors than the majority of study participants. This qualitative study includes student interviews. Three high schools in three counties in the Black Belt of rural Alabama were the sites selected for participants. Thirty African American male seniors' responses were transcribed and coded to identify themes related to influences stated by the participants. The students' voices provided insight into their college enrollment pursuit. The findings indicate rural students lack the resources and academic preparation significant for higher education admission. African American males in rural Alabama tend to be first generation students and lack information important to college enrollment. The rural high schools lack the personnel, college and career guidance to ensure participants are aware and prepared to traverse the process of college enrollment. This study identifies policy development needs to address inadequacies that African American males attending rural schools encounter during secondary enrollment. Research participants state college aspirations. Problems arise as participants move from the aspiration stage toward enrollment. Several factors will limit higher education opportunities for the participants. Inadequate knowledge on ACT scores, college cost financial
ERIC Educational Resources Information Center
Coulter, Donna M.
2013-01-01
To examine disparities in education, the researcher utilized a naturalistic approach to uncover how youth think, talk, and feel about their response to schooling. Findings are based on in-depth conversations with 12 inner city African-American kids enrolled in Urban, USA middle and high schools, rarely heard from in the scholarly literature.…
Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys
ERIC Educational Resources Information Center
Berry, Robert Q., III
2008-01-01
This article is about 8 African American middle school boys who have experienced success in mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities. (Contains 4…
ERIC Educational Resources Information Center
Benson, Shanelle R.
2010-01-01
Purpose. The purpose of this study was to determine, to what degree, African American teachers in five selected, urban charter schools in New York performed the historical roles of counselor, advocate, disciplinarian, surrogate parent, and role model in, to determine how African American Teachers perceived the importance of performing the…
Bullying and victimization among African American adolescents: a literature review.
Albdour, Maha; Krouse, Helene J
2014-05-01
Bullying among African American adolescents. This article reviews the current literature on bullying and victimization among African American adolescents. It highlights bullying and violence disparity among African American adolescents, associated risk and protective factors, and effects of bullying on adolescent health. Twenty-three English language peer-reviewed articles from CINAHL, Pubmed, and Psyc-INFO databases. African American adolescents have higher rates of bullying and victimization compared to other adolescent populations. This review found strong associations among bullying involvement, substance abuse, and family factors. Bullying also had a significant impact on adolescent health, particularly psychological symptoms and school performance. © 2014 Wiley Periodicals, Inc.
ERIC Educational Resources Information Center
Bailey, Fatima H.
2011-01-01
Traditional and current parental involvement programs can be challenging, debilitating and disenfranchising for African American and Latino school-parents. This qualitative study explores the issue of parental involvement, engagement and empowerment for African American and Latino parents. It provides an overview of hegemonic underpinnings,…
Case Studies of Three African-American Families Use of Literacy during Nonschool Hours
ERIC Educational Resources Information Center
Walker, Patricia A.
2011-01-01
The use of literacy during non-school hours of three African-American families was examined. This study used a qualitative research design to probe the meanings and value of literacy in the homes of three African-American families during nonschool hours, including before school, after school, weekends, holidays, and summer breaks. The structure…
ERIC Educational Resources Information Center
Simmons, Robert W., III
2010-01-01
In a "Multicultural Teaching and Learning" course, racial equity is one of the many issues explored. When discussing racial equity in our schools, teacher education students in the course focus their attention on such issues as the achievement gap, referrals to special education of African American and Latino males, the racism of low…
ERIC Educational Resources Information Center
Simmons, Robert W., III
2012-01-01
African American males from urban communities have been attending Jesuit high schools in urban spaces for many years, yet little to no literature exists that explores their experiences while attending these elite private schools. This qualitative study of 10 African American males from an urban community attending a similarly positioned Jesuit…
ERIC Educational Resources Information Center
Davis, Pamela; Davis, Michael P.; Mobley, Jerry A.
2014-01-01
This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African-American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African…
ERIC Educational Resources Information Center
Ohio Historical Society, Columbus.
This secondary school curriculum guide contains three sections of instructional materials about three areas of African American life. The section "Community Life" includes detailed lessons on family, the church, education, business, and organizations. The section "Public Life" provides in-depth lessons on media, science and…
ERIC Educational Resources Information Center
Boston, Colette; Warren, Susan R.
2017-01-01
A growing body of literature suggests students' feelings of belongingness influence academic achievement (Faircloth & Hamm, 2005). Additionally, research indicates that many urban African American students are disconnected from the school setting because of a cultural divide between students and educators (Thompson, 2004). This investigation…
Physical Activities and Sedentary Pursuits in African American and Caucasian Girls
ERIC Educational Resources Information Center
Dowda, Marsha; Pate, Russell R.; Felton, Gwen M.; Saunders, Ruth; Ward, Dianne S.; Dishman, Rod K.; Trost, Stewart G.
2004-01-01
The purposes of this study were to describe and compare the specific physical activity choices and sedentary pursuits of African American and Caucasian American girls. Participants were 1,124 African American and 1,068 Caucasian American eighth-grade students from 31 middle schools. The 3-Day Physical Activity Recall (3DPAR) was used to measure…
Help-Seeking Behaviors and Depression among African American Adolescent Boys
ERIC Educational Resources Information Center
Lindsey, Michael A.; Korr, Wynne S.; Broitman, Marina; Bone, Lee; Green, Alan; Leaf, Philip J.
2006-01-01
This study examined the help-seeking behaviors of depressed, African American adolescents. Qualitative interviews were conducted with 18 urban, African American boys, ages 14 to 18, who were recruited from community-based mental health centers and after-school programs for youths. Interviews covered sociodemographic information, questions…
ERIC Educational Resources Information Center
Cadwallader, Tom W.; Farmer, Thomas W.; Cairns, Beverley D.; Leung, Man-Chi; Clemmer, Jason T.; Gut, Dianne M.; Reese, Le'Roy E.
2002-01-01
Reports on the social relations of rural African American early adolescents and the initial impact of a multilevel intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations and risk status were used in assessment. Four subgroups were identified: Model, Aggressive, Troubled, and…
ERIC Educational Resources Information Center
Farrell, Albert D.; Erwin, Elizabeth H.; Allison, Kevin W.; Meyer, Aleta; Sullivan, Terri; Camou, Suzanne; Kliewer, Wendy; Esposito, Layla
2007-01-01
Qualitative methods were used to identify problem situations encountered by adolescents in urban middle schools serving a predominantly African American student population. Interviews focusing on identifying problem situations and the context in which they occur were conducted with 60 adolescents including students and peer mediators at middle…
The Role of an African American Principal in an Urban Information Technology High School
ERIC Educational Resources Information Center
Gooden, Mark A.
2005-01-01
The research reported here is the result of an exploration of the challenges and triumphs of an African American secondary principal who used a culture-specific leadership style in his quest to raise the standards at an information technology high school. This case study of the principal explores his combining of the elements of traditional…
ERIC Educational Resources Information Center
Pallock, Linda L.; Lamborn, Susie D.
2006-01-01
This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation.…
ERIC Educational Resources Information Center
Arbona, Consuelo; Power, Thomas G.
2003-01-01
Examines the relation of mother and father attachment to self-esteem and self-reported involvement in antisocial behaviors among African American, European American, and Mexican American high school students. Findings indicated that adolescents from the 3 ethnic/racial groups did not differ greatly in their reported attachment. (Contains 70…
Racial Identity Attitudes, Self-Esteem, and Academic Achievement among African American Adolescents
ERIC Educational Resources Information Center
Bonvillain, Jocelyn Freeman; Honora, Detris
2004-01-01
The purpose of the present study was to explore the extent to which racial identity attitudes and self-esteem could predict academic performance for African American middle school students. A total of 175 African American adolescents in 7th grade attending one of two urban schools participated in the study. The Multi-Ethnic Identity Measure (MEIM)…
ERIC Educational Resources Information Center
Grier, Leslie K.
2013-01-01
The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for…
Dating-Partner Preferences among a Group of Inner-City African-American High School Students.
ERIC Educational Resources Information Center
Smith, Sherry P.
1996-01-01
Examines a set of characteristics that African American inner-city high school students may or may not value in a dating partner. A total of 80 students indicated how important they perceived certain qualities to be in a person they would like to date. The results are in contrast to the previous literature regarding dating-partner preferences…
The Impact of CHAMPS on the Exclusionary Discipline Incidents of African-American Boys
ERIC Educational Resources Information Center
Russell-Smith, Saundra
2018-01-01
African-American boys who receive exclusionary discipline (i.e. in- or out-of-school suspensions) are overrepresented at the elementary (kindergarten through fifth grade) level. Although African-American boys comprised only 15% of the population of this school, they accounted for 70% of the exclusionary discipline incidents. This…
Culturally Grounded Stress Reduction and Suicide Prevention for African American Adolescents
Robinson, W. LaVome; Case, Mary H.; Whipple, Christopher R.; Gooden, Adia S.; Lopez-Tamayo, Roberto; Lambert, Sharon F.; Jason, Leonard A.
2016-01-01
Suicide is an often-overlooked manifestation of violence among African American youth that has become more prevalent in the last two decades. This article reports on the process used to culturally adapt a cognitive-behavioral coping with stress prevention intervention for African American adolescents. We implemented this adapted school-based suicide prevention intervention with 758 African American 9th, 10th and 11th grade students at four high schools in a large Midwestern city. The findings presented are preliminary. The adolescents in this sample endorsed high levels of suicide risk, with females endorsing significantly more suicide risk than males. Those receiving the prevention intervention evidenced an 86% relative suicide risk reduction, compared to the standard care control participants. The presented model of adaptation and resulting culturally-grounded suicide prevention intervention significantly reduced suicide risk among African American adolescents. Clinical, research and policy implications are discussed. PMID:27517094
Parenting within Cultural Context: Comparisons between African-American and Asian-American Parents
ERIC Educational Resources Information Center
Wu, Fang; Qi, Sen
2005-01-01
Using the sub-samples drawn from the National Early Childhood Longitudinal Study: Kindergarten (ECLS-K) database, this study examines similarities and differences between African-American and Asian-American parents in their parenting practice (i.e., parental involvement at home, expectations of child, emotional expressiveness, school involvement,…
ERIC Educational Resources Information Center
Pitchford-Nicholas, Gloria Jean
2015-01-01
The preparedness of students to enter college is an ongoing issue of national concern. The purpose of the study was to conduct a mixed method descriptive case study to answer the question: "How African-American and Hispanic High School Students in an Urban Charter High School may benefit from the Early College High School Model of receiving…
African American Male Adolescents' Hostile Responses to Perceived Racial Discrimination.
ERIC Educational Resources Information Center
Wakefield, William D.; Hudley, Cynthia
This study examined the hostile responses of adolescent African American males to acts of racial discrimination as a function of audience presence, noting attributions of personal control. Participants were 250 male African American students in grades 9-12 in an urban multiethnic high school who completed the Discrimination Response Index (DRI).…
Increasing Prosocial Behavior and Academic Achievement among Adolescent African American Males
ERIC Educational Resources Information Center
Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan
2007-01-01
African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding…
Collective Self-Esteem and Africultural Coping Styles in African American Adolescents.
ERIC Educational Resources Information Center
Constantine, Madonna G.; Donnelly, Peter C.; Myers, Linda James
2002-01-01
Examined relationships between dimensions of collective self-esteem and Africultural coping styles among African American adolescents. Surveys of African American students at a predominantly white high school indicated that respondents with higher public collective self-esteem reported greater use of spiritual-centered Africultural coping styles…
African American Children and Mental Health. Child Psychology and Mental Health
ERIC Educational Resources Information Center
Hill, Nancy E., Ed.; Mann, Tammy L., Ed.; Fitzgerald, Hiram E., Ed.
2011-01-01
This groundbreaking two-volume set examines the psychological, social, physical, and environmental factors that undermine or support healthy development in African American children while considering economic, historical, and public policies. African American children are at the highest risk for becoming school dropouts, for academic disengagement…
ERIC Educational Resources Information Center
Graham, Anthony; Anderson, Kenneth A.
2008-01-01
This case study investigation of three Academically Gifted African American male high school seniors in a predominantly African American urban high school examines the interplay between their ethnic and academic identity. Using an embedded micro-ethnographic approach, we explore the extent to which these students value educational attainment, the…
Narrative performance of gifted African American school-aged children from low-income backgrounds.
Mills, Monique T
2015-02-01
This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.
Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students
ERIC Educational Resources Information Center
Ragland, Tamra C.; Harkness, Shelly Sheats
2014-01-01
In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study…
ERIC Educational Resources Information Center
Lewis, Kelly M.; Sullivan, Cris M.; Bybee, Deborah
2006-01-01
This study experimentally examined the effect of a school-based emancipatory intervention on the psychological and behavioral well-being of African American adolescents. Sixty-five eighth graders in an inner-city, predominantly Black school were randomly assigned to either receive the experimental intervention or a regular Life Skills course (the…
ERIC Educational Resources Information Center
Horton-Ikard, RaMonda; Miller, Jon F.
2004-01-01
This study examined the production of African-American English (AAE) forms produced by 69 school-aged African-American children from middle socio-economic status (SES) communities to determine if age would influence: (a) the number of different types of AAE tokens and (b) the rate of dialect. Descriptive data revealed that there were more than 20…
Institutional Factors That Affect the Mathematical Achievement of African American Females
ERIC Educational Resources Information Center
Chatman, Audrey
2011-01-01
This dissertation explored how institutional factors impact the mathematical achievement of African American middle school females. The purpose of the research was to provide insight into African American females' perception of their mathematics experiences and demonstrate how both internal and external factors contribute to their achievement.…
Relationship between Religious Coping and Suicidal Behaviors among African American Adolescents
ERIC Educational Resources Information Center
Molock, Sherry Davis; Puri, Rupa; Matlin, Samantha; Barksdale, Crystal
2006-01-01
This study investigated whether hopelessness and depression were risk factors for suicidal thoughts and behaviors in African American adolescents and looked at whether religious participation and religious coping protected these students from suicidality. Participants were 212 African American high school students (133 females, 79 males). The…
Kids Explore America's African-American Heritage. Westridge Young Writers Workshop.
ERIC Educational Resources Information Center
Jefferson County School District R-1, Denver, CO.
This book was written by 86 students in grades 3-8 at Westridge Elementary School (Littleton, Colorado) during a summer enrichment class. The book is for anyone who wants to learn about African-American culture and heritage. Chapter 1 gives an overview of African history before American contact, the introduction of slavery into America, the road…
ERIC Educational Resources Information Center
Taylor, Earl J., Jr.; And Others
The Peoples Multicultural Almanac provides five entries for each day in the school year, September through May, organized for the following ethnic groups: (1) African Americans; (2) Asian Americans; (3) European Americans; (4) Hispanic Americans; and (5) Native Americans. The entries highlight significant social, political, historical, cultural,…
ERIC Educational Resources Information Center
Graves, Karen L.
1995-01-01
Examines patterns of course selection among African American female students in St. Louis public high schools from 1914 to 1930, the period of transition to a differentiated high school curriculum. Finds that the differentiated curriculum resulted in gender segregation across courses of study and supported the racial division of labor within the…
... Data > Minority Population Profiles > Black/African American > Obesity Obesity and African Americans African American women have the ... youthonline . [Accessed 08/18/2017] HEALTH IMPACT OF OBESITY People who are overweight are more likely to ...
ERIC Educational Resources Information Center
Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.
2013-01-01
Purpose: To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method: Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a…
Teachers' and Parents' Perceptions of Special Education Referral for African American Students
ERIC Educational Resources Information Center
Smith-McClelland, Darlene
2017-01-01
Patterns of representation of African Americans in K-12 special education programs vary across the United States. A school district in Arizona has a 13% African American population, yet the African American special education representation is 17%. The purpose of this grounded theory study was to generate an understanding of the processes related…
African American Women and Brown: A Lingering Twilight or Emerging Dawn?
ERIC Educational Resources Information Center
Lindsay, Beverly
1994-01-01
Critically examines the factors continuing to impede the integral presence of African American women in pivotal decision-making positions in colleges and universities. Interviews with three African American women who were among the first deans or associate deans of education at leading schools are presented, detailing their experiences and views…
The Role of Colorism in Explaining African American Females' Suspension Risk
ERIC Educational Resources Information Center
Blake, Jamilia J.; Keith, Verna M.; Luo, Wen; Le, Huong; Salter, Phia
2017-01-01
African American female students' elevated suspension risk has received national attention. Despite a number of studies documenting racial/ethnic disparities in African American females' school suspension risk, few investigations have attempted to explain why these disparities occur. The purpose of this study was to examine the role of colorism in…
ERIC Educational Resources Information Center
Simmons, Livia A.
2010-01-01
The purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were from a senior academy located in a Southern state. Of the 270 participants in the study, 76 were seniors, 89 were juniors, 95 were sophomores, and 10 were freshmen. The gender composition…
Voisin, Dexter R.; Neilands, Torsten B.; Hunnicutt, Shannon
2010-01-01
This study examines whether the relationship between violence exposure and school engagement is mediated by psychological problem behaviors and whether such relationships are gendered. Five hundred and sixty-three high school African American adolescents (ages 13 to 19 years) completed questionnaires which assessed two types of violence exposure (community violence and marital conflict), psychological problem behaviors (e.g., PTSD symptoms, anxiety, withdrawal, and aggressive behaviors), and school engagement (i.e., student-teacher connectedness and grade point average [GPA] obtained from school records). For male adolescents, psychological problem behaviors collectively mediated the relationship between community violence exposure and student-teacher connectedness. For female adolescents, both community violence and marital conflict exposure were negatively related to both GPA and student-teacher connectedness via aggressive behavior. Findings suggest that the differential impact of type of violence exposure and its sequela based on gender should be considered when addressing low school engagement among African American youth. PMID:21219276
Teaching White Students Black History: The African-American Experience in the Classroom
ERIC Educational Resources Information Center
Burrell, Leon F.; Walsh, Robert L.
2001-01-01
Many white students are barely exposed to African-American history throughout their schooling. When students do examine the other side of American history, the one not generally found in their textbooks, they often wonder why they have not learned this before. An understanding of African-American history is central to any effort to eliminate…
ERIC Educational Resources Information Center
Mills, Monique T.
2015-01-01
Purpose: This study investigated the fictional narrative performance of school-age African American children across 3 elicitation contexts that differed in the type of visual stimulus presented. Method: A total of 54 children in Grades 2 through 5 produced narratives across 3 different visual conditions: no visual, picture sequence, and single…
ERIC Educational Resources Information Center
Briggs, Calvin
2014-01-01
The purpose of this study was to determine if a relationship existed between mathematics self-efficacy and mathematics identity to mathematics achievement among African American males from High School Longitudinal Study of 2009 (HSLS:09). Subsequently, the extent to which mathematics self-efficacy and mathematics identity accounted for low and…
Transactional Process of African American Adolescents’ Family Conflict and Violent Behavior
Choe, Daniel Ewon; Zimmerman, Marc A.
2014-01-01
This is the first longitudinal study of urban African American adolescents that has examined bidirectional effects between their family conflict and violent behavior across all of high school. Structured interviews were administered to 681 students each year in high school at ages 15, 16 17, and 18 years. We used structural equation modeling to test a transactional model and found bidirectional effects between family conflict and violent behavior across the middle years of high school, while accounting for sex and socioeconomic status. Findings suggest a reciprocal process involving interpersonal conflict in African American families and adolescent engagement in youth violence. PMID:25400490
Transactional Process of African American Adolescents' Family Conflict and Violent Behavior.
Choe, Daniel Ewon; Zimmerman, Marc A
2014-12-01
This is the first longitudinal study of urban African American adolescents that has examined bidirectional effects between their family conflict and violent behavior across all of high school. Structured interviews were administered to 681 students each year in high school at ages 15, 16 17, and 18 years. We used structural equation modeling to test a transactional model and found bidirectional effects between family conflict and violent behavior across the middle years of high school, while accounting for sex and socioeconomic status. Findings suggest a reciprocal process involving interpersonal conflict in African American families and adolescent engagement in youth violence.
Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds
2015-01-01
Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770
African-American males in computer science---Examining the pipeline for clogs
NASA Astrophysics Data System (ADS)
Stone, Daryl Bryant
" self-efficacy between lower-level computer science majors and upper-level computer science majors. (5) There is no significant difference in "Computer Science Degree" self-efficacy between each of the five groups of students. Finally, the researcher selected African-American male students attending six primary schools, including the predominately African-American elementary, middle and high school that the researcher attended during his own academic career. Additionally, a racially mixed elementary, middle and high school was selected from the same county in Maryland. Bowie State University provided both the underclass and upperclass computer science majors surveyed in this study. Of the five hypotheses, the sample provided enough evidence to support the claim that there are significant differences in the "Computer Science Degree" self-efficacy between each of the five groups of students. ANOVA analysis by question and total self-efficacy scores provided more results of statistical significance. Additionally, factor analysis and review of the qualitative data provide more insightful results. Overall, the data suggest 'a clog' may exist in the middle school level and students attending racially mixed schools were more confident in their computer, math and science skills. African-American males admit to spending lots of time on social networking websites and emailing, but are 'dis-aware' of the skills and knowledge needed to study in the computing disciplines. The majority of the subjects knew little, if any, AAMs in the 'computing discipline pipeline'. The collegian African-American males, in this study, agree that computer programming is a difficult area and serves as a 'major clog in the pipeline'.
ERIC Educational Resources Information Center
Lewis, Shannon
2013-01-01
African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing…
Noncognitive Variables and Their Impact on Enrollment of African American Males in Higher Education
ERIC Educational Resources Information Center
Brown, Alanka P.
2009-01-01
The purpose of this study was to identify the nonacademic reasons that preclude African American males from enrolling in college after high school completion. The examination of this study evolved as a result of an abundance of African American males choosing not to enroll in college after completing high school. A mixed-methods research design…
Meeting the Learning Needs of African American Youth in the Library
ERIC Educational Resources Information Center
Hodges, Janice; Pringle, Lajuan S.
2013-01-01
The African American male psyche is a complicated multi-layered mixture of outside media influences, stereotypes, peer pressure, how they see themselves, and how they think others see them. This article describes how school and public librarians can help raise the literacy efforts of young African American males. It cites the need for libraries to…
Parental Characteristics, Ecological Factors, and the Academic Achievement of African American Males
ERIC Educational Resources Information Center
Hines, Erik M.; Holcomb-McCoy, Cheryl
2013-01-01
Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results…
Cultural Enrichment: Connecting African American Elementary Children to Academic Achievement
ERIC Educational Resources Information Center
Winston, Deborah L.
2011-01-01
A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior…
Cultural Socialization and School Readiness of African American and Latino Preschoolers
Caughy, Margaret O’Brien; Owen, Margaret Tresch
2014-01-01
Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children’s school readiness. Cultural socialization was assessed when children were 2½ years old, and child outcomes assessed one year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed. PMID:25364832
ERIC Educational Resources Information Center
Waters, Eric L.
2010-01-01
Asynchronous online credit recovery programs have been implemented in public schools across the United States for a variety of reasons. In this case, African American female students who are deficient in course credits towards high school graduation have taken advantage of this relatively new e-programming mechanism as a means to capture course…
ERIC Educational Resources Information Center
Allen, Junior Lloyd; Huggins-Hoyt, Kimberly Y.; Holosko, Michael J.; Briggs, Harold E.
2018-01-01
Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of…
African American Adolescents Living and Coping with Community Violence on Chicago's Southside
ERIC Educational Resources Information Center
Voisin, Dexter R.; Bird, Jason D. P.; Hardestry, Melissa; Shiu, Cheng Shi
2011-01-01
This study explores community violence exposures among African American adolescents and whether coping strategies were gendered. In-depth interviews are conducted with a sample of 32 African American high school students. Data are analyzed using a thematic analysis. The primary forms of violence exposures are physical attacks, fighting, and…
NASA Astrophysics Data System (ADS)
Davis, Edward
This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.
Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.
2014-01-01
Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted. PMID:23633645
Factors in African Americans Pursuing Higher Education after Age 30 Years
ERIC Educational Resources Information Center
Henderson, Davetta A.
2011-01-01
Many African Americans are leaving high school prior to graduation and are entering college for the first time beyond the age of 30 years, a phenomenon that has an effect on school systems, the community, and society as a whole. The research problem addressed was the need to understand the experience of an increasing number of African Americans…
African American Accounting Majors and the 150-hr Requirement
ERIC Educational Resources Information Center
Booker, Quinton; Hill, Cecil L.; Wright, Carl
2010-01-01
The study provides information on African American accounting majors' views regarding 150-hr issues. The authors collected data from 152 students at two schools. Students at one school supported the requirement while those at the other school did not. However, students believed that the 150-hr requirement enhances the quality of certified public…
Teaching the African-American Experience in the Palmetto State. Educator Resource Guide.
ERIC Educational Resources Information Center
South Carolina State Dept. of Education, Columbia.
This resource guide for teaching the African-American experience in South Carolina's public schools is designed to serve as a supplement to the "South Carolina Social Studies Curriculum Standards." Focusing on the history and culture of Africa and African-Americans within the specific context of the state's curriculum standards and…
Gibson, Priscilla A; Haight, Wendy
2013-07-01
In this qualitative study, the authors examined the culturally nuanced meanings of out-of-school suspensions for 30 lower income caregivers of African American children suspended from school. Caregivers were invited to describe their experiences of their children's suspensions during in-depth, individual, audiotaped interviews. Caregivers generally valued their children's school success, recognized when their children had misbehaved, and supported educators' imposition of appropriate consequences. Out-of-school suspensions, however, were rarely viewed as appropriate consequences. On the contrary, caregivers produced emotionally laden moral narratives that generally characterized their children's suspensions as unjust; harmful to children; negligent in helping children with underlying problems such as bullying; undermining parents' racial socialization; and, in general, racially problematic. Suspensions also contributed to some families' withdrawal from participation in their schools. Understanding how caregivers experience children's out-of-school suspensions provides important clues to how families and schools can work together to effectively reduce racial disparities in out-of-school suspensions.
ERIC Educational Resources Information Center
James, LaNora Marcell
2011-01-01
The purpose of the qualitative collective case study is to identify the weaknesses in the methods used to recruit highly qualified African American preservice teachers in the Washington, DC metropolitan area. The data collection process consisted of one-on-one, open-ended interview questions with 10 highly qualified African American public school…
ERIC Educational Resources Information Center
Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan; Jo, Hanik; Hill, Martin F.
2008-01-01
Urban African American first-year high school students' absenteeism was found to be negatively related to grade point average (GPA) and avoidance as a means of coping (use of substances as a way to escape--food, alcohol, smoking, caffeine, etc.) and positively related to use of social support as a means of coping (efforts to stay emotionally…
ERIC Educational Resources Information Center
Roberts, Laura A.; Bouknight, Tamisha M.
2015-01-01
This case illustrates an example of how one school relied solely on aggregate data and failed to address the college readiness needs of African American students with disabilities. However, the way in which the school counselor identified this opportunity gap may not have been the most ethical approach, and now she is faced with a dilemma. This…
ERIC Educational Resources Information Center
Walpole, MaryBeth; McDonough, Patricia M.; Bauer, Constance J.; Gibson, Carolyn; Kanyi, Kamau T.; Toliver, Rita
This qualitative study focused on African American and Latino high school students perceptions of standardized admission tests, including the Scholastic Assessment Tests (I and II) and the ACT Assessment. Students enrolled in college preparatory classes were interviewed about these tests individually and in focus groups in fall 1998 in their…
Prevention-Related Research Targeting African American Alternative Education Program Students
ERIC Educational Resources Information Center
Carswell, Steven B.; Hanlon, Thomas E.; Watts, Amy M.; O'Grady, Kevin E.
2014-01-01
This article reports on a program of research that examined the background, planning, implementation, and evaluation of an after-school preventive intervention program within an ongoing urban alternative education program targeting African American students referred to the school because of their problematic behavior in regular schools. The…
Young, Gifted, and Black: Promoting High Achievement among African-American Students.
ERIC Educational Resources Information Center
Perry, Theresa; Steele, Claude; Hilliard, Asa G., III
In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…
African-Americans and Alzheimer's
... Share Plus on Google Plus African-Americans and Alzheimer's alz.org | IHaveAlz Introduction 10 Warning Signs Brain ... African-Americans are at a higher risk for Alzheimer's disease. Many Americans dismiss the warning signs of ...
Mental Health and African Americans
... than Non-Hispanic whites. The death rate from suicide for African American men was more than four ... for African American women, in 2014. However, the suicide rate for African Americans is 70% lower than ...
African American adolescent perceptions of vulnerability and resilience to HIV.
Glenn, Betty L; Wilson, Kathleen P
2008-07-01
HIV/AIDS is growing at a disproportional rate among African American adolescents. This trend has occurred despite the fact that 89% of schools have educational programs on HIV/AIDS. Barriers to effective HIV prevention may be related to a failure to develop educational programs based on the cultural competencies of vulnerable populations such as adolescents who are at risk for HIV. The purpose of this qualitative study was to explore African American adolescent perceptions of vulnerability and resilience to HIV/AIDS within a cultural competency paradigm. A group of 8 adolescents at an African American church participated in a focus group to discuss vulnerability and resilience to HIV. To facilitate discussion, the adolescents developed collages from pictures in African American magazines. Content analysis was used to identify themes. The themes revealed were confidence, safe social activities, innocence, image, music/drug culture, and peer pressure.
ERIC Educational Resources Information Center
Fredricks, Jennifer A.; Eccles, Jacquelynne S.
2010-01-01
We examined the linear and nonlinear relations between breadth of extracurricular participation in 11th grade and developmental outcomes at 11th grade and 1 year after high school in an economically diverse sample of African-American and European-American youth. In general, controlling for demographic factors, children's motivation, and the…
"Ebony Jr.!": The Rise and Demise of an African American Children's Magazine
ERIC Educational Resources Information Center
Henderson, Laretta
2006-01-01
"Ebony Jr.!" was a very popular periodical magazine that targeted an audience of African American children from five to eleven-years-old, as it combined all the elements of popular culture, African-American history and an elementary school curriculum for them. With the passage of time, it became a relatively irrelevant and bland magazine, leaving…
ERIC Educational Resources Information Center
Thornhill, Theodore E.
2016-01-01
African American history is often taught poorly in high school U.S. history courses. However, we know little about how Black students perceive and experience this situation. I use a refined racial socialization framework and interview data with 32 Black college students in the Northeast to investigate how familial racial socialization shapes their…
Retired African American female urban middle school science teachers' beliefs and practices
NASA Astrophysics Data System (ADS)
Whitney, Frances M.
The purpose of this paper is to give a voice to a dedicated group of professionals who unselfishly labored twenty-five plus years educating the children of America's poorest taxpaying citizens. These retired African American female urban middle school science teachers (RAAFUMSST) explain the experiences that gave them the fortitude to stay in the urban school system until their retirement. The goal is to give you a glimpse into the distractions, challenges, and victories the teachers encountered as they strove to teach science in an overcrowded, underserviced, and depressed urban school district of a major city. Most times sacrificing self for service, the participants of this study held fast to their beliefs that all of America's children, regardless of their parents' socioeconomic status, deserve a quality education. It is through individual interviews that the five retired science teachers of this project share their reflections on the events and circumstances that altered their labor of love. Critical Race Theory (CRT) serves as the theoretical frame for this study.
African American Suicide Fact Sheet Based on 2012 Data (2014) Overview • In 2012, 2,357 African Americans completed suicide in the U.S. Of these, 1,908 (80. ... rate of 9.23 per 100,000). The suicide rate for females was 1.99 per 100, ...
NASA Astrophysics Data System (ADS)
Kolo, Yovonda Ingram
African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.
Savitt, T L
2001-01-01
Knoxville College Medical Department (KCMD) was, to all appearances, a missionary medical school established in 1895 by a small black Presbyterian college in the Tennessee mountains to train African-American physicians. In reality, it functioned as a proprietary medical school organized and operated by a group of local white physicians who were more interested in making money than in furthering the school's mission of educating black Christian physicians. KCMD limped along until 1900 when the college's new president reported to the trustees about the white faculty's greed, irreligious behavior, poor teaching, and bad medical reputation, and about how the presence of the medical school on campus undermined the college's overall mission. KCMD graduated two students before closing its doors in 1900. A group of faculty then reopened the school off-campus as the Knoxville Medical College. That school closed in 1910.
Psychological Misdiagnosis of African Americans.
ERIC Educational Resources Information Center
Garretson, Deborah J.
1993-01-01
Reviews historical and current problems with making accurate psychological diagnoses of African Americans. Suggests that misdiagnosis is strongly related to pathologization of African-American culture itself. Explores diagnostic process, stereotypes of African-American psychopathology, cultural differences in values and life stressors, and…
ERIC Educational Resources Information Center
Corprew, Charles S., III; Cunningham, Michael
2012-01-01
The purpose of this study was to explore the association between negative youth experiences and bravado attitudes in African American urban males. In addition, an examination of positive factors, such as school social support, was examined to understand potential resilient pathways. Data were collected at two sites, a science and math center (n =…
Hesser, A; Cregler, L L; Lewis, L
1998-02-01
To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and
Key Competencies: African and Afro-American Studies, Secondary Education.
ERIC Educational Resources Information Center
Philadelphia School District, PA. Office of Curriculum and Instruction.
This booklet identifies major competencies for African and Afro-American studies courses in grades seven through 12 in the Philadelphia school system. Afro-American studies are viewed as (1) developing students' ability to gain insights and destroy stereotypes and (2) providing a frame of reference for understanding the forces which have shaped…
Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W; Sarama, Julie H; Clements, Douglas H
2017-08-01
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.
Engels, Hermann-J; Gretebeck, Randall J; Gretebeck, Kimberlee A; Jiménez, Linda
2005-03-01
This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans.
Successful African American Women School Leaders in Florida
ERIC Educational Resources Information Center
Waldron-Asuncion, Alma
2016-01-01
The focus of this basic qualitative study was to explore the lived experiences of Floridian African American women in secondary educational leadership positions. Using critical race theory and Black feminist standpoint theory as a theoretical framework, this narrative analysis serves to increase the understanding of leadership styles among a…
ERIC Educational Resources Information Center
Dixson, Dante D.; Roberson, Cyrell C. B.; Worrell, Frank C.
2017-01-01
Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial…
ERIC Educational Resources Information Center
Hoffman, Adam J.; Kurtz-Costes, Beth; Rowley, Stephanie J.; Adams, Elizabeth A.
2017-01-01
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N…
African American Biographies: A Collection Development Challenge.
ERIC Educational Resources Information Center
Woody, Donna
2000-01-01
Discusses the lack of African American biographies for elementary school libraries and reports the results of a study that surveyed publishers from the Children's Book Council. Examines book reviews, discusses the number of sports figures included, and considers problems with a lack of appropriate materials to support the curriculum. (LRW)
ERIC Educational Resources Information Center
Fleshman, Paula Jenniver
2012-01-01
As mathematics identity affects students' learning and doing of mathematics, it is critical to understand the mathematics identities of African American and Hispanic students as the mathematical performance and pursuits of far too many continue to lag behind. Further, as community schools have been shown to positively impact students in urban…
Predicting Relationship Stability among Midlife African American Couples
ERIC Educational Resources Information Center
Cutrona, Carolyn E.; Russell, Daniel W.; Burzette, Rebecca G.; Wesner, Kristin A.; Bryant, Chalandra M.
2011-01-01
Objective: This study examined predictors of relationship stability over 5 years among heterosexual cohabiting and married African American couples raising an elementary-school-age child. The vulnerability-stress-adaptation model of relationships (Karney & Bradbury, 1995) guided the investigation. Contextual variables were conceptualized as…
Abbyad, Christine; Robertson, Trina Reed
2011-01-01
Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women’s birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women’s mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women’s preparation for birthing. PMID:22211059
Recruitment Is Not Enough: Retaining African American Students in Gifted Education
ERIC Educational Resources Information Center
Moore, James L., III; Ford, Donna Y.; Milner, H. Richard
2005-01-01
In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…
Overcoming Adversity: High-Achieving African American Youth's Perspectives on Educational Resilience
ERIC Educational Resources Information Center
Williams, Joseph M.; Bryan, Julia
2013-01-01
This qualitative multicase research study identified the home, school, and community factors and processes that contributed to the academic success of 8 urban, African American high school graduates from low-income, single-parent families. Ten main themes emerged: school-related parenting practices, personal stories of hardship, positive…
ERIC Educational Resources Information Center
James, Carmela N.
2013-01-01
The purpose of this study was to examine the attrition rate of the African American high school student enrolled in advanced academics by looking at the effects of specific quantifiable variables on state-trait anxiety scores. More specifically, this study was concerned with the influence of demographic and school related factors on the…
Krishnan, Eswar
2014-09-01
African Americans have a substantially higher prevalence of risk factors for gout than Caucasians. The aim of the present study was to compare the risk for incident gout among African Americans and Caucasians. Incidence rates of physician-diagnosed gout among 11,559 Caucasian men and 931 African American men aged 35 to 57 years and at high cardiovascular risk, observed for 7 years as a part of the Multiple Risk Factor Intervention Trial, were analyzed. Cox regression models were used to account for potential confounding by age, body mass index, diuretic use, hypertension and diabetes status, aspirin and alcohol consumption, and kidney disease. At baseline, after accounting for risk factors, African Americans had a 14% lower prevalence of hyperuricemia than Caucasians. Incidence of gout increased with increasing prevalence of risk factors in both Caucasians and African Americans. Ethnic disparities in incidence rates were most apparent among those without other risk factors for gout. In separate Cox regression models, after accounting for risk factors, African American ethnicity was associated with a hazard ratio of 0.78 (95% confidence interval [CI], 0.66-0.93) for physician-diagnosed gout and 0.88 (95% CI, 0.85-0.90) for incident hyperuricemia. Significant interactions were observed; the association was the strongest (hazard ratio 0.47; 0.37-0.60). These associations were unaffected by addition of serum urate as a covariate or by using alternate case definitions for gout. After accounting for the higher prevalence of risk factors, African American ethnicity is associated with a significantly lower risk for gout and hyperuricemia compared with Caucasian ethnicity. Copyright © 2014 Elsevier Inc. All rights reserved.
Narcolepsy in African Americans
Kawai, Makoto; O'Hara, Ruth; Einen, Mali; Lin, Ling; Mignot, Emmanuel
2015-01-01
Study Objectives: Although narcolepsy affects 0.02–0.05% of individuals in various ethnic groups, clinical presentation in different ethnicities has never been fully characterized. Our goal was to study phenotypic expression across ethnicities in the United States. Design/Setting: Cases of narcolepsy from 1992 to 2013 were identified from searches of the Stanford Center for Narcolepsy Research database. International Classification of Sleep Disorders, Third Edition diagnosis criteria for type 1 and type 2 narcolepsy were used for inclusion, but subjects were separated as with and without cataplexy for the purpose of data presentation. Information extracted included demographics, ethnicity and clinical data, HLA-DQB1*06:02, polysomnography (PSG), multiple sleep latency test (MSLT) data, and cerebrospinal fluid (CSF) hypocretin-1 level. Patients: 182 African-Americans, 839 Caucasians, 35 Asians, and 41 Latinos with narcolepsy. Results: Sex ratio, PSG, and MSLT findings did not differ across ethnicities. Epworth Sleepiness Scale (ESS) score was higher and age of onset of sleepiness earlier in African Americans compared with other ethnicities. HLA-DQB1*06:02 positivity was higher in African Americans (91.0%) versus others (76.6% in Caucasians, 80.0% in Asians, and 65.0% in Latinos). CSF hypocretin-1 level, obtained in 222 patients, was more frequently low (≤ 110 pg/ml) in African Americans (93.9%) versus Caucasians (61.5%), Asians (85.7%) and Latinos (75.0%). In subjects with low CSF hypocretin-1, African Americans (28.3%) were 4.5 fold more likely to be without cataplexy when compared with Caucasians (8.1%). Conclusions: Narcolepsy in African Americans is characterized by earlier symptom onset, higher Epworth Sleepiness Scale score, higher HLA-DQB1*06:02 positivity, and low cerebrospinal fluid hypocretin-1 level in the absence of cataplexy. In African Americans, more subjects without cataplexy have type 1 narcolepsy. Citation: Kawai M, O'Hara R, Einen M, Lin L
The Education of African-Americans.
ERIC Educational Resources Information Center
Willie, Charles V., Ed.; And Others
The 17 papers in this volume are products of a study group on the education of African Americans that was part of a national project, "The Assessment of the Status of African-Americans." The volume takes a comprehensive look at the education of African Americans, specifically early childhood through postsecondary education, and relevant…
African American Males in School and Society: Practices and Policies for Effective Education.
ERIC Educational Resources Information Center
Polite, Vernon C., Ed.; Davis, James Earl, Ed.
This collection provides many insights into the condition of African American males, emphasizing educational attainment and achievement, and offers methodologies for documenting how the social and educational worlds of African American males intersect. The essays are: (1) "Teaching Black Males: Lessons from the Experts" (Michele Foster…
FBA and BIP: Increasing the Behavior Adjustment of African American Boys in Schools
ERIC Educational Resources Information Center
Lo, Ya-yu; Cartledge, Gwendolyn
2006-01-01
Overrepresentation of African American boys in disciplinary and special education referrals has been a national concern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four…
Lung cancer disparities and African-Americans.
Sin, Mo-Kyung
2017-07-01
African-Americans, as historically disadvantaged minorities, have more advanced stages of cancer when diagnosed, lower survival rates, and lower rates of accessing timely care than do Caucasians. Lung cancer incidence and mortality, in particular, are high among African-Americans. The U.S. Preventive Services Task Force recently released an evidence-based lung cancer screening technology called low-dose computerized tomography. High-risk African-Americans might benefit greatly from such screening but not many are aware of this technology. Public health nurses can play a key role in increasing awareness of the technology among African-American communities and encouraging qualified African-Americans to obtain screening. This study discusses issues with lung cancer and smoking among African-Americans, a recently released evidence-based lung cancer screening technology, and implications for public health nurses to enhance uptake of the new screening technology among high-risk African-Americans. © 2017 Wiley Periodicals, Inc.
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Wright, Brian L.
2011-01-01
This study explores racial-ethnic identity and academic achievement of five young African American men in 11th and 12th grade in an urban pilot high school. Data gathered through individual and group interviews and a questionnaire were analyzed to understand how academically successful African American male adolescents interpret their social and…
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Goodwin, Rosalyn Harper
2013-01-01
This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student…
Cogburn, Courtney D; Chavous, Tabbye M; Griffin, Tiffany M
2011-01-03
The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
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Byrd, Clavon, Sr.
2009-01-01
This research described the retrospective formation of identity and manifestation of responsibility of four African-American female leaders who served as urban school principals. Cross (1971, 1991) determined that African-Americans undergo a four step process of identity development that he coined Nigrescence. Within these four stages of identity…
ERIC Educational Resources Information Center
Ennis, Rosetta
2017-01-01
The qualitative descriptive case study explores the underachievement phenomenon of fourth-grade African American boys in New York City public elementary schools. Numerous studies have been conducted at the middle school through college levels. However, very little is known about the underachievement phenomenon of fourth-grade African American…
Rochat, Philippe; Tone, Erin B.; Baron, Andrew S.
2017-01-01
Implicit intergroup bias emerges early in development, are typically pro-ingroup, and remain stable across the lifespan. Such findings have been interpreted in terms of an automatic ingroup bias similar to what is observed with minimal groups paradigms. These studies are typically conducted with groups of high cultural standing (e.g., Caucasians in North America and Europe). Research conducted among culturally lower status groups (e.g., African-Americans, Latino-Americans) reveals a notable absence of an implicit ingroup bias. Understanding the environmental factors that contribute to the absence of an implicit ingroup bias among people from culturally lower status groups is critical for advancing theories of implicit intergroup cognition. The present study aimed to elucidate the factors that shape racial group bias among African-American children and young adults by examining their relationship with age, school composition (predominantly Black schools or racially mixed schools), parental racial attitudes and socialization messages among African-American children (N = 86) and young adults (N = 130). Age, school-type and parents’ racial socialization messages were all found to be related to the strength of pro-Black (ingroup) bias. We also found that relationships between implicit and explicit bias and frequency of parents' racial socialization messages depended on the type of school participants attended. Our results highlight the importance of considering environmental factors in shaping the magnitude and direction of implicit and explicit race bias among African-Americans rather than treating them as a monolithic group. PMID:28957353
Narcolepsy in African Americans.
Kawai, Makoto; O'Hara, Ruth; Einen, Mali; Lin, Ling; Mignot, Emmanuel
2015-11-01
Although narcolepsy affects 0.02-0.05% of individuals in various ethnic groups, clinical presentation in different ethnicities has never been fully characterized. Our goal was to study phenotypic expression across ethnicities in the United States. Cases of narcolepsy from 1992 to 2013 were identified from searches of the Stanford Center for Narcolepsy Research database. International Classification of Sleep Disorders, Third Edition diagnosis criteria for type 1 and type 2 narcolepsy were used for inclusion, but subjects were separated as with and without cataplexy for the purpose of data presentation. Information extracted included demographics, ethnicity and clinical data, HLA-DQB1*06:02, polysomnography (PSG), multiple sleep latency test (MSLT) data, and cerebrospinal fluid (CSF) hypocretin-1 level. 182 African-Americans, 839 Caucasians, 35 Asians, and 41 Latinos with narcolepsy. Sex ratio, PSG, and MSLT findings did not differ across ethnicities. Epworth Sleepiness Scale (ESS) score was higher and age of onset of sleepiness earlier in African Americans compared with other ethnicities. HLA-DQB1*06:02 positivity was higher in African Americans (91.0%) versus others (76.6% in Caucasians, 80.0% in Asians, and 65.0% in Latinos). CSF hypocretin-1 level, obtained in 222 patients, was more frequently low (≤ 110 pg/ml) in African Americans (93.9%) versus Caucasians (61.5%), Asians (85.7%) and Latinos (75.0%). In subjects with low CSF hypocretin-1, African Americans (28.3%) were 4.5 fold more likely to be without cataplexy when compared with Caucasians (8.1%). Narcolepsy in African Americans is characterized by earlier symptom onset, higher Epworth Sleepiness Scale score, higher HLA-DQB1*06:02 positivity, and low cerebrospinal fluid hypocretin-1 level in the absence of cataplexy. In African Americans, more subjects without cataplexy have type 1 narcolepsy. © 2015 Associated Professional Sleep Societies, LLC.
Wolinsky, Fredric D; Andresen, Elena M; Malmstrom, Theodore K; Miller, J Philip; Schootman, Mario; Miller, Douglas K
2012-09-27
The association between childhood school desegregation and later life sense of control and physical performance among African Americans is not clear. We hypothesized that childhood school desegregation adversely affected the sense of control of in later life, and that this reduced sense of control accounts in part for reduced physical performance. In-home follow-up assessments were completed in 2010 with 582 of the 58-74 year old men and women participating in the on-going African American Health cohort. We used these data to examine the relationship between (a) retrospective self-reports of attending segregated schools during one's 1st-to-12th grade education and one's current sense of control, as well as (b) the association between current sense of control and physical performance. Multiple linear regression analysis with propensity score re-weighting was used. Attending segregated schools for at least half of one's 1st-to-12th grade education was significantly associated with higher scores on the sense of control. Adjusting for all covariates and potential confounders, those receiving half or more of their 1st-to-12th grade education in segregated schools had sense of control scores that were .886 points higher (p ≤ .01; standardized effect size = .22). Sense of control scores were independently (all p < .01) associated with better systolic blood pressure, grip strength, peak expiratory flow, chair stands, balance tests, and the Short Portable Physical Battery even after adjusting for all covariates and potential confounders. Moreover, sense of control scores either partially or fully mediated the statistically significant beneficial associations between childhood school segregation and physical performance. Childhood school desegregation was adversely associated with the sense of control of African Americans in later life, and this reduced sense of control appears, in part, to account for their poorer physical performance. The etiologic
2012-01-01
Background The association between childhood school desegregation and later life sense of control and physical performance among African Americans is not clear. We hypothesized that childhood school desegregation adversely affected the sense of control of in later life, and that this reduced sense of control accounts in part for reduced physical performance. Methods In-home follow-up assessments were completed in 2010 with 582 of the 58–74 year old men and women participating in the on-going African American Health cohort. We used these data to examine the relationship between (a) retrospective self-reports of attending segregated schools during one’s 1st-to-12th grade education and one’s current sense of control, as well as (b) the association between current sense of control and physical performance. Multiple linear regression analysis with propensity score re-weighting was used. Results Attending segregated schools for at least half of one’s 1st-to-12th grade education was significantly associated with higher scores on the sense of control. Adjusting for all covariates and potential confounders, those receiving half or more of their 1st-to-12th grade education in segregated schools had sense of control scores that were .886 points higher (p ≤ .01; standardized effect size = .22). Sense of control scores were independently (all p < .01) associated with better systolic blood pressure, grip strength, peak expiratory flow, chair stands, balance tests, and the Short Portable Physical Battery even after adjusting for all covariates and potential confounders. Moreover, sense of control scores either partially or fully mediated the statistically significant beneficial associations between childhood school segregation and physical performance. Conclusions Childhood school desegregation was adversely associated with the sense of control of African Americans in later life, and this reduced sense of control appears, in part, to account for their
ERIC Educational Resources Information Center
Fredricks, Jennifer A.; Eccles, Jacquelynne S.
2008-01-01
In this study, we examined the associations between organized activity participation during early adolescence and adjustment in a large and economically diverse sample of African American and European American youth. The sample included 1,047 youth (51% female and 49% male and 67% African American and 33% European American). We used analysis of…
ERIC Educational Resources Information Center
Kellow, J. Thomas; Jones, Brett D.
2008-01-01
This study investigated whether African American high school freshman students experience stereotype threat when taking a test that is seen as a predictor of their success on a high-stakes test. The authors conceptually replicated a previous study by Kellow and Jones (2005) using a true experimental design, as opposed to a quasi-experimental…
Teaching Democracy before "Brown": Civic Education in Georgia's African American Schools, 1930-1954
ERIC Educational Resources Information Center
Preston-Grimes, Patrice
2007-01-01
Research on the history of civic education in United States has rarely reflected the perspectives of African American teachers and students. Through analysis of archival data, I document how African American educators in one Southern state reported teaching civic values to students in a racially segregated society before the modern Civil Rights…
Christiansen, Karina M H; Qureshi, Farah; Schaible, Alex; Park, Sohyun; Gittelsohn, Joel
2013-01-01
To understand environmental factors influencing the food-related habits of low-income urban African American adolescents. Qualitative research was conducted between February and April, 2010, using in-depth interviews, focus groups, and direct observation. The study was conducted in low-income, predominantly African American neighborhoods of Baltimore City. A total of 20 adolescents were interviewed in 18 in-depth interviews (n = 13) and 2 focus groups (n = 7). Participants were recruited from Baltimore City recreation centers and were eligible if they were African American and aged 10-16 years. The food-related habits of low-income, African American, urban adolescents and reported perceptions of their food environments. Interviews were audio recorded, transcribed, coded, and analyzed for emerging themes. Six thematic categories emerged and were organized into 4 environmental contexts: the neighborhood context (accessibility of food and safety of neighborhood), the school context (school food environment), the family context (family health history, role modeling, and monitoring) and the peer context (peer behaviors). Future efforts to reduce the obesity epidemic among low-income African American adolescents should address the social environment of the family; however, positive behavior change may not be sustainable without neighborhood or school food environment modifications. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Enhancing the Cultural Identity of Early Adolescent Male African Americans.
ERIC Educational Resources Information Center
Bass, Christopher K.; Coleman, Hardin L. K.
This paper reports on the development of a school-based Afrocentric intervention for middle school male adolescents who are at risk for academic failure or underachievement. The intervention combined the principles of the rites of passage movement within African American communities and current thinking on the process of second culture acquisition…
Physical activities and sedentary pursuits in African American and Caucasian girls.
Dowda, Marsha; Pate, Russell R; Felton, Gwen M; Saunders, Ruth; Ward, Dianne S; Dishman, Rod K; Trost, Stewart G
2004-12-01
The purposes of this study were to describe and compare the specific physical activity choices and sedentary pursuits of African American and Caucasian American girls. Participants were 1,124 African American and 1,068 Caucasian American eighth-grade students from 31 middle schools. The 3-Day Physical Activity Recall (3DPAR) was used to measure participation in physical activities and sedentary pursuits. The most frequently reported physical activities were walking, basketball, jogging or running, bicycling, and social dancing. Differences between groups were found in 11 physical activities and 3 sedentary pursuits. Participation rates were higher in African American girls (p < or = .001) for social dancing, basketball, watching television, and church attendance but lower in calisthenics, ballet and other dance, jogging or running, rollerblading, soccer, softball or baseball, using an exercise machine, swimming, and homework. Cultural differences of groups should be considered when planning interventions to promote physical activity.
Szylkowska, Ewelina; Kaste, Linda M; Schreiner, Joseph; Gordon, Sara C; Lee, Damian J
2014-07-01
To compare prevalence of systemic health conditions (SHC) between African American and Caucasian edentulous patients presenting for complete dentures (CD) at an urban dental school. The study included patients presenting for CD 1/1-12/31/2010, ages 20 to 64 years, and either African American or Caucasian. Covariates included: age group, gender, employment status, Medicaid status, smoking history, and alcohol consumption. SHC included at least one of the following: arthritis, asthma, cancer, diabetes, emphysema, heart attack, heart murmur, heart surgery, hypertension, or stroke. The group (n = 88) was 44.3% African American, 65.9% ≥50, 45.5% male, 22.7% employed, and 67.0% with at least one SHC. African Americans were older (p = 0.001) and more likely to have one or more SHC (p = 0.011). Patients with at least one SHC were older (p = 0.018) and more likely female (p = 0.012). The total sample logistic regression model assessing SHC yielded only gender as statistically significant (males < OR 0.32, 95% CI 0.11 to 0.92). Caucasian males were less likely to have SHC (OR 0.17, 95% CI 0.04 to 0.77), and Caucasians ≥50 were more likely (OR 5.36, 95% CI 1.19 to 24.08). African Americans yielded no significant associations. Among selected completely edentulous denture patients at an urban dental school, two out of three patients had at least one SHC. This exploratory study suggests there may be health status differences between African American and Caucasian patients in this setting, calling for further study. © 2014 by the American College of Prosthodontists.
Fasula, Amy M; Miller, Kim S; Wiener, Jeffrey
2007-01-01
This study explored the sexual double standard (SDS) (in which males are afforded more freedom and power than females in heterosexual interactions) in African American mothers' sexual messages to sons and daughters. We used a convenience sample of 129 African American adolescents, aged 14 to 17 years, and their mothers who reported SDS attitudes. Qualitative analyses revealed gender differences based on an SDS in mothers' sexual risk reduction socialization. Mothers typically took a proactive approach with sons and a neutral or prohibitive approach with daughters. Findings provide directions for socially relevant programs for African American parents, schools, and communities.
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Bell-Tolliver, Laverne; Burgess, Ruby; Brock, Linda J.
2009-01-01
With the exception of Hill's (1971, 1999) work, historically much of the literature on African American families has focused more on pathology than strengths. This study used interviews with 30 African American psychotherapists, self-identified as employing a strengths perspective with African American families, to investigate which strengths they…
ERIC Educational Resources Information Center
Muhammad, Rhonda K.
2012-01-01
This qualitative study examined the instructional practices of an experienced African American mathematics teacher to determine his perceived capabilities in augmenting academic proficiency for his African American male students. Provided in this descriptive case study are the lived experiences of an African American male teacher working to move…
ERIC Educational Resources Information Center
Barnett, Todd L.
2017-01-01
There is a growing interest in the quandary of literacy and proficiency amongst K-12 students in the United States. Similarly, because of uncharted research about biliteracy amongst African-American students in urban schools and benefits of Spanish fluency, communicative gaps are increased and fluency is breached. If advantages are properly…
ERIC Educational Resources Information Center
Ford, Donna Y.; Moore, James L., III
2013-01-01
This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in…
ERIC Educational Resources Information Center
Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.
2009-01-01
This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described…
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Nellums, Michael W.
2011-01-01
The purpose of this study was to determine if Parental Involvement influenced academic performance at single gender and co-educational schools. This study also compared African American male academic achievement with all students enrolled in two single gender, and one coeducational, middle school programs. Although all three schools reflected a…
ERIC Educational Resources Information Center
Harrison, Danielle A.
2017-01-01
For many decades, the social imbalances had a significant impact on the academic success of African Americans. High school completion rates for African American students were disproportionately lower when compared to their Caucasian counterparts. This purpose of this qualitative study was to display factors that contributed to African American…
An ecological perspective of science and math academic achievement among African American students
NASA Astrophysics Data System (ADS)
Stewart, Endya Bentley
Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.
ERIC Educational Resources Information Center
Goldberg, Abbie E.; Smith, JuliAnna Z.
2009-01-01
Despite increases in transracial adoption, African American children remain the least likely to be adopted. No research has examined the factors that predict prospective adopters' willingness to adopt an African American child. This study used multilevel modeling to examine predictors of willingness to adopt an African American child in a sample…
Correlates of Physical Activity among African-American and Caucasian Female Adolescents.
ERIC Educational Resources Information Center
Bungum, Timothy; Pate, Russell; Dowda, Marsha; Vincent, Murray
1999-01-01
Investigated determinants of participation in moderately and vigorously intense physical activity among African-American and Caucasian adolescent female high school students. Survey results indicated differences in psychosocial predictors of physical activity by type of activity and ethnic group. Self-efficacy and school sport participation were…
Reflections of Academic Experiences from Formerly Incarcerated African American Males
ERIC Educational Resources Information Center
Jeffers, Adam R.
2017-01-01
This research examines academic experiences of African American males (ages 18-25) who attended urban schools in southern California. The participants were incarcerated for at least one year prior to being housed in a pre-release program where they reflected on their academic experiences and perceptions of the school environment. The participants'…
ERIC Educational Resources Information Center
Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan
2012-01-01
The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…
African American and Black Caribbean Feelings of Closeness to Africans
Thornton, Michael C.; Taylor, Robert Joseph; Chatters, Linda M.; Forsythe-Brown, Ivy
2016-01-01
African American and Black Caribbean relations dominate research on interactions across black ethnic divides. Using National Survey of American Life data, we explore a different aspect of black interethnic attitudes: how close these groups feel toward Africans. African Americans and Black Caribbeans were largely similar in their feelings of closeness to Africans. For Black Caribbeans, younger and male respondents, those reporting higher levels of financial strain, living in the northeast and persons who immigrated to the United States at least 11 years ago, report feeling especially close to Africans. Being male was the only significant correlate among African Americans. The findings are discussed in relation to how race, ethnicity and national origin shape personal identities within the U.S. and their significance for intergroup perceptions. These broader issues warrant further consideration in light of assertions that race as a defining feature of American life and intergroup relations is obsolete. PMID:28943747
Lee, E Juanita; Jackson, Brenda; Parker, Veronica; DuBose, Lisa; Botchway, Portia
2009-01-01
A descriptive cross-sectional study was designed to examine the influence of family resources and coping behaviors on the well-being of African American and Caucasian parents providing care to a school-age child with asthma. A convenience sample of 71 (33 African American and 38 Caucasian) parents of school-age children with asthma were recruited from two private medical practices and one school. Family resources were assessed using the Family Inventory of Resources for Management. Coping behaviors were assessed using the Coping Health Inventory for Parents and well-being was measured by the General Well-being Schedule. For both groups, the findings revealed family resources are significantly related to parental well-being. Also, coping behaviors were significantly related to the well-being of Caucasian parents. The results of this study support the literature related to the importance of resiliency factors such as family resources and coping behaviors on parental well-being.
Mechanisms of Vowel Variation in African American English.
Holt, Yolanda Feimster
2018-02-15
This research explored mechanisms of vowel variation in African American English by comparing 2 geographically distant groups of African American and White American English speakers for participation in the African American Shift and the Southern Vowel Shift. Thirty-two male (African American: n = 16, White American controls: n = 16) lifelong residents of cities in eastern and western North Carolina produced heed,hid,heyd,head,had,hod,hawed,whod,hood,hoed,hide,howed,hoyd, and heard 3 times each in random order. Formant frequency, duration, and acoustic analyses were completed for the vowels /i, ɪ, e, ɛ, æ, ɑ, ɔ, u, ʊ, o, aɪ, aʊ, oɪ, ɝ/ produced in the listed words. African American English speakers show vowel variation. In the west, the African American English speakers are participating in the Southern Vowel Shift and hod fronting of the African American Shift. In the east, neither the African American English speakers nor their White peers are participating in the Southern Vowel Shift. The African American English speakers show limited participation in the African American Shift. The results provide evidence of regional and socio-ethnic variation in African American English in North Carolina.
Coker, Kendell L.; Ikpe, Uduakobong N.; Brooks, Jeannie S.; Page, Brian; Sobell, Mark B.
2014-01-01
This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided. PMID:25071874
ERIC Educational Resources Information Center
Merrill, Carolyn Ann
2012-01-01
The purpose of this quantitative, causal-comparative study was to determine the impact of the year-round education school calendar on the standardized test performance of fifth grade African American students, as measured by the Illinois Standards Achievement Test (ISAT) in reading. The ISAT reading scores from two year-round education (YRE)…
Child-Centered Group Play Therapy with African American Boys at the Elementary School Level
ERIC Educational Resources Information Center
Baggerly, Jennifer; Parker, Max
2005-01-01
African American boys face numerous challenges in society within the United States, including prejudice, discrimination, racism, economic hardship, limited access to support services, educational biases, and community violence. According to Pierce (1988), the psychic assault of subtle racism against African American boys erode their…
Intergroup Differences and Their Impact on African American Teachers.
ERIC Educational Resources Information Center
Mabokela, Reitumetse Obakeng; Madsen, Jean A.
2003-01-01
Examined how intergroup differences within suburban schools affected African American teachers' experiences. Organizational culture strongly influenced how whites treated their minority counterparts. Because the majority established norms, minorities were expected to comply with uniform sets of rules and regulations. Intergroup conflict arose…
Survival Disparity of African American Versus Non-African American Patients With ESRD Due to SLE.
Nee, Robert; Martinez-Osorio, Jorge; Yuan, Christina M; Little, Dustin J; Watson, Maura A; Agodoa, Lawrence; Abbott, Kevin C
2015-10-01
A recent study showed an increased risk of death in African Americans compared with whites with end-stage renal disease (ESRD) due to lupus nephritis (LN). We assessed the impact of age stratification, socioeconomic factors, and kidney transplantation on the disparity in patient survival among African American versus non-African American patients with LN-caused ESRD, compared with other causes. Retrospective cohort study. Using the US Renal Data System database, we identified 12,352 patients with LN-caused ESRD among 1,132,202 patients who initiated maintenance dialysis therapy from January 1, 1995, through December 31, 2006, and were followed up until December 31, 2010. Baseline demographics and comorbid conditions, Hispanic ethnicity, socioeconomic factors (employment status, Medicare/Medicaid insurance, and area-level median household income based on zip code as obtained from the 2000 US census), and kidney transplantation as a time-dependent variable. All-cause mortality. Multivariable Cox and competing-risk regressions. Mean duration of follow-up in the LN-caused ESRD and other-cause ESRD cohorts were 6.24±4.20 (SD) and 4.06±3.61 years, respectively. 6,106 patients with LN-caused ESRD (49.43%) and 853,762 patients with other-cause ESRD (76.24%) died during the study period (P<0.001). Patients with LN-caused ESRD were significantly younger (mean age, 39.92 years) and more likely women (81.65%) and African American (48.13%) than those with other-cause ESRD. In the fully adjusted multivariable Cox regression model, African American (vs non-African American) patients with LN-caused ESRD had significantly increased risk of death at age 18 to 30 years (adjusted HR, 1.43; 95% CI, 1.24-1.65) and at age 31 to 40 years (adjusted HR, 1.17; 95% CI, 1.02-1.34). Among patients with other-cause ESRD, African Americans were at significantly increased risk at age 18 to 30 years (adjusted HR, 1.17; 95% CI, 1.11-1.22). We used zip code-based median household income as a
African Americans' Participation in a Comprehensive Intervention College Prep Program
ERIC Educational Resources Information Center
Sianjina, Rayton R.; Phillips, Richard
2014-01-01
The National Center for Educational Statistics, in conjunction with the U.S. Department of Education, compiles statistical data for U.S. schools. As charts indicate, in 2001, it reported that nationwide, 76% of high-income graduates immediately enroll in colleges or trade schools. However, only 49% of Hispanic and 59% of African Americans enroll…
Superstar or Scholar? African American Male Youths' Perceptions of Opportunity in a Time of Change
ERIC Educational Resources Information Center
Conchas, Gilberto Q.; Lin, Alex R.; Oseguera, Leticia; Drake, Sean J.
2015-01-01
Through a Multiple Marginality Framework, this exploratory case study highlights how African American male youth in an urban high school setting perceive the opportunity structure during the historic election of the first African American President. Youth optimism generated by Obama's election gives students a sense of hope despite the persistent…
ERIC Educational Resources Information Center
Green-Gibson, Andrea
2011-01-01
This mixed, causal-comparative study was an investigation of culture infusion methods and AYP of two different public schools in Chicago, a school that infuses African culture and a school that does not. The purpose of the study was to identify if there was a significant causative relationship between culture infusion methods and Adequate Yearly…
ERIC Educational Resources Information Center
Presley, Christal L.
2009-01-01
his qualitative and quantitative study investigated student perceptions of seventh-grade African American females who transitioned from a coeducational elementary school to a single-gender middle school. This study was conducted by surveying students, having them answer writing prompts, and interviewing them. Data furnished by the respondents was…
African-American Sacred Music.
ERIC Educational Resources Information Center
Bailey, A. Peter
1991-01-01
The history of African-American sacred music is traced from the time of slavery to the present interest in gospel music. The religious music of African Americans is geared toward liberation themes. It is important that this music does not dilute its power through cross-over with other music forms. (SLD)
Chavous, Tabbye M.; Griffin, Tiffany M.
2012-01-01
The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents. PMID:22837794
African American Principals and the Legacy of "Brown"
ERIC Educational Resources Information Center
Tillman, Linda C.
2004-01-01
The 1954 "Brown v. Board of Education" decision is significant with respect to African Americans in the principalship for several reasons. First, teachers, principals, and parents were the most important influences in the education of Black children in the pre-"Brown" era of schooling. Thus, discussions about the "Brown" decision and the education…
African American and Afrocentric Communication Courses: A Rationale.
ERIC Educational Resources Information Center
Byrd, Marquita L.
One of the main problems with higher education is that curriculums, both past and present, objectify and marginalize the experiences of people of color and thus reduce diversity in the graduate and professional school populations. African American, Asians, Hispanics, and other minorities are studied in many college-level classes only as an…
African American Students with Disabilities: Beneficiaries of the Legacy?
ERIC Educational Resources Information Center
Boone, Rosalie S.; King-Berry, Arlene
2007-01-01
Impressive advancements have been made in educational opportunities for students with disabilities, whose historic relationship with American public schools has been marked by educational disenfranchisement or mis-education. Critical judicial impetus for these educational opportunities was provided by landmark court cases in which African American…
How Are African Americans Currently Represented in Various Social Work Venues?
ERIC Educational Resources Information Center
Briggs, Harold E.; Holosko, Michael J.; Banks, Leon; Huggins-Hoyt, Kimberly Y.; Parker, Jessica
2018-01-01
Purpose: This study explored how African Americans are currently represented in social work journals, research, and schools. Method: Journal publication content and editorship, research methods and designs, and school mission statements and course titles were examined. Results: Only 14% of publications in the top 5 social work journals targeted…
ERIC Educational Resources Information Center
Ellis, Antonio L.; Hartlep, Nicholas D.
2017-01-01
Stuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this…
ERIC Educational Resources Information Center
Morris, Edward W.; Perry, Brea L.
2017-01-01
School disciplinary processes are an important mechanism of inequality in education. Most prior research in this area focuses on the significantly higher rates of punishment among African American boys, but in this article, we turn our attention to the discipline of African American girls. Using advanced multilevel models and a longitudinal data…
16 Extraordinary African Americans.
ERIC Educational Resources Information Center
Lobb, Nancy
This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader…
Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart
2012-01-01
The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076
Who Will Teach African American Youth?
ERIC Educational Resources Information Center
Gill, Wali
Disparities between Whites and African Americans exist in many areas in U.S. society. These disparities are exacerbated by social ills, including the Persian Gulf conflict. Positive change on the part of African American educators is required to combat these problems. The following four postulates for teaching African American youth are provided:…
Horton-Ikard, RaMonda; Miller, Jon F
2004-01-01
This study examined the production of African-American English (AAE) forms produced by 69 school-aged African-American children from middle socio-economic status (SES) communities to determine if age would influence: (a) the number of different types of AAE tokens and (b) the rate of dialect. Descriptive data revealed that there were more than 20 AAE morpho-syntactic forms collectively used by the children. The findings also indicated that factors of age, gender, and sampling context interacted in a variety of ways to influence these children's production of the number of different types of AAE tokens, and the rate of dialect. Readers should have (1) an increased awareness about the use of AAE forms in school-age children from middle SES homes; (2) a greater understanding of how the production of AAE might be influenced by age, gender, and sampling context.
Pierce, Beverly; Bowden, Brandin; McCullagh, Molly; Diehl, Alica; Chissell, Zachary; Rodriguez, Rebecca; Berman, Brian M; D Adamo, Christopher R
Physical inactivity, poor nutrition, and chronic stress threaten the health of African-American youth in urban environments. Conditions often worsen in summer with diminished access to healthy foods and safe venues for physical activity. A public-private partnership was formed to develop and evaluate an integrative health intervention entitled "Mission Thrive Summer" (MTS). The MTS setting was an urban farm and adjacent school in a low-income community in Baltimore, Maryland. The intervention included farming, nutrition education, cooking, physical activity, yoga, mindfulness, and employment. Mixed-methods outcomes evaluation was conducted. Quantitative measures included accelerometry and self-reported health behaviors, using the Child and Adolescent Mindfulness Measure, Perceived Stress Scale, Physical Activity Questionnaire for Adolescents (PAQA), CDC Youth Risk Behavior Survey, and Block Kids Food Screener (BKFS). Outcomes were compared pre- and post-intervention using paired t-tests. Qualitative evaluation was based on participant and parent interviews. In total, 36 African-American 9th- and 10th-grade students joined MTS (17 in 2013, 26 in 2014, and 7 participating both years). In total, 88% of participants completed MTS. Accelerometry revealed that participants took 7158 steps and burned 544 calories per day during MTS. Participants experienced statistically significant improvements in self-reported physical activity (PAQA) and dietary habits (BKFS). Surveys did not detect changes in stress or mindfulness (P > .05). Qualitative data demonstrated new knowledge and skills, increased self-efficacy, health behavior change, and program enjoyment. MTS was feasible among African-American high school students in Baltimore. Mixed-methods outcomes evaluation provided preliminary evidence of health behavior change during the summer and at follow-up. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.
Five African American Male Superintendents and Their Leadership in Diverse School Districts in Texas
ERIC Educational Resources Information Center
Smothers, Aneil Chrisfor
2012-01-01
The focus of this research is in the area of African American male superintendents and their leadership in diverse settings. The research approach adopted in this dissertation used semi-structured interviews with five African American male superintendents that consisted of three main issues: (1) personal; (2) leadership quality/effectiveness and…
Mechanisms of Vowel Variation in African American English
ERIC Educational Resources Information Center
Holt, Yolanda Feimster
2018-01-01
Purpose: This research explored mechanisms of vowel variation in African American English by comparing 2 geographically distant groups of African American and White American English speakers for participation in the African American Shift and the Southern Vowel Shift. Method: Thirty-two male (African American: n = 16, White American controls: n =…
Predicting Relationship Stability Among Midlife African American Couples
Cutrona, Carolyn E.; Russell, Daniel W.; Burzette, Rebecca G.; Wesner, Kristin A.; Bryant, Chalandra M.
2012-01-01
Objective This study examined predictors of relationship stability over 5 years among heterosexual cohabiting and married African American couples raising an elementary-school-age child. The vulnerability–stress–adaptation model of relationships (Karney & Bradbury, 1995) guided the investigation. Contextual variables were conceptualized as important determinants of education and income, which in turn influence family structure, stress, and relationship quality and stability. Religiosity was tested as a resource variable that enhances relationship stability. Method Couples (N = 207) were drawn from the Family and Community Health Study. Variables assessed at Wave 1 (education, income, religiosity, biological vs. stepfamily status, marital status, financial strain, and relationship quality) were used to predict relationship stability 5 years later. Results Higher levels of education were associated with higher income, lower financial strain, and family structures that research has shown to be more stable (marriage rather than cohabitation and biological-family rather than stepfamily status; Bumpass & Lu, 2000). These variables, in turn, influenced relationship quality and stability. Religiosity, an important resource in the lives of African Americans, promoted relationship stability through its association with marriage, biological-family status, and women’s relationship quality. Conclusions Enhancing the stability of African American couples’ relationships will require changes in societal conditions that limit opportunities for education and income and weaken relationship bonds. Programs to assist couples with blended families are needed, and incorporation of spirituality into culturally sensitive relationship interventions for African American couples may also prove beneficial. PMID:22004304
ERIC Educational Resources Information Center
Lemberger, Matthew E.; Clemens, Elysia V.
2012-01-01
The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group…
Young African American Boys Narrating Identities in Science
ERIC Educational Resources Information Center
Kane, Justine M.
2016-01-01
The goal of this study is to bring the voices of African American boys front and center in science education research in an effort to strengthen our understandings of their experiences of school and science. Using an interpretivist perspective within a narrative inquiry approach, I focus on the student and science-student identities two African…
ERIC Educational Resources Information Center
Meaney, Karen S.; Hart, Melanie A.; Griffin, L. Kent
2009-01-01
Fun & Fit is a program designed to create positive physical activity experiences and to promote healthy lifestyle choices among overweight children from low-income African American and Hispanic American families. The program is a collaborative project between Texas Tech University and the Lubbock Independent School District funded through a…
Taking Boys out of the Hood: Exile as a Parenting Strategy for African American Male Youth
ERIC Educational Resources Information Center
Richardson, Joseph B., Jr.; Van Brakle, Mischelle; St. Vil, Christopher
2014-01-01
Research indicates that inner-city neighborhood effects are correlated with school dropout, substance abuse, crime, violence, homicide, HIV risk related behaviors, and incarceration for adolescent African American males. Parents of adolescent African American males face many challenges as they try to keep their children safe in high-risk…
Making String Education Culturally Responsive: The Musical Lives of African American Children
ERIC Educational Resources Information Center
Boon, Ebru Tuncer
2014-01-01
The purpose of this study was to explore the violin experiences of African American students at an Elementary School in northern Florida to consider the potential for culturally-responsive string education. The hermeneutical approach was used to answer the research questions: (1) What are the personal musical worlds of these African American…
Rowley, S J; Sellers, R M; Chavous, T M; Smith, M A
1998-03-01
The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four predictions were tested: (a) racial centrality is weakly but positively related to PSE; (b) private regard is moderately related to PSE; (c) public regard is unrelated to PSE; and (d) racial centrality moderates the relationship between private regard and PSE. Multiple regression analysis found that racial centrality and public racial regard were unrelated to PSE in both samples. Private regard was positively related to PSE in the college sample. Racial centrality moderated the relationship between private regard and PSE in both samples, such that the relationship was significant for those with high levels of centrality but nonsignificant for those with low levels.
ERIC Educational Resources Information Center
Hamm, Jill V.; Bradford Brown, B.; Heck, Daniel J.
2005-01-01
Based on the revised social contact theory, correlates of cross-ethnic friend nomination among 580 African American, 948 Asian-descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross-ethnic friend nomination between schools for all groups but African…
ERIC Educational Resources Information Center
Nelson, Kesha Marie
2017-01-01
African-American baccalaureate nursing students have a limited persistence to graduation. This constructivist grounded theory study was designed to generate a substantive theory, emerged from these data, that explained and provided insight the African-American academic nurse leader's role in the persistence to graduation of African-American…
ERIC Educational Resources Information Center
Bryant, Jacinta Maria
2014-01-01
The issue of the overrepresentation of African Americans in special education is a persistent concern that has negatively impacted African American male students, their families, school districts, and the field of special education. School districts throughout the nation report a higher representation of African American males in special education…
ERIC Educational Resources Information Center
Murphy, Patricia Marie
2009-01-01
The purpose of this qualitative study was to determine Texas Public School counselors' perceptions of family strengths in Hurricane Katrina African American evacuee children and adolescents and in their families. An additional purpose of this study was to determine how these counselors may have called upon these perceived strengths to intervene in…
Holliday, Bertha Garrett
2009-10-01
The author describes the multiple pathways of events and strategies that served to nurture African American psychology in the United States. Special attention is given to strategies for inclusion and empowerment used in 4 psychological professional and scholarly associations: the American Counseling Association, the American Psychological Association, the Association of Black Psychologists, and the Society for Research in Child Development. In addition, the author describes 4 major intellectual traditions that informed not only the strategies of inclusion but also the theoretical, research, and intervention perspectives and other professional and academic efforts of African American psychologists. Those perspectives are the Afrocentric/African-centered tradition derived from longstanding nationalist/Pan-African and culturally centered traditions within African American communities; the social contextual/multidisciplinary research tradition of the University of Chicago School of Social Science; the empirical social science research tradition of the University of Michigan; and the Black scholar/activist tradition of Howard University. This article also presents a chronological timeline of major events in the history of African American psychology. Copyright 2009 APA, all rights reserved.
ERIC Educational Resources Information Center
Sudduth, Charletta D.
2011-01-01
Parent involvement may have implications for student achievement (Epstein, 1986; Hoover-Dempsey, Bassler, & Brisse, 1987; Lopez, Scribner, & Mahitivanichcha, 2001). Today African-American parents are frequently criticized for not being involved enough in their students' education (Dearing, Kreider, Simpkins, & Weiss, 2006). African-American parent…
African American Educators in a White Rural School District: 1966-2013
ERIC Educational Resources Information Center
Holloway, Yolanda Boyd
2014-01-01
Racial integration and its outcomes have been critiqued for nearly 60 years. While the impact on teachers was vast, data on the impact on teachers outside of the American South is limited. The purpose of this study was to explore the perspectives of 6 African American teachers who described experiences of racial integration and its progress in a…
Positive youth development among African American adolescents: examining single parents as a factor.
Roberts, Shani R; Lewis, Rhonda K; Carmack, Chakema
2011-01-01
Over the past few decades researchers have begun to examine the importance of understanding positive youth development and the many contexts in which youth find themselves. The social contexts in which adolescent development occurs are varied and complex, particularly the development among African American youth. African American youth are faced with a number of challenges including living in single-parent homes, high teen pregnancy rates, and poor neighborhoods, yet many of these youth continue to thrive. The purpose of this study was to examine the relationship between family structure (single-parenting) and adolescent outcomes such as educational aspirations and sexual activity among African American adolescent youth aged 12-17. Approximately 462 African American youth were surveyed. A number of positive results emerged; for instance, there was a negative correlation between family structure and educational aspirations. The number of parents in the home did not interfere with youth wanting to complete high school and go on to college (r = - .218, r² = .04, p < .05). The results also showed that as educational aspirations increased, the number of sexual partners decreased (r = - .141, meaning that the more adolescents reported a desire to complete high school, they were less likely to report having sexual intercourse. These positive results should be promoted among African American youth so that those faced with these challenges will note that others have overcome and accomplished their goals. In this population educational aspirations were important. Limitations and future research are discussed.
ERIC Educational Resources Information Center
Abbey, Antonia; Jacques, Angela J.; Hayman, Lenwood W., Jr.; Sobeck, Joanne
2006-01-01
The deleterious effects of early substance use have been well documented. Past research has produced mixed results regarding the extent to which the profile of risk differs for urban African American and suburban Caucasian youth. Sixth graders from urban (n = 420; 92% African American) and suburban (n = 391; 89% Caucasian) schools in metropolitan…
ERIC Educational Resources Information Center
Thompson, Latasha
2010-01-01
The purpose of this study was to examine the mathematics meanings that are held by higher- and lower-performing African-American male high school students. Meaning in this context was defined as a set of dispositions that included, but were not limited to, values, beliefs, attitudes, feelings, and interests. Using worldview theory as the…
African American cancer patients' pain experience.
Im, Eun-Ok; Lim, Hyun-Ju; Clark, Maresha; Chee, Wonshik
2008-01-01
Although very little is known about African American cancer patients' pain experience, a few studies have indicated that their cancer pain experience is unique and somewhat different from that of other ethnic groups. The purpose of the study reported in this article was to explore African American cancer patients' pain experience using an online forum. This study was a qualitative online forum designed from a feminist perspective and conducted among 11 African American cancer patients who were recruited through both Internet and real settings. Nine online forum topics were used to administer the 6-month online forum, and the data were analyzed using thematic analysis. Four themes emerged through the data analysis process. First, participants viewed cancer as a challenge in life that they should fight against. Second, cancer pain was differentiated from ordinary pain because cancer was stigmatized in their culture. Third, participants viewed that African Americans, especially women, were culturally raised to be strong, and this African American cultural heritage inhibited cancer patients from expressing pain and seeking help for pain management. Finally, the findings indicated certain changes in perspectives among African American cancer patients during the disease process, which might make them tolerate pain through praying to God and reading the Bible. Based on the findings, we suggest further studies among diverse groups of African American cancer patients, with a focus on cultural attitudes toward cancer pain and influences of family on cancer pain experience.
Townsend, Apollo; March, Alice L; Kimball, Jan
2017-01-01
African Americans are twice as likely as Caucasian Americans to choose aggressive hospital treatment when death is imminent. Repeat hospitalizations are traumatic for patients and drain patient and health system resources. Hospice care is a specialized alternative that vastly improves patient quality of life at end-of-life. This study was conducted to determine if hospices partnering with African American churches to disseminate hospice education materials could increase utilization of hospice services by African Americans. Members of two African American churches (N = 34) participated in focus group discussions to elicit beliefs about hospice care. Focus group transcripts were coded and comments were grouped according to theme. Six themes were identified. Lack of knowledge about hospice services and spiritual beliefs emerged as the top two contributing factors for underutilization of hospice services. Study findings support partnerships between hospices and African American churches to provide hospice education to the African American community. © The Author(s) 2015.
ERIC Educational Resources Information Center
Wells, Tesia Denis
2012-01-01
This quantitative study sought to explore African American pastors' beliefs and actions regarding childhood incest in the African American community and their decisions to inform the proper authorities. This exploratory study was developed in order to draw both public and academic attention to the understudied phenomenon of childhood incest within…
ERIC Educational Resources Information Center
Barton, Paul E.
2004-01-01
This issue of "ETS Policy Notes" examines the underrepresentation of African Americans in medical school, focusing on trends in enrollment and graduation at all levels of education. African American college students' interest in the medical profession, their pursuit of degrees in biological sciences, and the growing gender differences in…
Defense.gov Special Report: African-American History Month
Department of Defense Submit Search African-American History Month: At the Crossroads of Freedom and Equality Links Air Force African-American History Month Special Report Naval History and Heritage Command , African American Navy Experience 2013 African American/Black History Month Tri-signed Letter Presidential
Some African American Males' Perspectives on the Black Woman.
ERIC Educational Resources Information Center
Burrow, Rufus, Jr.
1992-01-01
Presents views of Frederick Douglass, W. E. B. Du Bois, Malcolm X, and James Hal Cone (African-American male leaders) toward African-American women in the United States. Discusses the role of African-American men in addressing and eradicating sexism in African-American churches and the African-American community. (SLD)
Creating Successful Learning Environments for African American Learners with Exceptionalities.
ERIC Educational Resources Information Center
Obiakor, Festus E. Ed.; Ford, Bridgie Alexis, Ed.
The 17 papers in this collection offer innovative pedagogical techniques to improve the learning of African American students with disabilities. Papers are grouped into three sections that address foundations of educational change, managing learning environments, and complementing the school environment. The papers are: (1) "School…
Understanding the Strengths of African American Families.
ERIC Educational Resources Information Center
Littlejohn-Blake, Sheila M.; Darling, Carol Anderson
1993-01-01
Focuses on strengths of African-American families and how they function, relevant conceptual approaches, and trends and issues in studying African-American families that can facilitate understanding. A shift from studying dysfunctional families to more positive aspects can help African-American families meet societal challenges. (SLD)
Engaging African Americans in Smoking Cessation Programs
ERIC Educational Resources Information Center
Wallen, Jacqueline; Randolph, Suzanne; Carter-Pokras, Olivia; Feldman, Robert; Kanamori-Nishimura, Mariano
2014-01-01
Background: African Americans are disproportionately exposed to and targeted by prosmoking advertisements, particularly menthol cigarette ads. Though African Americans begin smoking later than whites, they are less likely to quit smoking than whites. Purpose: This study was designed to explore African American smoking cessation attitudes,…
Carnethon, Mercedes R; Pu, Jia; Howard, George; Albert, Michelle A; Anderson, Cheryl A M; Bertoni, Alain G; Mujahid, Mahasin S; Palaniappan, Latha; Taylor, Herman A; Willis, Monte; Yancy, Clyde W
2017-11-21
Population-wide reductions in cardiovascular disease incidence and mortality have not been shared equally by African Americans. The burden of cardiovascular disease in the African American community remains high and is a primary cause of disparities in life expectancy between African Americans and whites. The objectives of the present scientific statement are to describe cardiovascular health in African Americans and to highlight unique considerations for disease prevention and management. The primary sources of information were identified with PubMed/Medline and online sources from the Centers for Disease Control and Prevention. The higher prevalence of traditional cardiovascular risk factors (eg, hypertension, diabetes mellitus, obesity, and atherosclerotic cardiovascular risk) underlies the relatively earlier age of onset of cardiovascular diseases among African Americans. Hypertension in particular is highly prevalent among African Americans and contributes directly to the notable disparities in stroke, heart failure, and peripheral artery disease among African Americans. Despite the availability of effective pharmacotherapies and indications for some tailored pharmacotherapies for African Americans (eg, heart failure medications), disease management is less effective among African Americans, yielding higher mortality. Explanations for these persistent disparities in cardiovascular disease are multifactorial and span from the individual level to the social environment. The strategies needed to promote equity in the cardiovascular health of African Americans require input from a broad set of stakeholders, including clinicians and researchers from across multiple disciplines. © 2017 American Heart Association, Inc.
Race-Conscious Professionalism and African American Representation in Academic Medicine.
Powers, Brian W; White, Augustus A; Oriol, Nancy E; Jain, Sachin H
2016-07-01
African Americans remain substantially less likely than other physicians to hold academic appointments. The roots of these disparities stem from different extrinsic and intrinsic forces that guide career development. Efforts to ameliorate African American underrepresentation in academic medicine have traditionally focused on modifying structural and extrinsic barriers through undergraduate and graduate outreach, diversity and inclusion initiatives at medical schools, and faculty development programs. Although essential, these initiatives fail to confront the unique intrinsic forces that shape career development. America's ignoble history of violence, racism, and exclusion exposes African American physicians to distinct personal pressures and motivations that shape professional development and career goals. This article explores these intrinsic pressures with a focus on their historical roots; reviews evidence of their effect on physician development; and considers the implications of these trends for improving African American representation in academic medicine. The paradigm of "race-conscious professionalism" is used to understand the dual obligation encountered by many minority physicians not only to pursue excellence in their field but also to leverage their professional stature to improve the well-being of their communities. Intrinsic motivations introduced by race-conscious professionalism complicate efforts to increase the representation of minorities in academic medicine. For many African American physicians, a desire to have their work focused on the community will be at odds with traditional paths to professional advancement. Specific policy options are discussed that would leverage race-conscious professionalism as a draw to a career in academic medicine, rather than a force that diverts commitment elsewhere.
The Genetic Structure and History of Africans and African Americans
Tishkoff, Sarah A.; Reed, Floyd A.; Friedlaender, Françoise R.; Ehret, Christopher; Ranciaro, Alessia; Froment, Alain; Hirbo, Jibril B.; Awomoyi, Agnes A.; Bodo, Jean-Marie; Doumbo, Ogobara; Ibrahim, Muntaser; Juma, Abdalla T.; Kotze, Maritha J.; Lema, Godfrey; Moore, Jason H.; Mortensen, Holly; Nyambo, Thomas B.; Omar, Sabah A.; Powell, Kweli; Pretorius, Gideon S.; Smith, Michael W.; Thera, Mahamadou A.; Wambebe, Charles; Weber, James L.; Williams, Scott M.
2010-01-01
Africa is the source of all modern humans, but characterization of genetic variation and of relationships among populations across the continent has been enigmatic. We studied 121 African populations, four African American populations, and 60 non-African populations for patterns of variation at 1327 nuclear microsatellite and insertion/deletion markers. We identified 14 ancestral population clusters in Africa that correlate with self-described ethnicity and shared cultural and/or linguistic properties. We observed high levels of mixed ancestry in most populations, reflecting historical migration events across the continent. Our data also provide evidence for shared ancestry among geographically diverse hunter-gatherer populations (Khoesan speakers and Pygmies). The ancestry of African Americans is predominantly from Niger-Kordofanian (~71%), European (~13%), and other African (~8%) populations, although admixture levels varied considerably among individuals. This study helps tease apart the complex evolutionary history of Africans and African Americans, aiding both anthropological and genetic epidemiologic studies. PMID:19407144
Cancer statistics for African Americans, 2013.
DeSantis, Carol; Naishadham, Deepa; Jemal, Ahmedin
2013-05-01
In this article, the American Cancer Society estimates the number of new cancer cases and deaths for African Americans and compiles the most recent data on cancer incidence, mortality, survival, and screening prevalence based upon incidence data from the National Cancer Institute, the Centers for Disease Control and Prevention, and the North American Association of Central Cancer Registries and mortality data from the National Center for Health Statistics. It is estimated that 176,620 new cases of cancer and 64,880 deaths will occur among African Americans in 2013. From 2000 to 2009, the overall cancer death rate among males declined faster among African Americans than whites (2.4% vs 1.7% per year), but among females, the rate of decline was similar (1.5% vs 1.4% per year, respectively). The decrease in cancer death rates among African American males was the largest of any racial or ethnic group. The reduction in overall cancer death rates since 1990 in men and 1991 in women translates to the avoidance of nearly 200,000 deaths from cancer among African Americans. Five-year relative survival is lower for African Americans than whites for most cancers at each stage of diagnosis. The extent to which these disparities reflect unequal access to health care versus other factors remains an active area of research. Overall, progress in reducing cancer death rates has been made, although more can and should be done to accelerate this progress through ensuring equitable access to cancer prevention, early detection, and state-of-the-art treatments. Copyright © 2013 American Cancer Society, Inc.
ERIC Educational Resources Information Center
Bolden, Felicia Mickles
2012-01-01
A persistent mathematics achievement gap between African American, Hispanic, and European American students at one elementary school was the focus of this investigation. The research questions of this single site case study involved understanding why an achievement gap exists, and to identify the instructional strategies and best practices used to…
ERIC Educational Resources Information Center
Oyerinde, Bolanle Adenike
2014-01-01
Low involvement of African American parents in middle school education is a concern in a school district in the southeastern United States. The purpose of this quantitative study was to investigate the relationships between the explanatory variables of parental involvement, socioeconomic status, and level of education, and the achievement of…
Defense.gov Special Report: African-American History Month 2014
Department of Defense Submit Search African-American History Month: Civil Rights in America - February 2014 Proclamation African-American Firsts in U.S. Naval History DEOMI 2014 African American/Black History Month Poster African-American History at National Museum of the U.S. Air Force African-Americans and the U.S
The oral histories of six African American males in their ecology of Advanced Placement Biology
NASA Astrophysics Data System (ADS)
Halasa, Katrina Bassam
The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self-identified African American males enrolled in a high school Advanced Placement Biology class and the oral histories about events that followed during their post high school experiences. To elucidate an understanding of this phenomenon, this research explored the ecology of African American males' descriptions of their school science, their peer school science community, their lived experiences during and after graduation, and their meso-community (Bronfenbrenner, 1979). Many minority and low-income students are less likely to enroll in rigorous courses during high school (Education Trust, 2006). This study is of utmost importance because capturing the informants' oral histories may improve rigorous science education. Many African American male students are attending urban schools with an ever growing achievement gap among their White counterparts (Norman, Ault, Bentz, & Meskimen, 2001); therefore, they are disengaging in science. As a result, African American males are underrepresented in both science careers and achievements in science (Atwater, 2000; National Science Foundation, 1994). The six oral histories highlighted the ecological factors that affected African American males regarding (1) the impact of their relationship with their mothers, (2) the understanding of personal responsibility, (3) the notion of a scientist, (4) the issue of gender being more of an obstacle than race, (5) the understanding that education is valuable, (6) the interactions and influence of relationships with others on their decisions, (7) the development of integrity through the participation in sports, (8) the ecological neighborhood environment influences an image, (9) the enrollment of Advanced Placement Biology course helped the transition
No Parent Left Behind: Strengthening Ties between Educators and African American Parents/Guardians.
ERIC Educational Resources Information Center
Thompson, Gail L.
2003-01-01
Used regression analyses to identify variables predicting the six most frequently cited problems that concerned African American parents and guardians of children enrolled in urban schools. Data from parent/guardian surveys highlighted six problems: school district racial climate; math problems; suspension; writing problems; reading comprehension…
ERIC Educational Resources Information Center
Carter, Norvella P.; Hawkins, Torrance N.; Natesan, Prathiba
2008-01-01
Since its inception, the United States has struggled with its responsibility for educating African American students. Its history of denial and discrimination in the education of Black children has created a national crisis in which academic difficulty and school failure is disproportionately high. In an effort to improve the education of African…
M. Deborrah Hyde, MD, MS: the second African-American female neurosurgeon.
McClelland, Shearwood
2007-01-01
BACKGROUND: A less-publicized consequence of the civil rights movement in the mid-20th century is the door of opportunity it provided for African-American women to become neurosurgeons, beginning in 1984 with Alexa I. Canady (University of Minnesota). Unfortunately, the exploits of a contemporary African-American woman neurosurgeon, M. Deborrah Hyde, have remained largely in obscurity. This report details the career and exploits of Hyde, one of the first women to receive neurosurgery training in Ohio. METHODS: A comprehensive review of pertinent modern and historical records spanning the past century was performed. RESULTS: Born in 1949 in Laurel, MS, Hyde received her BS with honors from Tougaloo College in 1969 and her MS in biology at Cleveland State University. Despite being told in medical school that she was not qualified to compete with "better-prepared" nonminority students, Hyde received her MD from Case Western Reserve University School of Medicine in 1977, earning election into the Alpha Omega Alpha medical honor society. The next year, she began neurosurgery residency at Case Western under Dr. Robert A. Ratcheson and Dr. Robert F. Spetzler, finishing in 1982 as the program's first female graduate. In 1985, Hyde became the second African-American woman certified by the American Board of Neurological Surgery and in 1991 she established the Beacon of Hope Scholarship Foundation for underprivileged youth. She has subsequently continued a distinguished career in private practice, presently residing in West Hills, CA. CONCLUSION: Hyde's diligence, perseverance and commitment enabled her to overcome intense sexism and racism to train at Case Western, becoming the second African-American woman neurosurgeon and the third woman trained in Ohio (first and second of which were Carole Miller and Janet Bay). As the first woman to train under Ratcheson and Spetzler, her determination, excellence and generosity continue to inspire people of all races. Images Figure 1
The Grit of African American Male Pre-Service Teachers
ERIC Educational Resources Information Center
Yates, Lucian, III; Moore, Jerrel; Vairez, Mathias R., Jr.; Barber-Freeman, Pamela T.; Ross, William; Parker, William H.; Bautista, Ramiro
2015-01-01
While the population of America's public schools is becoming more diverse, the percentage of minority teachers is steadily decreasing. While over 44% of all students in America are minority, only 12-14% of teachers are minorities and less than 2% are African American males. The challenge for colleges of education is to recruit more African…
Identity and science learning in African American students in informal science education contexts
NASA Astrophysics Data System (ADS)
James, Sylvia M.
2007-12-01
Science education researchers are recognizing the need to consider identity and other sociocultural factors when examining causes of the science achievement gap for African American students. Non-school settings may hold greater promise than formal schooling to promote identities that are conductive to science learning in African Americans. This mixed-methods study explored the relationship between participation in out-of-school-time (OST) science enrichment programs and African American middle and high school students' racial and ethnic identity (RED, social identity as science learners, and achievement. Pre-post questionnaires used a previously validated model of REI combined with an original subscale that was developed to measure social identity as science learners. Case studies of two programs allowed for an analysis of the informal learning setting. The treatment group (N = 36) consisted of African American middle and high school students in five OST science programs, while the control group (N = 54) students were enrolled in science classes in public schools in the mid-Atlantic region. Results of a t-test of independent means indicated that there was no significant difference between the treatment and control group on measures of REI or science identity. However, the treatment group earned significantly higher science grades compared to the control group, and an ANOVA revealed a significant relationship between science identity and the intention to pursue post-secondary science studies. Although not significant, MANOVA results indicated that students who participated in OST programs exhibited gradual increases in RD and science identity over time according to grade level and gender. Follow-up analysis revealed significant relationships between awareness of racism, gender, and length of time in OST programs. The case studies illustrated that a unique community of practice exists within the OST programs. Access to authentic science learning experiences, youth
ERIC Educational Resources Information Center
Masuda, Akihiko; Anderson, Page L.; Twohig, Michael P.; Feinstein, Amanda B.; Chou, Ying-Yi; Wendell, Johanna W.; Stormo, Analia R.
2009-01-01
The study examined African American, Asian American, and European American college students' previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer…
Freedom Road: Adult Education of African Americans.
ERIC Educational Resources Information Center
Peterson, Elizabeth A., Ed.
This book contains six chapters by various authors about the history of African Americans' contributions and participation in adult education. The book reports on how some African American leaders saw the connection between education and the eventual freedom or uplift of the African American people. Following a foreword (Phyllis M. Cunningham) and…
African American Teaching and the Matriarchal Performance.
ERIC Educational Resources Information Center
Jeffries, Rhonda Baynes
This paper discusses the role of matriarchs in African-American culture, explaining that traditionally, African-American matriarchs arise from a combination of African norms and American social positions that naturally forces them to assume leadership conditions. The roles these women assume are a response to the desire to survive in a society…
ERIC Educational Resources Information Center
Brooks, Wanda
2006-01-01
This article describes a qualitative research study that explored how a middle school case-study class read and responded to "culturally conscious" African American children's books (Sims, 1982, p. 49). First, I relied on literary analyses conducted mainly by Sims (1982) and Harris (1995) to identify African American textual features contained in…
"I am Not a Statistic": Identities of African American Males in Advanced Science Courses
NASA Astrophysics Data System (ADS)
Johnson, Diane Wynn
The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these
Long QT syndrome in African-Americans.
Fugate, Thomas; Moss, Arthur J; Jons, Christian; McNitt, Scott; Mullally, Jamie; Ouellet, Gregory; Goldenberg, Ilan; Zareba, Wojciech; Robinson, Jennifer L
2010-01-01
We evaluated the risk factors and clinical course of Long QT syndrome (LQTS) in African-American patients. The study involved 41 African-Americans and 3456 Caucasians with a QTc > or = 450 ms from the U.S. portion of the International LQTS Registry. Data included information about the medical history and clinical course of the LQTS patients with end points relating to the occurrence of syncope, aborted cardiac arrest, or LQTS-related sudden cardiac death from birth through age 40 years. The statistical analyses involved Kaplan-Meier time to event graphs and Cox regression models for multivariable risk factor evaluation. The QTc was 29 ms longer in African-Americans than Caucasians. Multivarite Cox analyses with adjustment for decade of birth revealed that the cardiac event rate was similar in African-Americans and Caucasians with LQTS and that beta-blockers were equally effective in reducing cardiac events in the two racial groups. The clinical course of LQTS in African-Americans is similar to that of Caucasians with comparable risk factors and benefit from beta-blocker therapy in the two racial groups.
KSC kicks off African-American History Month
NASA Technical Reports Server (NTRS)
2000-01-01
Clothed in her traditional African garb, Michelle Amos, mistress of ceremonies, welcomes the audience on Feb. 3 at the kick-off of African-American History Month. The theme for this year's observation is 'Heritage and Horizons: The African-American Legacy and the Challenges of the 21st Century.' February is designated each year as a time to celebrate the achievements and contributions of African Americans to Kennedy Space Center, NASA and the nation.
African Americans and High Blood Pressure
ANSWERS by heart Lifestyle + Risk Reduction High Blood Pressure What About African Americans and High Blood Pressure? African Americans in the U.S. have a higher prevalence of high blood pressure (HBP) ...
HIV risk among low-income African American mothers of elementary school children.
Cummings, G L; Battle, R; Barker, J; Krasnovsky, F
1997-01-01
Data from 119 African American low-income mothers of school aged children in Oakland, California show that 38% engaged in behavior that might place them at risk of exposure to the human immunodeficiency virus (HIV). Risk behaviors that were investigated included having multiple partners and having a partner with an incarceration history. Of women studied, 23% were at risk because of multiple partners, while 15% were at risk as a result of having had an incarcerated partner. Women who were < or = 35 years of age were three times more likely to report having had an incarcerated partner compared to women > or = 36 years of age (22% vs. 6%) mean 2 = 5.59, P < or = .01). Single women were also more likely to report having had a partner who had been incarcerated, 21% compared to 9% of married women (mean 2 = 3.73, P < or = .05). Although no significant relationships were found with respect to condom use, a larger proportion of women with an incarcerated partner reported never using condoms (71%) compared to women without an incarcerated partner (63%); whereas, fewer women with multiple partners reported never using condoms (56%) compared to women without multiple partners (67%). Findings suggest that low-income African American women outside of traditional high-risk groups (i.e., generally studied in high-risk settings such as drug treatment centers, sexually transmitted disease [STD] clinics, hospitals or from the sex industry) may be at risk and should be targeted in HIV risk prevention programs. These women may not consider themselves to be at risk and are not generally targeted in HIV risk prevention programs because they are mothers, housewives, and working women.
African-American Males' Health Perceptions and Knowledge
ERIC Educational Resources Information Center
McNeal, CoSandra; Perkins, Isaac; Lyons, Shenia
2006-01-01
Research on African American men's health is limited. Perception and knowledge of health may have a significant effect on health seeking behavior and self care. This study was designed to examine factors that may influence health perception and knowledge among African American males. This is a cross-sectional study of 343 African American males…
Increasing Reading Engagement in African American Boys
ERIC Educational Resources Information Center
Husband, Terry
2014-01-01
Much has been written concerning the challenges many teachers face in engaging African American males in reading practices. While much of this extant scholarship focuses on African American males at the pre-adolescent stage of development and beyond, little has been written regarding increasing reading engagement in African American boys in P-5…
The Great Migration and African-American Genomic Diversity
Barakatt, Maxime; Gignoux, Christopher R.; Errington, Jacob; Blot, William J.; Bustamante, Carlos D.; Kenny, Eimear E.; Williams, Scott M.; Aldrich, Melinda C.; Gravel, Simon
2016-01-01
We present a comprehensive assessment of genomic diversity in the African-American population by studying three genotyped cohorts comprising 3,726 African-Americans from across the United States that provide a representative description of the population across all US states and socioeconomic status. An estimated 82.1% of ancestors to African-Americans lived in Africa prior to the advent of transatlantic travel, 16.7% in Europe, and 1.2% in the Americas, with increased African ancestry in the southern United States compared to the North and West. Combining demographic models of ancestry and those of relatedness suggests that admixture occurred predominantly in the South prior to the Civil War and that ancestry-biased migration is responsible for regional differences in ancestry. We find that recent migrations also caused a strong increase in genetic relatedness among geographically distant African-Americans. Long-range relatedness among African-Americans and between African-Americans and European-Americans thus track north- and west-bound migration routes followed during the Great Migration of the twentieth century. By contrast, short-range relatedness patterns suggest comparable mobility of ∼15–16km per generation for African-Americans and European-Americans, as estimated using a novel analytical model of isolation-by-distance. PMID:27232753
ERIC Educational Resources Information Center
Irving, Miles Anthony; Hudley, Cynthia
2005-01-01
This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic…
ERIC Educational Resources Information Center
Wood, Lynda C.; Ebenezer, Jazlin; Boone, Relena
2013-01-01
The purpose of this article is to study the effects of an intellectually caring model of teaching and learning on alternative African American high school students' conceptual change and achievement in a chemistry unit on acids and bases. A mixed-methods approach using retrospective data was utilized. Data secured from the teacher were the…
Elder Abuse among African Americans
ERIC Educational Resources Information Center
Tauriac, Jesse J.; Scruggs, Natoschia
2006-01-01
Perceptions of extreme, moderate, and mild forms of elder abuse among African-American women (n=25) and men (n=10) were examined. African-American respondents emphasized physical abuse when giving examples of extremely abusive behavior. Along with physical abuse, verbal abuse was the most frequently identified form of abuse, and was significantly…
Bean, Kristen F; Sidora-Arcoleo, Kimberly
2012-01-01
African American students are overrepresented in special education. Ecological systems theory, social cognitive theory, and a literature review demonstrate that children's environments, particularly school, and self-efficacy impact the educational outcomes of African American children. Interventions have aimed to improve children's environmental resources and efficacy. The aim of this study was to assess the impact of environment, efficacy beliefs, and the Nurse-Family Partnership intervention on the educational achievements of African American children in special education. A secondary data analysis of 126 African American children in special education found that self-efficacy and the number of hours spent in special education were associated with their academic achievement.
Baker, Robert B; Washington, Harriet A; Olakanmi, Ololade; Savitt, Todd L; Jacobs, Elizabeth A; Hoover, Eddie; Wynia, Matthew K; Blanchard, Janice; Boulware, L Ebony; Braddock, Clarence; Corbie-Smith, Giselle; Crawley, LaVera; LaVeist, Thomas A; Maxey, Randall; Mills, Charles; Moseley, Kathryn L; Williams, David R
2009-06-01
An independent panel of experts, convened by the American Medical Association (AMA) Institute for Ethics, analyzed the roots of the racial divide within American medical organizations. In this, the first of a 2-part report, we describe 2 watershed moments that helped institutionalize the racial divide. The first occurred in the 1870s, when 2 medical societies from Washington, DC, sent rival delegations to the AMA's national meetings: an all-white delegation from a medical society that the US courts and Congress had formally censured for discriminating against black physicians; and an integrated delegation from a medical society led by physicians from Howard University. Through parliamentary maneuvers and variable enforcement of credentialing standards, the integrated delegation was twice excluded from the AMA's meetings, while the all-white society's delegations were admitted. AMA leaders then voted to devolve the power to select delegates to state societies, thereby accepting segregation in constituent societies and forcing African American physicians to create their own, separate organizations. A second watershed involved AMA-promoted educational reforms, including the 1910 Flexner report. Straightforwardly applied, the report's population-based criterion for determining the need for phySicians would have recommended increased training of African American physicians to serve the approximately 9 million African Americans in the segregated south. Instead, the report recommended closing all but 2 African American medical schools, helping to cement in place an African American educational system that was separate, unequal, and destined to be insufficient to the needs of African Americans nationwide.
NASA Astrophysics Data System (ADS)
Harris, Tevis Tramaine
The purpose of this hermeneutic phenomenological research was to explore the perceptions of teachers as they instruct African American students who are successful on the North Carolina End-of-Grade Science test. The study identified thoughts, feelings, emotions, and challenges that teachers faced when instructing successful African American students from Title I schools in rural community classrooms. The research study analysis utilized NVivo10RTM software and identified common themes in the data. Five themes emerged from interviews with five fifth- and eighth-grade science teachers. Based on the teachers' perceptions, the findings revealed: (a) teachers experience an emotional journey in high poverty schools; (b) investments encompass sacrificing whatever is needed to help students become successful; (c) relationships should be developed between the teacher and student; (d) intentionality is a part of teachers' daily interaction with students; and (e) teachers encounter a challenging opportunity instructing African American students in science. This study provides valuable data in understanding the experiences of teachers as they instruct successful African American students and the challenges, obstacles, and triumphs teachers face when working with this population of students. The implications of the study suggest that educational leaders provide emotional support to help teachers manage the plethora of emotions experienced on a daily basis. Future study of successful teachers of African American students may further inform the dearth of literature surrounding the experience of successful teachers of minority students.
Child Maltreatment and Delinquency Onset Among African American Adolescent Males
Williams, James Herbert; Van Dorn, Richard A.; Bright, Charlotte Lyn; Jonson-Reid, Melissa; Nebbitt, Von E.
2013-01-01
Child welfare and criminology research have increasingly sought to better understand factors that increase the likelihood that abused and neglected children will become involved in the juvenile justice system. However, few studies have addressed this relationship among African American male adolescents. The current study examines the relationship between child maltreatment (i.e., neglect, physical abuse, sexual abuse, and other/mixed abuse) and the likelihood of a delinquency petition using a sample of African American males (N = 2,335) born before 1990. Multivariable logistic regression models compared those with a delinquency-based juvenile justice petition to those without. Results indicate that African American males with a history of neglect, physical abuse, or other/mixed abuse were more likely to be involved in the juvenile justice system than those without any child maltreatment. Additionally, multiple maltreatment reports, a prior history of mental health treatment, victimization, and having a parent who did not complete high school also increased the likelihood of a delinquency petition. Implications for intervention and prevention are discussed. PMID:23730121
Child Maltreatment and Delinquency Onset Among African American Adolescent Males.
Williams, James Herbert; Van Dorn, Richard A; Bright, Charlotte Lyn; Jonson-Reid, Melissa; Nebbitt, Von E
2010-05-01
Child welfare and criminology research have increasingly sought to better understand factors that increase the likelihood that abused and neglected children will become involved in the juvenile justice system. However, few studies have addressed this relationship among African American male adolescents. The current study examines the relationship between child maltreatment (i.e., neglect, physical abuse, sexual abuse, and other/mixed abuse) and the likelihood of a delinquency petition using a sample of African American males ( N = 2,335) born before 1990. Multivariable logistic regression models compared those with a delinquency-based juvenile justice petition to those without. Results indicate that African American males with a history of neglect, physical abuse, or other/mixed abuse were more likely to be involved in the juvenile justice system than those without any child maltreatment. Additionally, multiple maltreatment reports, a prior history of mental health treatment, victimization, and having a parent who did not complete high school also increased the likelihood of a delinquency petition. Implications for intervention and prevention are discussed.
The myth of meritocracy and African American health.
Kwate, Naa Oyo A; Meyer, Ilan H
2010-10-01
Recent theoretical and empirical studies of the social determinants of health inequities have shown that economic deprivation, multiple levels of racism, and neighborhood context limit African American health chances and that African Americans' poor health status is predicated on unequal opportunity to achieve the American Dream. President Obama's election has been touted as a demonstration of American meritocracy-the belief that all may obtain the American Dream-and has instilled hope in African Americans. However, we argue that in the context of racism and other barriers to success, meritocratic ideology may act as a negative health determinant for African Americans.
The Impact of Desegregation on Cognition among Older African Americans.
ERIC Educational Resources Information Center
Whitfield, Keith E.; Wiggins, Sebrina A.
2003-01-01
Examined the influence of educational desegregation on cognitive performance. Data from African American adults who had attended desegregated (DS) versus segregated (SS) schools indicated that DS adults had significantly higher mean cognitive scores than SS adults. After controlling for age, gender, years of education, and years in desegregated…
Immersion and Identity: Experiences of an African American Preschool Child
ERIC Educational Resources Information Center
McCullough, Ruanda Garth; Reyes, Sharon Adelman
2010-01-01
This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition,…
Clinical utility of the Rorschach with African Americans.
Presley, G; Smith, C; Hilsenroth, M; Exner, J
2001-12-01
In this study we sought to identify Rorschach differences between African Americans and White Americans and to understand these differences within a social and cultural framework. Data from the Exner (1993) Comprehensive System normative sample (N = 700) was used to form a group of 44 African Americans and 44 White Americans matched for age, sex, education, and socioeconomic status. Twenty-three Rorschach variables were chosen a priori and group differences were analyzed. The only clinically significant difference found was that African Americans offered significantly less cooperative movement. This lower frequency of cooperative movement may suggest African Americans do not anticipate cooperative interactions with others as a routine event. This may reflect a shared feeling among African Americans that most members of our society are less likely to be sensitive to or responsive to their needs relative to others. However, the study demonstrates a striking similarity between the groups, supporting the clinical use of the Rorschach with African Americans.
Long-Term Breastfeeding in African American Mothers.
Gross, Tyra Toston; Davis, Marsha; Anderson, Alex K; Hall, Jori; Hilyard, Karen
2017-02-01
According to the Centers for Disease Control and Prevention, 39.1% of African American infants are breastfed at 6 months. However, few studies have explored the breastfeeding experiences of African American women who successfully breastfeed to 6 months or longer durations. Research aim: The goal of this qualitative study was to explore the long-term breastfeeding experiences of low-income African American women using the positive deviance approach. African American women with breastfeeding experience were recruited through Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) breastfeeding peer counselors. Eligibility criteria included being age 18 or older, currently participating in WIC, and having breastfed one child for at least 6 months in the past 2 years. Semistructured, in-depth interviews were conducted with 11 participants. Interviews were audio-recorded and professionally transcribed. Transcripts were then analyzed for emerging themes using thematic analysis in NVivo software. Participants had on average three children each, with an average length of breastfeeding of 10.5 months per child. Four main themes developed: (a) deciding to breastfeed, (b) initiating breastfeeding, (c) breastfeeding long-term, and (d) expanding breastfeeding support. Participants offered culturally tailored suggestions to improve breastfeeding support for other African American women: prenatal discussions of breastfeeding with health care providers, African American lactation support personnel and breastfeeding support groups, and African American breastfeeding promotion in print and digital media. Women who participated in this study breastfed for longer durations than the national average for African Americans. Findings can inform practice and research efforts to improve breastfeeding rates in this population using lessons learned from successful women.
Early Academic Experiences of Recently Incarcerated African American Males
ERIC Educational Resources Information Center
Jeffers, Adam R.
2010-01-01
This project examines the early educational experiences of 6 young African American males (ages 18-25) who attended urban schools in San Diego, California. All 6 men were incarcerated for at least 1-year before participating in a pre-release program. The participants were part of a pre-release program in San Diego, California, which was selected…
Signorello, Lisa B; Han, Xijing; Cai, Qiuyin; Cohen, Sarah S; Cope, Elizabeth L; Zheng, Wei; Blot, William J
2013-01-15
The beneficial biologic effects attributed to vitamin D suggest a potential to influence overall mortality. Evidence addressing this hypothesis is limited, especially for African Americans who have a high prevalence of vitamin D insufficiency. The authors conducted a nested case-control study within the prospective Southern Community Cohort Study to relate baseline serum levels of 25-hydroxyvitamin D (25(OH)D) with subsequent mortality. Cases were 1,852 participants who enrolled from 2002 to 2009 and died >12 months postenrollment. Controls (n = 1,852) were matched on race, sex, age, enrollment site, and blood collection date. The odds ratios for quartile 1 (<10.18 ng/mL) versus quartile 4 (>21.64 ng/mL) levels of 25(OH)D were 1.60 (95% confidence interval (CI): 1.20, 2.14) for African Americans and 2.11 (95% CI: 1.39, 3.21) for non-African Americans. The effects were strongest for circulatory disease death, where quartile 1 versus quartile 4 odds ratios were 2.53 (95% CI: 1.44, 4.46) and 3.25 (95% CI: 1.33, 7.93) for African Americans and non-African Americans, respectively. The estimated odds of total mortality were minimized in the 25(OH)D range of 35-40 ng/mL. These findings provide support for the hypothesis that vitamin D status may have an important influence on mortality for both African Americans and non-African Americans.
Coming of Age: African American Male Rites-of-Passage.
ERIC Educational Resources Information Center
Hill, Paul, Jr.
An overview is provided of issues confronting the African American male, along with a strategy to nurture a new generation of African American males. Chapters 1 and 2 focus on the social status and new demographics of the African American male and the external threats that are devastating to the African American male and the African American…
ERIC Educational Resources Information Center
Brown, Anthony L.
2009-01-01
Drawing from ethnographic data, this paper explores how African American male teachers working with African American male students performed their pedagogy. This paper highlights how teachers' understanding of African American males social and educational needs shaped their pedagogical performance. Interestingly however, teachers' performance was…
ERIC Educational Resources Information Center
Gordon Pershey, Monica
2011-01-01
This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…
Hip-hop to prevent substance use and HIV among African-American youth: a preliminary investigation.
Turner-Musa, Jocelyn O; Rhodes, Warren A; Harper, P Thandi Hicks; Quinton, Sylvia L
2008-01-01
Substance use and HIV risk behaviors are increasing among African-American youth. Interventions that incorporate youth values and beliefs are needed to reduce this trajectory. Hip-hop plays an important role in the lives of many African-American youth and provides a context within which to prevent risky behaviors. The current study examines the efficacy of a hip-hop based substance use and HIV preventive intervention that targets African-American middle-school youth. The sample consists of 68 middle-school students who completed baseline and 6-month follow-up assessments. Findings suggest that students in the intervention group were significantly more likely to have higher knowledge of perception of drug risk and more knowledge about HIV/AIDS compared to students in the comparison group at the 6-month post-intervention assessment. Discussion is centered on implications of hip-hop as a viable approach for preventing substance use and HIV within a high-risk group.
Maton, Kenneth I.; Wimms, Harriette E.; Grant, Sheila K.; Wittig, Michele A.; Rogers, Margaret R.; Vasquez, Melba J. T.
2013-01-01
A national, web-based survey of 1,222 African-American, Latina/o, Asian-American and European-American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity were also important predictors of satisfaction. Students of color differed from European-American students in perceptions of fairness of representation of their ethnic group within psychology, and in aspects of the graduate school experience perceived as linked to ethnicity. Limitations of the study and implications for future research and action are discussed. PMID:21341899
Maton, Kenneth I; Wimms, Harriette E; Grant, Sheila K; Wittig, Michele A; Rogers, Margaret R; Vasquez, Melba J T
2011-01-01
A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity within the academic environment, were also important predictors of satisfaction. Students of color perceived less fairness of representation of their ethnic group within psychology than European American students, and a greater linkage between aspects of the graduate school experience and their ethnicity. Limitations of the study and implications for future research and action are discussed.
ERIC Educational Resources Information Center
Royle, Jonathan
2013-01-01
The consistent underperformance of African American students casts a disparaging shadow on the success of American public schools. Research was necessary to understand the reason for such a difference in scores. Parents, teachers, and administrators must understand the reason for the gap in order to determine the strategies and support systems…
NASA Astrophysics Data System (ADS)
DiSalvo, Elizabeth Betsy
The implementation of a learning environment for young African American males, called the Glitch Game Testers, was launched in 2009. The development of this program was based on formative work that looked at the contrasting use of digital games between young African American males and individuals who chose to become computer science majors. Through analysis of cultural values and digital game play practices, the program was designed to intertwine authentic game development practices and computer science learning. The resulting program employed 25 African American male high school students to test pre-release digital games full-time in the summer and part-time in the school year, with an hour of each day dedicated to learning introductory computer science. Outcomes for persisting in computer science education are remarkable; of the 16 participants who had graduated from high school as of 2012, 12 have gone on to school in computing-related majors. These outcomes, and the participants' enthusiasm for engaging in computing, are in sharp contrast to the crisis in African American male education and learning motivation. The research presented in this dissertation discusses the formative research that shaped the design of Glitch, the evaluation of the implementation of Glitch, and a theoretical investigation of the way in which participants navigated conflicting motivations in learning environments.
ERIC Educational Resources Information Center
Graves, Scott L., Jr.; Herndon-Sobalvarro, Adriana; Nichols, Kayla; Aston, Candice; Ryan, Alison; Blefari, Adam; Schutte, Kerry; Schachner, Andrea; Vicoria, Lindsey; Prier, Darius
2017-01-01
The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such…
Bzowej, Natalie; Han, Steven; Degertekin, Bulent; Keeffe, Emmet B; Emre, Sukru; Brown, Robert; Reddy, Rajender; Lok, Anna S
2009-09-01
Several previous studies found that Asians transplanted for hepatitis B virus (HBV) infection had worse post-transplant outcomes than Caucasians. Data on post-transplant outcomes of African Americans and waitlist outcomes of Asian Americans and African Americans with hepatitis B are scant. The aim of this study was to compare waitlist and post-transplant outcomes among Asian Americans, African Americans, and Caucasians who had HBV-related liver disease. Data from a retrospective-prospective study on liver transplantation for HBV infection were analyzed. A total of 274 patients (116 Caucasians, 135 Asians, and 23 African Americans) from 15 centers in the United States were enrolled. African Americans were younger and more Asian Americans had hepatocellular carcinoma (HCC) at the time of liver transplant listing. The probability of undergoing transplantation and the probability of survival on the waitlist were comparable in the 3 racial groups. Of the 170 patients transplanted, 19 died during a median follow-up of 31 months. The probability of post-transplant survival at 5 years was 94% for African Americans, 85% for Asian Americans, and 89% for Caucasians (P = 0.93). HCC recurrence was the only predictor of post-transplant survival, and recurrence rates were similar in the 3 racial groups. Caucasians had a higher rate of HBV recurrence: 4-year recurrence was 19% versus 7% and 6% for Asian Americans and African Americans, respectively (P = 0.043). In conclusion, we found similar waitlist and post-transplant outcomes among Caucasians, Asian Americans, and African Americans with hepatitis B. Our finding of a higher rate of HBV recurrence among Caucasians needs to be validated in other studies. (c) 2009 AASLD.
Nelson, Jackie A.; Leerkes, Esther M.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart
2012-01-01
SYNOPSIS Objective Mothers’ beliefs about their children’s negative emotions and their emotion socialization practices were examined. Design Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children’s negative emotions, and mothers’ emotion teaching practices were observed. Results African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children’s negative emotions than European Americans and more nonsupportive responses to children’s anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers’ responses to negative emotions were explained, in part, by mothers’ beliefs about emotions. Conclusions Differences in beliefs and practices may reflect African American mothers’ efforts to protect their children from discrimination. PMID:22639552
Lower kidney allograft survival in African-Americans compared to Hispanic-Americans with lupus.
Gonzalez-Suarez, M L; Contreras, G
2017-10-01
Background and objective African-Americans and Hispanic-Americans with lupus are the two most common minority groups who receive kidney transplants in the USA. It is unknown if African-Americans and Hispanic-Americans with lupus have similar outcomes after kidney transplantation. In this study, we assessed whether African-Americans compared to Hispanic-Americans have worse kidney allograft survival after risk factors of rejection and other prognostic factors were matched between both groups. Methods Out of 1816 African-Americans and 901 Hispanic-Americans with lupus, who received kidney transplants between 1987 and 2006 and had complete records in the UNOS program, 478 pairs were matched in 16 baseline predictors and follow-up time employing a predicted probability of group membership. The primary outcome was kidney allograft survival. Main secondary outcomes were rejection, allograft failure attributed to rejection, and mortality. Results Matched pairs were predominantly women (81%) with the mean age of 36 years. 96% were on dialysis before transplantation. 89% of recipients received kidneys from deceased donors and 15.5% from expanded criteria donors. 12% of recipients had zero HLA mismatch. African-Americans compared to Hispanic-Americans had lower cumulative allograft survival during 12-year follow-up ( p < 0.001). African-Americans compared to Hispanic-Americans had higher rates of rejection (10.4 vs 6.73 events/100 patients-years; p = 0.0002) and allograft failure attributed to rejection (6.31 vs 3.99; p = 0.0023). However, African-Americans and Hispanic-Americans had similar mortality rates (2.71 vs 2.31; p = 0.4269). Conclusions African-Americans compared to Hispanic-Americans with lupus had lower kidney allograft survival when recognized risk factors of rejection were matched between groups.
ERIC Educational Resources Information Center
Spencer, Natalie F.; Dowden, Angel Riddick
2014-01-01
Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…
College graduation reduces vulnerability to STIs/HIV among African-American young adult women.
Painter, Julia E; Wingood, Gina M; DiClemente, Ralph J; Depadilla, Lara M; Simpson-Robinson, Lashun
2012-01-01
African-American women are disproportionately affected by sexually transmitted infections (STIs), including HIV. The Theory of Gender and Power (TGP) posits that socioeconomic exposures, including educational attainment, place women at increased risk for STIs/HIV. This study examined the association between educational attainment and vulnerability to STIs/HIV, as well as potential TGP-driven mediators of this association, among African-American women. Baseline data were assessed from an STI/HIV prevention intervention for African-American women (n = 848) aged 18 to 29 recruited from three Kaiser Permanente Centers in Atlanta, Georgia. Data collection included a survey of demographic, psychosocial, and behavioral measures and self-collected, laboratory-confirmed vaginal swabs for STIs (trichomoniasis, chlamydia, gonorrhea, and human papillomavirus). Multiple regression analyses and multivariate mediation analyses were used to examine the association between educational attainment with a laboratory-confirmed STI and potential TGP mediators. Controlling for age and receipt of public assistance, the odds of an STI diagnosis were 73% lower among participants with a college degree or greater compared with participants who had not completed high school. There were also significant associations between educational attainment and multiple TGP mediators from the sexual division of power and the structure of cathexis. TGP constructs did not mediate the association between educational attainment and laboratory-confirmed STI. The current study suggests that graduating from college may lead to a beneficial reduction in vulnerability to STIs/HIV among African-American women. Findings from this study support expanding structural-level interventions, emphasizing both high school and college graduation, as a means of reducing vulnerability to STIs/HIV among African-American women. Copyright © 2012 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.
KSC kicks off African-American History Month
NASA Technical Reports Server (NTRS)
2000-01-01
Mack McKinney, chief, program resources management at NASA and chairperson for African-American History Month, presents a plaque to Bhetty Waldron at the kick-off ceremony of African-American History Month on Feb. 3 at the NASA Training Auditorium. The award was given in thanks for Waldron's portrayal of Dr. Mary McLeod Bethune and Zora Neal Hurston during the ceremony. The theme for this year's observation is 'Heritage and Horizons: The African-American Legacy and the Challenges of the 21st Century.' February is designated each year as a time to celebrate the achievements and contributions of African Americans to Kennedy Space Center, NASA and the nation.
English, Devin; Lambert, Sharon F; Ialongo, Nicholas S
2016-08-01
Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N=495) attending urban public schools from grade 7 to grade 9 (Mage=12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
African Americans and the Industrial Revolution.
ERIC Educational Resources Information Center
Trotter, Joe William, Jr.
2000-01-01
Briefly outlines the ways race and technology shaped: (1) the early enslavement of African Americans; (2) the work of bondsmen and women during the antebellum era; and (3) the increasing urbanization of the African American population during the industrial age. (CMK)
ERIC Educational Resources Information Center
Bacon, La Shawn Catrice
2011-01-01
The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…
The Montreal Neurological Institute: training of the first African-American neurosurgeons.
McClelland, Shearwood
2007-01-01
BACKGROUND: Since its inception in 1934 by the legendary Dr. Wilder Penfield, the Montreal Neurological Institute (MNI) has provided world-renowned instruction in neurosurgery and related neurosciences, training many of the most prominent figures in the history of neurosurgery. Less well known is the role of the MNI in training the first African-American board-certified neurosurgeons. METHODS: A comprehensive review of pertinent modern and historical records spanning the past century was performed. RESULTS: From 1947-1965, the MNI trained the first African-American board-certified neurosurgeon, and three of the first four. The first, Dr. Clarence Greene, Sr., trained at MNI from 1947-1949. The next, Dr. Jesse Barber, Jr., trained at MNI from 1958-1961. Like Greene, Barber received his MD from the Howard University College of Medicine, was on the general surgery faculty at Howard before training at MNI under Penfield and returned to Howard following his training. The third, Dr. Lloyd Dayes, matriculated at MNI in 1960 after receiving his MD from the Loma Linda University School of Medicine and trained from 1961-1965 under Dr. Theodore Rasmussen, after which he returned to Loma Linda. Greene, Barber and Dayes were certified by the American Board of Neurological Surgery in 1953, 1963 and 1967, respectively, as the first, third and fourth African-American neurosurgeons. CONCLUSION: The willingness of the world-renowned MNI to train the first African-American neurosurgeons during a time of intense racial segregation in the United States played a major role in enabling subsequent African Americans to enter and enhance the field of neurosurgery. Images Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 PMID:17913121
Achievement for African-American Students: Strategies for the Diverse Classroom.
ERIC Educational Resources Information Center
Reglin, Gary L.
This book has been designed to provide teachers of kindergarten through grade 12 with techniques and approaches for helping their African American students achieve in school. It presents a planned approach to four major initiatives: (1) to restructure the instruction and behaviors practiced in most classrooms today; (2) to provide teachers with…
African American Male College Athletes' Narratives on Education and Racism
ERIC Educational Resources Information Center
Singer, John N.
2016-01-01
This study presents narrative case study vignettes of three elite African American male football athletes at a major historically White institution of higher education with a big-time athletics department. More specifically, I draw from critical race theory to garner insight into their secondary schooling background, what education means to them,…
African Americans and World War II.
ERIC Educational Resources Information Center
Kersten, Andrew E.
2002-01-01
Focuses on the experience of African Americans during World War II on the homefront and in the armed forces. States that African Americans not only fought fascism overseas but also apartheid in the United States, also known as the "Double V." (CMK)
Relationship Between Chronic Conditions and Disability in African American Men and Women
Thorpe, Roland J.; Wynn, Anastasia J.; Walker, Janiece L.; Smolen, Jenny R.; Cary, Michael P.; Szanton, Sarah L.; Whitfield, Keith E.
2018-01-01
Background Race differences in chronic conditions and disability are well established; however, little is known about the association between specific chronic conditions and disability in African Americans. This is important because African Americans have higher rates and earlier onset of both chronic conditions and disability than white Americans. Methods We examined the relationship between chronic conditions and disability in 602 African Americans aged 50 years and older in the Baltimore Study of Black Aging. Disability was measured using self-report of difficulty in activities of daily living (ADL). Medical conditions included diagnosed self-reports of asthma, depressive symptoms, arthritis, cancer, diabetes, cardiovascular disease (CVD), stroke, and hypertension. Results After adjusting for age, high school graduation, income, and marital status, African Americans who reported arthritis (women: odds ratio (OR)=4.87; 95% confidence interval(CI): 2.92–8.12; men: OR=2.93; 95% CI: 1.36–6.30) had higher odds of disability compared to those who did not report having arthritis. Women who reported major depressive symptoms (OR=2.59; 95% CI: 1.43–4.69) or diabetes (OR=1.83; 95% CI: 1.14–2.95) had higher odds of disability than women who did not report having these conditions. Men who reported having CVD (OR=2.77; 95% CI: 1.03–7.41) had higher odds of disability than men who did not report having CVD. Conclusions These findings demonstrate the importance of chronic conditions in understanding disability in African Americans and how it varies by gender. Also, these findings underscore the importance of developing health promoting strategies focused on chronic disease prevention and management to delay or postpone disability in African Americans. Publication Indices Pubmed, Pubmed Central, Web of Science database PMID:26928493
DefenseLink Special: African Americans in the Military
Related Links * Timeline * 2007 Presidential Proclamation * White House: African American History History Month * African-Americans and the U.S. Navy * A Historic Context for the African-American Military UN Ambassador Young Praises Military's Inclusiveness * Life and History of the "Buffalo Soldiers
Muze, Ruth; Onsomu, Elijah O
2017-01-01
Parenting school-aged children while living with HIV has been associated with significant consequences for African American mothers. This article presents and discusses the results of a qualitative study that examined the parenting experiences of HIV-infected African American mothers rearing young children. A sample of 8 inner-city, African American mothers of uninfected preschool-aged children were interviewed individually. Interview guide questions explored day-to-day childcare activities from the mothers' perspective. Five themes emerged: role of mothering, doing it all, less time for self, fear, and hope. Findings can be used to guide the development of programs to support HIV-infected mothers rearing young children.
Elementary Teacher Knowledge of and Practices for Teaching Reading to African American Students
ERIC Educational Resources Information Center
Little, Camille
2017-01-01
State standardized tests results indicated that between 2012 and 2016, fewer African American students at a rural, Title I elementary school met state standards in reading compared with other racial/ethnic groups of students. A gap in practice existed because the school and district had not conducted studies to understand teacher knowledge and…
Representing Racial Identity: Identity, Race, the Construction of the African American STEM Students
ERIC Educational Resources Information Center
Brown, Bryan A.; Mangram, Charmaine; Sun, Kathy; Cross, Keith; Raab, Erin
2017-01-01
The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school's attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and…
ERIC Educational Resources Information Center
Hamlet, Conrad E.
2012-01-01
There has been no shortage of calls to improve teaching. Even the federal law, the No Child Left Behind Act, has mandated high quality teaching in the nation's public schools. But the question still remains "What makes an effective teacher, particularly of African-American males in an urban environment?" African-American males in…
Eastman, Charmane I; Suh, Christina; Tomaka, Victoria A; Crowley, Stephanie J
2015-02-11
Successful adaptation to modern civilization requires the internal circadian clock to make large phase shifts in response to circumstances (e.g., jet travel and shift work) that were not encountered during most of our evolution. We found that the magnitude and direction of the circadian clock's phase shift after the light/dark and sleep/wake/meal schedule was phase-advanced (made earlier) by 9 hours differed in European-Americans compared to African-Americans. European-Americans had larger phase shifts, but were more likely to phase-delay after the 9-hour advance (to phase shift in the wrong direction). The magnitude and direction of the phase shift was related to the free-running circadian period, and European-Americans had a longer circadian period than African-Americans. Circadian period was related to the percent Sub-Saharan African and European ancestry from DNA samples. We speculate that a short circadian period was advantageous during our evolution in Africa and lengthened with northern migrations out of Africa. The differences in circadian rhythms remaining today are relevant for understanding and treating the modern circadian-rhythm-based disorders which are due to a misalignment between the internal circadian rhythms and the times for sleep, work, school and meals.
Black versus Black: The Relationship among African, African American, and African Caribbean Persons.
ERIC Educational Resources Information Center
Jackson, Jennifer V.; Cothran, Mary E.
2003-01-01
Surveyed people of African descent regarding relationships among African, African-American, and African-Caribbean persons, focusing on contact and friendship, travel to countries of the diaspora, cross-cultural communication, thoughts and stereotypes, and education. Most respondents had contacts with the other groups, but groups had preconceived…
Help-Seeking Attitudes among African American College Students
ERIC Educational Resources Information Center
So, Dominicus W.; Gilbert, Stefanie; Romero, Sergio
2005-01-01
Traditionally, African American students display a low-rate of seeking mental health treatment. Issues such as mistrust of White therapists, attitudes toward mental health problems, and African American spirituality affect their help-seeking behavior. The present study examined a sample of 134 African American students at a Historically Black…
Oral Cancer in African Americans: Addressing Health Disparities
ERIC Educational Resources Information Center
Dodd, Virginia J.; Watson, Jennifer M.; Choi, Youjin; Tomar, Scott L.; Logan, Henrietta L.
2008-01-01
Objectives: To explore factors underlying African Americans' perceptions of oral cancer and the oral cancer exam. Study findings were used to guide development of oral cancer messages designed to increase oral cancer exams among African Americans. Methods: Focus groups were conducted to understand African Americans' attitudes and expectations…
African Americans: College Majors and Earnings. Fact Sheet
ERIC Educational Resources Information Center
Carnevale, Anthony P.; Fasules, Megan L.; Porter, Andrea; Landis-Santos Jennifer
2016-01-01
Access to college for African Americans has increased, but African Americans are highly concentrated in lower-paying majors. The college major, which has critical economic consequences throughout life, reflects personal choices but also reflects the fact that African-American students are concentrated in open-access four-year institutions that…
Reversing the standard direction: Science emerging from the lives of African American students
NASA Astrophysics Data System (ADS)
Seiler, Gale
2001-11-01
Recognizing the persistent science achievement gap between inner-city African American students and students from mainstream, White society, this article suggests that the imposition of external standards on inner-city schools will do little to ameliorate this gap because such an approach fails to address the significance of the social and cultural lives of the students. Instead, it is suggested that the use of critical ethnographic research would enable educators to learn from the students how science education can change to meet their aims and interests. The article includes a report on how a science lunch group in an inner-city high school forged a community based on respect and caring and how this community afforded African American male teens the opportunity to participate in science in new ways.
ERIC Educational Resources Information Center
Cameron, Mark; Taggar, Carolyn E.
2005-01-01
This qualitative study examined perceptions of the causes and nature of conflicts and violence among African-American girls in an urban high school. In-depth, iterative interviewing was used to explore the perceptions of these girls, male students, teachers, and other school personnel. Ethnographic observation was also used. Conflicts and violence…
ERIC Educational Resources Information Center
Jones, Shawn
2011-01-01
The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore,…
Exposure of African-American Youth to Alcohol Advertising.
ERIC Educational Resources Information Center
2003
The marketing of alcohol products in African-American communities has, on occasion, stirred national controversy and met with fierce resistance from African Americans and others. Despite occasional media and community spotlights on the marketing of alcohol products in the African-American community, there has been no systematic review of the…
HIV/AIDS among African Americans: progress or progression?
Smith, D K; Gwinn, M; Selik, R M; Miller, K S; Dean-Gaitor, H; Ma'at, P I; De Cock, K M; Gayle, H D
2000-06-16
To review data on the extent of HIV infection and associated risk behaviors, the occurrence of AIDS, and HIV-related mortality in African Americans and to suggest what can be done to reduce HIV exposure and infection in this population. Review of epidemiologic, published, multisite data on HIV infection in, and related behaviors of, African Americans. On every epidemiologic measure in common use, African Americans, compared with the four other federally recognized racial/ethnic groups, have the most severe epidemic. The trend data show continuing growth in the African American epidemic despite the availability of effective behavioral interventions and biomedical treatments. Few published intervention studies with African American populations have been adequately evaluated; nor have they focused proportionately on men who have sex with men, a group in the African American community with continuing high rates of infection. Rates of HIV transmission and disease among African Americans are high, disproportionate, and are not declining as significantly in response to effective interventions as they are among whites. Attention is urgently needed to increase our understanding of risk behaviors, social networks, and specific factors in the African American community that can be altered to reduce HIV infection. Macroenvironmental factors--poverty, social class, racism--need to be studied to suggest possible intervention components to reduce rates of HIV transmission and to increase the use of therapies that are more effectively slowing disease progression and lowering death rates among whites.
Ryan, Allison M; Shim, S Serena; Lampkins-Uthando, Shawn A; Thompson, Geneene N; Kiefer, Sarah M
2009-07-01
The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence.
What Does Playing Cards Have to Do with Science? A Resource-Rich View of African American Young Men
ERIC Educational Resources Information Center
Schademan, Alfred R.
2011-01-01
The study examines the resources related to science that African American young men learn and develop by playing a card game called Spades, a common cultural practice in African American communities that dates back to the Civil War Era. The qualitative study examines what the Spades players at a local high school consider when making decisions…
ERIC Educational Resources Information Center
Bowman-Perrott, Lisa; Lewis, Chance W.
2008-01-01
The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district.…
The African American Woman. Runta (Truth).
ERIC Educational Resources Information Center
Jackson, Monica L.; Watson, Betty Collier, Ed.
1989-01-01
The African American woman has commanded widespread public attention, but popular misconceptions of her socioeconomic role and status differ sharply from her actual situation. The following basic characteristics of the contemporary African American woman, drawn from census figures, are outlined: (1) demographically, females comprise a majority of…
ERIC Educational Resources Information Center
Stuart, Lindsey; Hahnel, Carrie
2011-01-01
In this report, The Education Trust-West grades the 146 largest unified school districts in California on four key indicators of student performance to see how well they are serving their African-American, Latino, and low-income students. While most districts in California earn Cs and Ds on these indicators, some districts prove that more is…
African American Teacher Candidates' Experiences in Teaching Secondary Physical Education
ERIC Educational Resources Information Center
Sato, Takahiro; Hodge, Samuel Russell
2017-01-01
The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven…
Defense.gov Special Report: African American History Month
Department of Defense Submit Search During National African-American History Month, we celebrate the rich In honor of African-American History Month, Fred Moore, the first African-American Tomb Guard history a year later. Story Longest Serving Airman Also Longest in DOD The Air Force's longest serving
African American legislators' perceptions of firearm violence prevention legislation.
Payton, Erica; Thompson, Amy; Price, James H; Sheu, Jiunn-Jye; Dake, Joseph A
2015-06-01
Firearm mortality is the leading cause of death for young African American males, however, few studies have focused on racial/ethnic minority populations and firearm violence. The National Black Caucus of State Legislators advocates for legislation that promotes the health of African Americans. Thus, the purpose of this study was to collect baseline data on African American legislators' perceptions regarding firearm violence in the African American community. A cross-sectional study of African American legislators (n = 612) was conducted to investigate the research questions. Of the 612 questionnaires mailed, 12 were not deliverable, and 170 were returned (28%). Utilizing a three wave mailing process, African American legislators were invited to participate in the study. The majority (88%) of respondents perceived firearm violence to be very serious among African Americans. Few (10%) legislators perceived that addressing legislative issues would be an effective strategy in reducing firearm violence among African Americans. The majority (72%) of legislators perceived the most effective strategy to reducing firearm violence in the African American community should focus on addressing societal issues (e.g. crime and poverty). After adjusting for the number of perceived barriers, the number of perceived benefits was a significant predictor of legislators' perceived effectiveness of firearm violence prevention legislation for 8 of the 24 potential firearm violence prevention legislative bills.
Online Health Information and Low-Literacy African Americans
Birru, Mehret S
2004-01-01
African Americans with low incomes and low literacy levels disproportionately suffer poor health outcomes from many preventable diseases. Low functional literacy and low health literacy impede millions of Americans from successfully accessing health information. These problems are compounded for African Americans by cultural insensitivity in health materials. The Internet could become a useful tool for providing accessible health information to low-literacy and low-income African Americans. Optimal health Web sites should include text written at low reading levels and appropriate cultural references. More research is needed to determine how African Americans with low literacy skills access, evaluate, prioritize, and value health information on the Internet. PMID:15471752
ERIC Educational Resources Information Center
Stewart, April E.
2014-01-01
The purpose of this correlational study was to investigate the influence of perceived and desired paternal involvement of the African American father on his African American daughter. The research problem is how father involvement may influence self-efficacy, career achievements, and aspirations of African American females. This study sought to…
Understanding Tobacco Use Onset Among African Americans
Colby, Suzanne M.; Lu, Bo; Ferketich, Amy K.
2016-01-01
Introduction: Compared to the majority of non-Hispanic white (“white”) cigarette smokers, many African American smokers demonstrate a later age of initiation. The goal of the present study was to examine African American late-onset smoking (ie, regular smoking beginning at age 18 or later) and determine whether late-onset (vs. early-onset) smoking is protective in terms of quit rates and health outcomes. Methods: We used data from the National Survey of Midlife Development in the United States (MIDUS) because the wide age range of participants (20–75 at baseline) allowed the examination of smoking cessation and mortality incidence across the lifespan. Results: Consistent with previous research, results indicated a later average age of smoking onset among African Americans, compared to whites. Disentangling effects of race from age-of-onset, we found that the cessation rate among late-onset African American smokers was 33%, whereas rates for early-onset African American smokers and early- and late-onset white smokers ranged from 52% to 57%. Finally, results showed that among white, low-socioeconomic status (SES) smokers, the hazard rate for mortality was greater among early- versus late-onset smokers; in contrast, among African American smokers (both low- and high-SES) hazard rates for mortality did not significantly differ among early- versus late-onset smokers. Conclusions: Although late (vs. early) smoking onset may be protective for whites, the present results suggest that late-onset may not be similarly protective for African Americans. Tobacco programs and regulatory policies focused on prevention should expand their perspective to include later ages of initiation, in order to avoid widening tobacco-related health disparities. Implications: This study indicates that late-onset smoking is not only the norm among African American adult smokers, but that late- versus early-onset smoking (ie, delaying onset) does not appear to afford any benefits for African
Bell-Tolliver, LaVerne; Burgess, Ruby; Brock, Linda J
2009-07-01
With the exception of Hill's (1971, 1999) work, historically much of the literature on African American families has focused more on pathology than strengths. This study used interviews with 30 African American psychotherapists, self-identified as employing a strengths perspective with African American families, to investigate which strengths they identified in the families and how they use those strengths in therapy. Themes emerging from data analysis confirmed the continued importance of the five strengths Hill noted. In addition, two new strengths were identified by the participants: a willingness of a greater number of families to seek therapy, and the importance of family structure. Strategies used in engaging the families in therapy and practice implications for family therapists are discussed.
Optimizing care for African-American HIV-positive patients.
Smith, Kimberly Y; Brutus, Andre; Cathcart, Ronald; Gathe, Joseph; Johnson, William; Jordan, Wilbert; Kwakwa, Helena A; Nkwanyou, Joseph; Page, Carlos; Scott, Robert; Vaughn, Anita C; Virgil, Luther A; Williamson, Diana
2003-10-01
The African-American community has been disproportionately affected HIV/AIDS, as noted by higher reported rates of HIV infection, higher proportion of AIDS cases, and more deaths caused by complications of AIDS than whites and other ethnic groups. In addition, epidemiologic trends suggest that African Americans with HIV infection are more often diagnosed later in the course of HIV disease than whites. Numerous reasons account for this disparity, including the lack of perception of risk and knowledge about HIV transmission as well as a delays in HIV testing and diagnosis in the African-American community. Understanding the important considerations in the management of HIV infection in the African-American patient may create awareness among health care professionals and broaden the knowledge of HIV-infected patients within the African-American community.
ERIC Educational Resources Information Center
Morgan, Adrienne L.
2013-01-01
The history of African Americans seeking medical education in the United States is rooted in a legacy of racial segregation, cultural constructs, and legal doctrine that differs from other ethnic and racial groups. The disturbing results of this legacy are that while African Americans account for 12.9% of the U.S. population, they only account for…
KSC kicks off African-American History Month
NASA Technical Reports Server (NTRS)
2000-01-01
Michelle Amos, mistress of ceremonies for the kick-off of African-American History Month, works with the audience to assist them in the pronunciation of a few token words in native Swahili. The theme for this year's observation is 'Heritage and Horizons: The African-American Legacy and the Challenges of the 21st Century.' February is designated each year as a time to celebrate the achievements and contributions of African Americans to Kennedy Space Center, NASA and the nation.
Africa, Roots and Pride for Afro-Americans. An Instructional Unit for High School Anthropology.
ERIC Educational Resources Information Center
Campbell, Margaret H.
This three to four-week high school anthropology unit examines the African heritage of black Americans. The unit was written for students in an inner city all black public high school. Objectives are to foster a sense of pride in black Americans' heritage, learn how black Americans can discover their roots, examine causes and consequences of the…
ERIC Educational Resources Information Center
Kingsberry, Francemise St. Pierre
2015-01-01
An underrepresentation of African American women in the superintendency exists in K-12 public schools. There is also a lack of research on their leadership and experiences in education. Although the number of women superintendents has increased over the years, the superintendency remains a male-dominated field and African American women remain in…
ERIC Educational Resources Information Center
Khalifa, Muhammad; Gooden, Mark A.
2010-01-01
This article investigates the relationship between religious identities of African American Muslims and school performance. We examined how understandings of religion inform how American Muslims view, behave, and imagine their role in school. The first author conducted interviews over the course of a year with four American Muslims, two of whom…
African Ancestry Is Associated with Asthma Risk in African Americans
Pino-Yanes, María; Wade, Michael S.; Pérez-Méndez, Lina; Kittles, Rick A.; Wang, Deli; Papaiahgari, Srinivas; Ford, Jean G.; Kumar, Rajesh; Garcia, Joe G. N.
2012-01-01
Background Asthma is a common complex condition with clear racial and ethnic differences in both prevalence and severity. Asthma consultation rates, mortality, and severe symptoms are greatly increased in African descent populations of developed countries. African ancestry has been associated with asthma, total serum IgE and lower pulmonary function in African-admixed populations. To replicate previous findings, here we aimed to examine whether African ancestry was associated with asthma susceptibility in African Americans. In addition, we examined for the first time whether African ancestry was associated with asthma exacerbations. Methodology/Principal Findings After filtering for self-reported ancestry and genotype data quality, samples from 1,117 self-reported African-American individuals from New York and Baltimore (394 cases, 481 controls), and Chicago (321 cases followed for asthma exacerbations) were analyzed. Genetic ancestry was estimated based on ancestry informative markers (AIMs) selected for being highly divergent among European and West African populations (95 AIMs for New York and Baltimore, and 66 independent AIMs for Chicago). Among case-control samples, the mean African ancestry was significantly higher in asthmatics than in non-asthmatics (82.0±14.0% vs. 77.8±18.1%, mean difference 4.2% [95% confidence interval (CI):2.0–6.4], p<0.0001). This association remained significant after adjusting for potential confounders (odds ratio: 4.55, 95% CI: 1.69–12.29, p = 0.003). African ancestry failed to show an association with asthma exacerbations (p = 0.965) using a model based on longitudinal data of the number of exacerbations followed over 1.5 years. Conclusions/Significance These data replicate previous findings indicating that African ancestry constitutes a risk factor for asthma and suggest that elevated asthma rates in African Americans can be partially attributed to African genetic ancestry. PMID:22235241
ERIC Educational Resources Information Center
Kane, Connie M.
1994-01-01
Compares African Americans' manifest dream content with dreams of Anglo-American and Mexican American peers. Some dream elements that were examined included emotions, environmental press, achievement outcomes, and social interactions. Comparisons indicate that African Americans perceive themselves more strongly as victims of their fate rather than…
African-American wildland memories
Cassandra Y. Johnson; J. Michael Bowker
2004-01-01
Collective memory can be used conceptually to examine African-American perceptions of wildlands and black interaction with such places. The middle--American view of wildlands frames these terrains as refuges--pure and simple, sanctified places distinct from the profanity of human modification. However, wild, primitive areas do not exist in the minds of all Americans as...
Counseling Preferences of African American Women
ERIC Educational Resources Information Center
Smith, Jacqueline R.; Wermeling, Linda
2007-01-01
African American women hold the greatest need for mental health services among ethnic groups but receive effective counseling least often. This study investigated their preferences of counseling services. Results revealed that the type of service delivery might not be as salient to African American women as counselor-client racial similarity.
Experiences of African American College Graduates
ERIC Educational Resources Information Center
Green, Aundria Chephan
2014-01-01
The purpose of this study was to explore the reasons that African-American alumni from a historically Black university (HBCU) and a predominantly White university (PWI) chose to attend, remain in, and graduate from college. The central research question was how do African Americans describe their college experiences? The secondary research…
ERIC Educational Resources Information Center
Bagner, Daniel M.; Storch, Eric A.; Roberti, Jonathan W.
2004-01-01
This study investigated the psychometric properties of the Loneliness and Social Dissatisfaction Scale (LSDS) in a sample of African-American and Hispanic-American children. Participants were a non-clinical sample (N = 186) of children ages 11 to 13 in the fifth and sixth grades in a school in the Metropolitan New York area. Confirmatory factor…
Parent Involvement, African American Mothers, and the Politics of Educational Care
ERIC Educational Resources Information Center
Cooper, Camille Wilson
2009-01-01
This paper explores the relationship between notions of parent involvement and conceptions of care as they relate to educators' deficit perceptions of African American mothers. Black feminist and womanist interpretations of the ethic of care are used to reframe the biased discourse on parent involvement in schools. Specific consideration is given…
Special Education Referrals for African American Students: Behavior versus Academic Performance
ERIC Educational Resources Information Center
Curtis, Charmaine D.
2012-01-01
A higher percentage of African American students in a local school district were referred to special education than were students in other ethnic groups. Placement of a student in a special education program results in that student receiving a curriculum that has modified achievement standards. This correlational study examined patterns in…
Deconstructing Black History Month: Three African American Boys' Exploration of Identity
ERIC Educational Resources Information Center
Landa, Melissa Hare
2012-01-01
Every February, schools celebrate Black History Month and teachers teach the grand narrative of famous African Americans such as Martin Luther King, Jr. While the stories communicate bravery, they are also about racism and violence. Here, through narrative inquiry, a teacher deconstructs Black History Month, inviting student responses to stories…
Ophthalmic presentation of giant cell arteritis in African-Americans
Garrity, S T; Pistilli, M; Vaphiades, M S; Richards, N Q; Subramanian, P S; Rosa, P R; Lam, B L; Osborne, B J; Liu, G T; Duncan, K E; Shin, R K; Volpe, N J; Shindler, K S; Lee, M S; Moster, M L; Tracey, E H; Cuprill-Nilson, S E; Tamhankar, M A
2017-01-01
Purpose To determine the differences in the presentation of ophthalmic giant cell arteritis between African-Americans and Caucasians. Methods This was a multicenter retrospective case series comparing African-American patients with ophthalmic GCA to a previously published Caucasian cohort. Neuro-ophthalmic centers across the United States were contacted to provide data on African-American patients with biopsy-proven ophthalmic giant cell arteritis. The differences between African-American and Caucasian patients with respect to multiple variables, including age, sex, systemic and ophthalmic signs and symptoms, ocular ischemic lesions, and laboratory results were studied. Results The Caucasian cohort was slightly older (mean=76.1 years) than the African-American cohort (mean=72.6 years, P=0.03), and there was no difference in sex distribution between the two cohorts. Headache, neck pain, and anemia were more frequent, while jaw claudication was less frequent in African-Americans (P<0.01, <0.001, 0.02, and 0.03 respectively). Acute vision loss was the most common presentation of giant cell arteritis in both groups, though it was less common in African-Americans (78 vs 98% of Caucasians, P<0.001). Eye pain was more common in African-Americans (28 vs 8% of Caucasians, P<0.01). Conclusions The presenting features of ophthalmic giant cell arteritis in African-Americans and Caucasians are not markedly different, although a few significant differences exist, including higher rates of headache, neck pain, anemia, and eye pain, and lower rates of jaw claudication and acute vision loss in African-Americans. Persons presenting with suspicious signs and symptoms should undergo evaluation for giant cell arteritis regardless of race. PMID:27636230
Elementary Preservice Teachers as Warm Demanders in an African American School
ERIC Educational Resources Information Center
Hambacher, Elyse; Acosta, Melanie M.; Bondy, Elizabeth; Ross, Dorene D.
2016-01-01
The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers' care and authority with a larger social justice agenda. Drawing on…
African American Males: Leaving the Nightmare.
ERIC Educational Resources Information Center
Gill, Wali
The plight of African American males has become a problem of alarming proportions in the United States. This paper reports serious disadvantage and risk for this group in terms of education, employment, poverty levels, family disintegration, criminal status, health, and death rates. The paper contends that the crisis for African American males…
ERIC Educational Resources Information Center
Clark, Lawrence M.; Jones Frank, Toya; Davis, Julius
2013-01-01
Background/Context: Historians and researchers have documented and explored the work and role of African American teachers in the U.S. educational system, yet there has been limited attention to the specific work, role, and experiences of African American mathematics teachers. To meaningfully and responsibly conceptualize the role of African…
ERIC Educational Resources Information Center
Hudson, Wayne V.
2011-01-01
The purpose of this theoretical study was to explore, examine, and analyze the United States (US) Zero Tolerance (ZT) educational policies and practices of the school-to-prison pipeline phenomenon. This study specifically explored the influence of the ZT policy on African American males becoming part of that system. The study was guided by three…
Persistence among African American Males in the Honors College
ERIC Educational Resources Information Center
Anderson Goins, Johnell Roxann
2014-01-01
Retaining African American students, specifically African American males, is an issue that plagues the American higher education system. Research shows that African American male students are the lowest represented group in the gifted studies programs (Ford, 2010). Lockie and Burke (1999); Chen and DeJardins (2010) and Bell (2010a) found that…
Engaging African American Faith-Based Organizations in Adolescent HIV Prevention.
Woods-Jaeger, Briana A; Carlson, Mamie; Taggart, Tamara; Riggins, Linda; Lightfoot, Alexandra F; Jackson, Melvin R
2015-08-01
To reduce current HIV disparities among African American youth, it is imperative to find effective ways to extend the reach of evidence-based HIV prevention. One promising community resource to support this effort is faith-based organizations (FBOs), a credible and respected resource in the African American community. This paper describes the experiences, perceptions, and challenges that African American FBOs and faith leaders face in engaging in adolescent HIV prevention and highlights facilitators and barriers to implementing HIV prevention in African American FBOs. The findings suggest that African American FBOs and faith-based leaders are uniquely positioned to be instrumental resources in reducing African American youth HIV disparities.
ERIC Educational Resources Information Center
Ingram, Brenda
2013-01-01
The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend…
A Decade of Experience With Renal Transplantation in African-Americans
Foster, Clarence E.; Philosophe, Benjamin; Schweitzer, Eugene J.; Colonna, John O.; Farney, Alan C.; Jarrell, Bruce; Anderson, Leslie; Bartlett, Stephen T.
2002-01-01
Objective To evaluate the strategies instituted by the authors’ center to decrease the time to transplantation and increase the rate of transplantation for African-Americans, consisting of a formal education program concerning the benefits of living organ donation that is oriented to minorities; a laparoscopic living donation program; use of hepatitis C-positive donors in documented positive recipients; and encouraging vaccination for hepatitis B, allowing the use of hepatitis B core Ab-positive donors. Summary Background Data The national shortage of suitable kidney donor organs has disproportional and adverse effects on African-Americans for several reasons. Type II diabetes mellitus and hypertension, major etiologic factors for end-stage renal disease, are more prevalent in African-Americans than in the general population. Once kidney failure has developed, African-Americans are disadvantaged for the following reasons: this patient cohort has longer median waiting times on the renal transplant list; African-Americans have higher rates of acute rejection, which affects long-term allograft survival; and once they are transplanted, the long-term graft survival rates are lower in this population than in other groups. Methods From March 1990 to November 2001 the authors’ center performed 2,167 renal transplants; 944 were in African-Americans (663 primary cadaver renal transplants and 253 primary Living donor renal transplants). The retransplants consisted of 83 cadaver transplants and 17 living donor transplants. Outcome measures of this retrospective analysis included median waiting time, graft and patient survival rates, and the rate of living donation in African-Americans and comparable non-African-Americans. Where applicable, data are compared to United Network for Organ Sharing national statistics. Statistical analysis employed appropriate SPSS applications. Results One- and 5-year patient survival rates for living donor kidneys were 97.1% and 91.3% for non-African-Americans
A decade of experience with renal transplantation in African-Americans.
Foster, Clarence E; Philosophe, Benjamin; Schweitzer, Eugene J; Colonna, John O; Farney, Alan C; Jarrell, Bruce; Anderson, Leslie; Bartlett, Stephen T
2002-12-01
OBJECTIVE To evaluate the strategies instituted by the authors' center to decrease the time to transplantation and increase the rate of transplantation for African-Americans, consisting of a formal education program concerning the benefits of living organ donation that is oriented to minorities; a laparoscopic living donation program; use of hepatitis C-positive donors in documented positive recipients; and encouraging vaccination for hepatitis B, allowing the use of hepatitis B core Ab-positive donors. SUMMARY BACKGROUND DATA The national shortage of suitable kidney donor organs has disproportional and adverse effects on African-Americans for several reasons. Type II diabetes mellitus and hypertension, major etiologic factors for end-stage renal disease, are more prevalent in African-Americans than in the general population. Once kidney failure has developed, African-Americans are disadvantaged for the following reasons: this patient cohort has longer median waiting times on the renal transplant list; African-Americans have higher rates of acute rejection, which affects long-term allograft survival; and once they are transplanted, the long-term graft survival rates are lower in this population than in other groups. METHODS From March 1990 to November 2001 the authors' center performed 2,167 renal transplants; 944 were in African-Americans (663 primary cadaver renal transplants and 253 primary Living donor renal transplants). The retransplants consisted of 83 cadaver transplants and 17 living donor transplants. Outcome measures of this retrospective analysis included median waiting time, graft and patient survival rates, and the rate of living donation in African-Americans and comparable non-African-Americans. Where applicable, data are compared to United Network for Organ Sharing national statistics. Statistical analysis employed appropriate SPSS applications. RESULTS One- and 5-year patient survival rates for living donor kidneys were 97.1% and 91.3% for non-African-Americans
ERIC Educational Resources Information Center
Pollard, Tamica McClarty
2011-01-01
The purpose of this study was to examine how five African American middle school students, who were displaced by Hurricane Katrina represent their literacy experiences before, during, and after their displacement. Specifically, the two research questions were: (a) What are the stories that these middle school students tell about their lives,…
Improved survival with HPV among African Americans with oropharyngeal cancer.
Worsham, Maria J; Stephen, Josena K; Chen, Kang Mei; Mahan, Meredith; Schweitzer, Vanessa; Havard, Shaleta; Divine, George
2013-05-01
A major limitation of studies reporting a lower prevalence rate of human papilloma virus (HPV) in African American patients with oropharyngeal squamous cell cancer (OPSCC) than Caucasian Americans, with corresponding worse outcomes, was adequate representation of HPV-positive African American patients. This study examined survival outcomes in HPV-positive and HPV-negative African Americans with OPSCC. The study cohort of 121 patients with primary OPSCC had 42% African Americans. Variables of interest included age, race, gender, HPV status, stage, marital status, smoking, treatment, and date of diagnosis. Caucasian Americans are more likely to be HPV positive (OR = 3.28; P = 0.035), as are younger age (age < 50 OR = 7.14; P = 0.023 compared with age > 65) or being married (OR = 3.44; P = 0.016). HPV positivity and being unmarried were associated with being late stage (OR = 3.10; P = 0.047 and OR = 3.23; P = 0.038, respectively). HPV-negative patients had 2.7 times the risk of death as HPV-positive patients (P = 0.004). Overall, the HPV-race groups differed (log-rank P < 0.001), with significantly worse survival for HPV-negative African Americans versus (i) HPV-positive African Americans (HR = 3.44; P = 0.0012); (ii) HPV-positive Caucasian Americans (HR = 3.11; P = < 0.049); and (iii) HPV-negative Caucasian Americans (HR = 2.21; P = 0.049). HPV has a substantial impact on overall survival in African American patients with OPSCC. Among African American patients with OPSCC, HPV-positive patients had better survival than HPV negative. HPV-negative African Americans also did worse than both HPV-positive Caucasian Americans and HPV-negative Caucasian Americans. This study adds to the mounting evidence of HPV as a racially linked sexual behavior life style risk factor impacting survival outcomes for both African American and Caucasian American patients with OPSCC. ©2013 AACR.