African American Graduate Research Articles

"Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School

A group of African American women who had completed or were seeking graduate degrees in education over a 10-year period participated in a study to assess their experiences. Responses were gathered by the use of two surveys mailed to participants followed by focus groups. Responses from 50 African American women were gathered through the surveys and 30 of those respondents participated in the focus groups. The women talked about their motivation and goals for graduate school, professional experiences, sources of encouragement and discouragement, personal relationships, interactions with faculty, and self-esteem. America needs more Black graduate declared Julianne Malveaux (1996, p. 44) in Black Issues in Higher Education. Most faculty and students would agree that increasing the number of African Americans with graduate degrees is a worthy goal. However, relatively little is known about the experiences of African American students currently in graduate school. Understanding the obstacles and challenges faced by these students would certainly help to increase the number of African Americans entering graduate school in the future. What is known is that the total number of African American students in higher education, and in graduate school in particular, is much lower than the number of White students. A closer examination of the data also finds that African American women earn far more undergraduate and graduate degrees than do African American men (National Center for Educational Statistics [NCES], 2001). This outcome is, in part, a reflection of the fact that many African American men do not get to college, much less to graduate school. The recruitment of more African Americans to graduate school, as Malveaux (1996) suggests, is not enough. The real goal should be to increase the number of African Americans who complete a graduate degree. Student success in higher education is determined by an earned degree, not just admission. Therefore, increasing the number of African Americans in graduate school is only a partial goal. More African Americans must not only be admitted to graduate school but complete a graduate degree to be truly successful. To achieve the goal of increasing the number of African Americans with graduate degrees, we must have a better understanding of the environment graduate education presents to African American students. Better information and increased understanding of the experiences of current African American students are critical first steps towards providing better assistance and support to recruit and retain increased numbers of African American graduate students in the future. It is also safe to assume that any positive changes in the graduate school environment that benefit African American students will also improve the graduate experience for other students, regardless of race. Purpose of the Study This study was an attempt to examine the experiences of African American students in graduate school. In looking at the recent trends in African American participation in graduate study, it became quickly apparent that far more women enroll in graduate studies than do men (NCES, 2001). Of those women in graduate school, it was also clear that the largest proportion pursue graduate degrees in education. As a result, this study sought to examine the experiences of a group of African American women who were pursuing graduate degrees in education. By gaining a better understanding of the experiences of current students, it is hoped that inherent barriers and obstacles to graduate study might be mitigated and, in turn, more African American students will be encouraged to pursue graduate study in the future. Therefore, this study examined, in depth, the experiences of a group of African American women who earned or were pursuing graduate degrees in education. BACKGROUND FOR THE STUDY To be admitted to a graduate degree program, students must meet certain scores on standardized exams, present undergraduate grades at or above a predetermined level, and provide letters of recommendation from former faculty or supervisors. …

The Nation's Colleges Show a Modest Improvement in African-American Graduation Rates, but a Huge Racial Gap Remains

The Nation's Colleges Show a Modest Improvement in African-American Graduation Rates, but a Huge Racial Gap Remains

Critically Examining White Racial Identity and Privilege in Sport Psychology Consulting

Recently, there has been an increased effort to establish multicultural training programs for consultants working with diverse athlete populations. Although several authors have suggested that one aspect of such training is the examination of one’s biases related to race (Andersen, 1993; Martens, Mobley, & Zizzi, 2000), a systematic means of doing so has not yet been adequately discussed. In this article, I briefly discuss the field of whiteness studies, and the process of confronting what McIntosh (1988) has termed the “invisible knapsack of white privilege.” I then present the results of a life-history interview with a white male consultant, in which we discussed his changing sense of racial awareness and how he views his own white racial identity and the privileges associated with it. Finally, I discuss the results of a three-way discussion between myself, the consultant, and an African-American graduate student in sport psychology and present a preliminary account of white privileges specific to the applied field.

Demographics and diversity: graduates of an historically black university confront a growing Hispanic presence

Companies increasingly concern themselves with the question of diversity. As globalisation continues to speed along and demographics undergo major shifts, organisations may believe that a more diverse work group will increase their effectiveness. This article addresses issues that may impact the success of integrating recent African American business school graduates of an historically black university into the culture of an organisation. African Americans were asked to compare Hispanics, the fastest growing minority, to both themselves and to whites with reference to managerial ability. Results show that they view themselves as distinct and more qualified than Hispanics, but see little difference between Hispanics and whites. The greater the supervisory ability of the respondent (as measured by Ghiselli’s Self Description Inventory (1971)) the greater the disparity perceived between African Americans and Hispanics. Implications for organisations are discussed.

Editor's Note: African-American Student Graduation Rates

Editor's Note: African-American Student Graduation Rates

The presence of African American scholarship in early American criminology texts (1918–1960)*

This paper reviews the results of a citation analysis conducted to determine the extent of references to African American scholarship in American criminology texts published between 1918 and 1960. The analysis showed that African American graduates from the University of Chicago's “Chicago School”, including Charles Johnson, E. Franklin Frazier, Monroe Work, and Earl R. Moses, were cited most often. They were usually cited in discussions of either race or culture areas and crime. African American scholars' discussions of the effects of social, economic, and political conditions such as slavery, segregation, racism and oppression on crime and criminality, especially among African Americans, were generally not cited. These findings suggest that while claims that African American scholarship cannot be found in mainstream publications might be somewhat overstated as they relate to early American criminology texts, the most important themes found in the writings of African Americans were excluded.

The professional preparation of African American graduate students: A student perspective.

The professional preparation of African American graduate students: A student perspective.

The professional preparation of African American graduate students: A student perspective.

The professional preparation of African American graduate students: A student perspective.

Recruiting and Retaining African American Graduate Students

Recruiting and Retaining African American Graduate Students

African Americans and Graduate Social Work Education

This article reports on a study of career influences for a sample of African-American and other black graduates of MSW programs. The study isolated significant relationships between enrollment influences and selected demographic and career-related variables. ”Very important“ influences were career advancement, acquisition of new skills, professional status and credibility, and understanding professionalism in social work. Desire for professional development in social work was the dominant influence. Findings suggest that recruitment of African-American/black graduate social work students should incorporate strategies that address issues of job satisfaction, and recognize career priorities and professional aspirations. Implications for graduate social work education are discussed.

And the Winner is US: How We May All Benefit from Diversity in Academe

ing of AfricanAmerican graduate students. Via e-mail, I arranged to take Terrell to lunch. Where would you like to eat? I asked this tall, affable young man, fresh from South Central Los Angeles. Well, that's sort of a problem, he explained, I'm vegan. I'll get back to this lunch, but first, let me detour. John Friedl, in his July/ August 1999 Change article, rightly calls for more (and better) documentation of the benefits of affirmative action. My purpose here is to assert the value of a diverse faculty, but for reasons that may surprise, and reinvigorate, those looking for meaningful educational reform. There is something different about what African Americans bring to academe I call it a mandate for success without conquest. The desire to thrive intellectually without the historical sense of occupation imposed by the dominant group may look to some like an obvious difference in perspective. But it appears to me the signal of a mighty change in the making. In response to the shortage of AfricanAmerican faculty, particularly at research universities, certain programs are becoming increasingly successful at producing AfricanAmerican scholars. The Journal of Blacks in Higher Education, reporting on this trend, notes record enrollment at the nation's top schools. Cur ently, the four highest-ranked (by U.S. News & World Report) schools of education are, collectively, 9.7 percent black, led by Columbia Teachers College at 13.2 percent. The others, in order, are Stanford University, University of California-Berkeley, and Harvard University. Record enrollments, however, are not limited to top-tier schools. In fact, AfricanAmerican graduate school enrollments have averaged a 6 percent increase each year over the past decade and, according to the National Center for Education Statistics' most recent figures, there were 125,487 African America s in graduate school in 1996. Earned doctorates have grown by an impressive 70 percent, rising in 1998 to 1,467, evidence of improved retention and degree completion. Consequen ly, a record number of African Americans are now in the academic pipeline. These numbers resonate with my experience. When I began graduate school at the University of Washington 10 years ago, there were few African Americans in the program and even fewer i teres ed in faculty appointments. Now, as an assistant professor in the same college, not only do I see far more African Americans pursuing doctoral degrees, both at the local and national levels, but a surprisingly large percentage of those I've talked to plan on academic careers. Why doctoral Edward Taylor is assistant professor of education at the University of Washington. This research was supported in part by grant from the Institute for Ethnic Studies in the United States. <

Contrasted perceptions of abilities in business: African American vs. white business school graduates

Attempts to extend the work of a study which examined the differences that exist between the attitudes of White and African American college business students using the Blacks in Business Scale (Stevens, 1984). Considers particularly the perception of white students with regards to their beliefs about African Americans. Concludes that White students hold a positive view of their counterparts but African Americans still believe that White students have a less positive view of African Americans than they themselves possess. Discusses the implications for managers.

Stereotype Threat Reduction and Wise Schooling: Towards the Successful Socialization of African American Doctoral Students in Education

Efforts to increase minority representation in education faculty have generated changes in a number of departments of higher education. These changes, however, have lacked a unifying conceptual framework to either guide reform or measure outcomes. This article proposes stereotype threat and its antidote-wise schooling practices-as a conceptual framework to clarify and consolidate attempts to protect, nurture, and sustain the intellectual lives of minority students. Using interview data from African American graduate students in education, we show how some departments have significantly reduced stereotype threat and positively influenced students' academic career aspirations. Considerable attention has been paid to the low numbers of minority faculty at our nation's colleges and universities and the barriers faced in building a diverse professoriate (Collins, 1990; Gainen & Boice, 1993; Garcia, 1993; Harris, 1989; Klein, 1991; Lessow-- Hurley, 1989; Magner, 1993; Miller, 1991). The recent backlash against affirmative action has caused further concern that these numbers may erode. There have been systemic efforts to increase the number of qualified minorities pursuing faculty careers but their strategies have not been clearly conceptualized nor has their effect been well measured. This article juxtaposes departmental practices with the current experience of socialization for African American graduate students in education. Using Steele's stereotype threat reduction and wise schooling theory (1997) as a framework, we describe how policies and practices influence the academic career aspirations of African Americans. Based on interviews with graduate students at six universities, we discuss the substance of departmental reforms and assess how students' career goals are shaped by the interplay of faculty relationships with a receptive climate. This paper may have implications for other disciplines seeking to increase the number of minority students in the pipeline of Ph.D. production and describes specific practices that can protect, sustain, and nurture the academic and intellectual development of groups who are negatively stereotyped. Background and Rational The paucity of minority faculty is well recognized. It is rare to sit on a search committee that does not lament the dearth of qualified minority applicants coming through the Ph.D. pipeline (Brown, 1994; Jackson, 1991; Justiz, Wilson, & Bjork, 1994; Thomas & Asunka, 1995). Although rates of college attendance are nearly on par, with African Americans (who represent about 12% of the population) comprising 10% of undergraduates, the percentage of African American faculty is 5.1%. When those teaching at Black colleges are considered, the number at predominantly White universities is just 3.7% (Allen, 1992; Mickelson & Oliver, 1991; National Center for Education Statistics [NCES], 1995; NCES, 1997a). Graduate and professional school attendance by African Americans has increased significantly, in part because a number of departments have attempted to transform themselves into more democratic, diverse, and supportive programs. African Americans now earn 3.1% of all doctoral degrees, many of who are potential candidates for faculty positions (NCES, 19976). Why or why not these individuals choose academic careers remains poorly understood. Reasons for low representation of African Americans in the professoriate have been examined (Brown, 1994; Dey, 1994; Jackson, 1991; Justiz et al., 1994; Smith, 1992; Stanfield, 1995; Tack, 1992; Thomas & Asunka, 1995). For disciplines such as the physical and life sciences, with small numbers of African Americans, the lack of African American faculty can be explained as a supply-side problem. The situation in education, which has the highest percentage of African Americans in graduate school, appears to be more complex. African Americans now earn 10.4% of the Ph.D.s awarded in education (NCES, 19976). …

The African-American Graduate of Brown University Who's Challenging Senator Ted Kennedy

The African-American Graduate of Brown University Who's Challenging Senator Ted Kennedy

Grave Matters

Not Forgotten Authors Zora Neale Hurston and William Faulkner were as different stylistically as any two southern writers. The elegantandlyricalprose ofHurston andthe sometimes affected, sometimes convolutedwritings ofFaulkner could neverhaveflowedfrom the same ink orhave beenproducts ofa common keystroke. Yet the differentmeans by which both FaulknerandHurston achievedtheir artistic successes testify to the strength ofthe diversity in southern experience and perspective. So, too, do theirmostpersonalletters, which is why we havepaired these two authors, extraordinary in theirdissimilarity, togetherin this issue's Not Forgotten. The tone andcontentofWilliam Faulkner's note to Mary Frances Wiley, hisgoodfriend's wife, reflect a much differentaccount ofthe South, a much differentset ofconcerns,from Zora Neale Hurston's correspondence with W. E. B. Du Bois. Faulkner, revealedhere in his mannered, practicedglory, discusses a bit ofstrategic ambiguity in Go Down, Moses (andin theprocess removes some ofthatambiguity), while also rathercheerily finding the space in his short letter toflirt. Hurston's letterto Du Bois, on the other hand, is solemn anddirectanddemonstrates little ofthe luxury offrivolity. Elizabeth Robeson andNoelPolkguide us through these twopieces ofthe authors' moreprivate correspondence. We begin with Hurston's dignifiedappeal to die notforgotten. 98 Grave Matters BY ELIZABETH ROBESON The excerpts of this letter, published for the first time, are reprinted with the kind permission of the Estate ofZora Neale Hurston. The posthumous career of Zora Neale Hurston—and how it came about—is surely one of the remarkable events of American Uterary history. If the facts of Hurston's Ufe and death iUustrate the pathos of segregation, her celebrated rediscovery suggests die breadth of America's more recent cultural evolution. Hurston—arguably the most revered African American woman writer and on a short Ust of aU-time American favorites—died an indigent in a Miami-area welfare home in i960 after a Ufe ofhard-won accompUshment and sometimes bitter controversy. Winner of two Guggenheim feUowships and protégé of the pioneer anthropologist Franz Boas; first African American graduate of Barnard CoUege; performance artist and teacher; folklorist and ardent champion ofblack folk culture , Hurston energized the Harlem Renaissance with an electric personaUty discernible in her cry, "I am on fire about my people!" Hurston left behind four novels , two volumes of folklore, an autobiography, and a slew of short stories and articles—more than any previous black woman writer in America. "Ifshe did not achieve a commercial success," suggested die New York Times in her obituary, "that was the fault ofthe reading pubUc, not Miss Hurston." She was only in her sixties when she died. And as Alice Walker has pointed out, "Being broke made allthe difference."1 Had Hurston not Uved as a vagabond and suffered chronic poor health, she might weU have presided over her own revival. Instead , it was Walker who, having read Hurston's folklore coUections in 1970, set out to know aU she could about this remarkable writer. To her dismay she learned that Hurston's remains lay in an unmarked grave in aJim Crowed, snake-infested, south Florida diicket. With die help of Hurston's undertaker, Walker approximated the grave site in 1973 and placed a headstone there that stands today and reads, "Zora Neale Hurston, ? Genius of the South,' NoveUst, Folklorist, Anthropologist." Walker recounted that story for Ms. magazine in 197 5 and touched off a stillwidening commemoration of Hurston's Ufe and career that includes scholarly conferences and several dozen Web sites; an annual festival in her hometown of EatonviUe, Florida; images on T-shirts and postcards; and recent sales of more than one miUion copies of her best-known work, Their Eyes Were Watching God. But Hurston's ignominious end can never be overlooked and is, writes her biographer Robert E. Hemenway, "symboUc of the black writer's historical fate in America." Not Forgotten 99 Zora Neale Hurston. Courtesy ofMoorland-Springarn Research Center, Howard University. Given the chance, Hurston might have brisded at the comment, insisting, as she frequendy did, "I am not tragicaUy colored." But in a letter dated 1 1 June 1945 and filed away in the papers of W. E. B. Du Bois, Hurston anticipates the truth of Hemenway's words. Aboard her rattletrap houseboat, "The Cruiser Sun Tan," docked in Daytona Beach, Hurston wrote to Du Bois a few...

Statistics Anxiety among African American Graduate Students: An Affective Filter?

The recruitment and retention of African Americans in graduate schools remains a significant problem. Statistics anxiety has been found to be prevalent among graduate students, being implicated both as a barrier to success in quantitative courses and a barrier to completion of theses and dissertations. To date, it is unclear whether African American graduate students experience higher levels of statistics anxiety. Thus, the purpose of this study was to compare levels of statistics anxiety between African American and Caucasian American graduate students. A series of t tests revealed that the African American graduate students had higher levels of statistics anxiety than did their Caucasian American counterparts. Recommendations for future research are provided. Also, implications for educators responsible for recruiting and retaining African American graduate students are discussed.

An African-American Graduate Looks Out from the Ivy League

An African-American Graduate Looks Out from the Ivy League

Gender, Mentoring Experiences, and Salary Attainment among Graduates of an Historically Black University

The effects of gender and the development of mentoring relationships on salary attainment were examined among African-American graduates of an historically black institution of higher education. After controlling for a series of background, career, and organizational factors, there were no gender-based pay differences, and only those who had established mentoring relationships with white-male mentors displayed compensation advantages over graduates who had never formed mentoring relationships. These results are comparable to findings reported for majority and minority graduates of majority-culture schools of business and have implications concerning the ways in which companies and individuals work to maximize career potential.

Differences in Family-of-Origin Perceptions among African American, Anglo-American, and Hispanic American College Students

African American, Anglo-American, and Hispanic American graduate and undergraduate students reported their perceptions of their families of origin by completing the Family-of-Origin Scale. Responses were compared across gender and ethnicity using multiple analysis of variance and Student-Newman-Keuls method of multiple comparisonsfor post hoc testing. Using p &lt;.05 level ofsignificance, AfricanAmericans rated theirfamilies of origin significantly higher than did both Anglo-Americans and HispanicAmericans on the major scales of Autonomy and Intimacy and on the Intimacy subscales Range of Feelings, Conflict Resolution, and Empathy. African Americans also scored their families significantly higher than did Hispanic Americans on the Autonomy subscales Clarity of Expression, Openness, and Respect for Others. There were no significant differences between the responses of males andfemales or between Anglo-Americans and Hispanic Americans.

The impact of sexual activity and fertility timing on African American high school graduates' later life experiences.

Results from this study of 1,666 African American high school graduates' life experiences showed that a significant proportion of adolescent mothers were more successful than conventional stereotypes suggest Several had obtained professional jobs, had middle-income status, and were pursuing additional educational training. The author used data from the National Survey of Family Growth Cycle IV to examine a sample stratified by sexual activity and fertility timing: 474 virgins (28.5%), 570 never-pregnants (34.1%), 65 ever-pregnants (4%), and 557 adolescent mothers (33.4%). Across groups, most of the women had never married, with virgins and adolescent mothers the least likely to be in marital relationships. Of the four groups, virgins reported higher educational, financial, and occupational advancement. Implications for future research, education, and policy are discussed.