Black Students In Higher Education Research Articles

Race Based Admissions and Affirmative Action: Revisiting Historical Implications on Black Students in Higher Education

Race Based Admissions and Affirmative Action: Revisiting Historical Implications on Black Students in Higher Education

The Non-Financial Factors that Can Explain the Low Graduation Rate of Black Students in Higher Education

Aim/Purpose: The purpose of this paper is to evaluate literature that considers how non-financial factors can influence the enrollment and the low graduation rates of Black students in higher education institutions. Background: Non-financial factors such as the academic, social, and family environments can have a significant impact on the school trajectory of individuals in Black communities. In this paper, we reviewed and analyzed qualitative and quantitative papers that examined school environmental factors as well as social and family environmental factors. Methodology: This paper is a review of the recent literature around the social factors influencing Black students’ academic experience. Findings: The main social factors retained from the literature that affect the graduation rate of Black students in higher education are adjustment and challenges, type of school and structure, stereotypes and prejudices; family background and structure effect, peers’ effect/role models and students’ social status, and non-linear academic path. Impact on Society: We seek to highlight information about how family and social environmental elements intersect with the school environment and how this intersection affects academic success and dropout rate.

I am Because We Are:

Despite the fact that more Black students than ever pursue graduate education, the experiences of Black graduate students in higher education and student affairs programs leave much to be discovered. This work aims to shed light on the interconnections of Black students in higher education and master's programs in student affairs, as well as the impact of peer mentoring on their transition to graduate school. This scholarship concludes with recommendations for assisting this population's growth at the outset of their academic careers.

Black maternal health scholars on fire: Building a network for collaboration and activism.

Black maternal health scholars on fire: Building a network for collaboration and activism.

Racial inequality in the Brazilian labor market and the role of education

Do differences in wages between white and black workers arise because of discrimination or because of differences in productivity? This report tries to answer this questions by analyzing recent patterns in racial inequality in the Brazilian labor market and education. In addition to that, we also discuss some of the most important works on racial inequality. We show that racial differences in earnings are large and persistent, even when we consider workers with higher education or in the same occupational group. Using data from Brazil, we show that a considerable part of racial gaps in wages are due to differences in education related to years of schooling, quality of education, and majors attended in college. We also present data on recent trends in educational inequality. Access to higher education has improved fast in Brazil in the last decades, especially among black youth. However, there are still large differences in access between black and white children. Black students in higher education attend less prestigious courses than their white counterparts. Moreover, the performance of black teens in exams by the end of high school is worse than that of white students, and recent trends suggest that these differences in performance are widening.

Africana Studies Catalytic Consciousness (ASCC) Theory: A Cosmic Understanding of the Impact of Africana Studies

Colonization, enslavement, and institutionalized oppression have disrupted the relationship between the educational experiences of Black students and the fate of African/Black communities. Research has shown that Africana studies has demonstrated the capacity to realign the education of Black students in higher education, leading to the advancement of communities of African descent. This analysis aims to present Africana studies catalytic consciousness theory as a framework for determining the effects of taking Africana studies classes on students who self-identify as being of African descent on college and university campuses—particularly at institutions where they are underrepresented. The main elements of the effects of Africana studies are illustrated through the lens of the Dagara cosmic wheel and its elements: fire, water, earth, mineral/stone, and nature/vegetation.

When Relevance Is No Longer the Question

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.

AÇÕES AFIRMATIVAS E PERMANÊNCIA DE NEGRO/AS NO ENSINO SUPERIOR: AS NARRATIVAS DOS ESTUDANTES

The article presents the results of a research on the permanence of black students in higher education. The locus of the investigation was the Training Center for Teachers of the Federal University of the Reconcavo of Bahia. For the construction of the data we use a qualitative research, using, for this, the narrative interview. We highlight the place of affirmative action and its role in meeting the needs of black students, particularly their stay in university.

The Invisible Tax: Exploring Black Student Engagement at Historically White Institutions

Given the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on historical and contemporary experiences of Black students in higher education, this paper argues that traditional readings of student engagement theory fail to capture the complexities of Black student engagement. In confronting anti-Blackness, these students pay an invisible tax that manifests in the mental, physical, and emotional resources that could be allocated to promote success in the campus environment but are instead utilized to merely survive as students. Black students experience a set of inherent dilemmas; they are both invested in higher education for social uplift, and they simultaneously employ Black nationalist ideals through their student organizing—these challenges are present within the broader trajectory of Black education.

Black Students in 21st Century Higher Education: A Closer Look at For-Profit and Community Colleges <em>(Editor's Commentary)</em>

Most of the research on Black students in higher education today reflects their educational trajectories at predominantly White public and private four-year nonprofit institutions and historically Black colleges and universities. While this scholarship has contributed to our understanding of educational experiences and inequalities, it does not adequately capture the reality and scope of Black students in the 21st century higher education landscape.More Black students are enrolling in and at record rates in the for-profit and community sector. In 1982 enrollment after high school was 40 percent for Blacks compared with 53 percent for White students (Baum, 2013). In 2011 these rates were nearly the same, as 65 percent of Blacks enrolled compared with 69 percent of Whites (Baum, 2013). Since 1995, 82 percent of new White enrollments have gone to the 468 most selective colleges, while 68 percent of new African American enrollments have gone to the two-year open-access schools (forprofit and community colleges; Camevale & Strohl, 2013). Some states boast exceedingly high numbers. California community colleges and for-profit colleges account for close to 70 percent of Black student enrollment in postsecondary education (Rooks, 2013). This commentary serves as a close examination of the community and for-profit sector that continue to play an instrumental role in shaping access, equity, and educational outcomes for Black students in contemporary American higher education.Community Colleges: An OverviewCommunity colleges in the United States have been described many ways over the years, as democracy's college, the door college, and the people's college (Pusser & Levin, 2009). Community colleges offer a variety of services, including academic and career counseling, tutoring, and developmental education, as part of their effort to respond to a wide range of student readiness (Iloh, in press). Today community colleges serve a wide variety of functions in the educational marketplace and their importance in the economic development of this country is well-documented (Morrice, 2011). Recently, as a part of his effort to build a stronger foundation that will allow Americans to lead in the global economy, President Barack Obama announced an initiative to strengthen our nation's community colleges, and called for five million additional graduates by 2020 (Brandon, 2009).Community students are usually accepted on a first-come-first-serve basis, up to the capacity of the institution (Bailey, Badway & Gumport, 2001). In addition to their commitment to meeting their local communities' educational needs, community colleges seek to serve all who have the need and desire to participate in postsecondary education (Gleazer, 1980; Mullin, 2010). These open admissions policies have contributed to their high demand as well as concern over their funding and capacity constraints. The institutions are of particular importance as they are the primary source of postsecondary education opportunity for students of color, low-income students, and students who attended poorly funded high schools (Rosenbaum, Deil-Amen & Person, 2009). Unfortunately, many community colleges today face a funding crisis, enrollment growth that strains capacity, unsustainable rates of developmental education, unpredictable shifts in labor market demand, growing competition for enrollments and revenue from for-profit providers, and a loss of leadership of daunting proportions through retirements (Pusser & Levin, 2009).Education researchers and policymakers often debate about the role and utility of community colleges. Advocates of community colleges assert that these institutions are usually more affordable, provide the option of transfer, and students can earn short-term certificates or associate degrees that prepare them for specific occupations. Proponents have also argued that community colleges serve a vital role for some student populations (Dougherty, 1994; Morrice, 2011). …

Black on black encounters: Exploring some psychological and political processes among black professionals and students in black-only support groups

This article examines the issues for black professionals in welfare organisations and black students in higher education as we interact with each other as black people. It offers a blend of empirical description and theorising of the group dynamics that occur as black professionals and black students interrelate in black-only groups. It shows how diverse and complex the issues are and it invites us to re-think the notion of 'black identity'. The politics of identity is the politics of how individuals and members of minorities perceive themselves (as opposed to the hegemony that society might impose upon them). The struggle for hegemony is not only played out on a national or international stage but also between groups and individuals within groups.

Assessment and Retention of Black Students in Higher Education

Over the past 60 years, considerable research has been devoted to assessing characteristics of college students. The two primary purposes that have driven these investigations are (1) a search for accurate methods to identify students who are likely to experience problems in college, and (2) the search to develop valid and powerful means to predict dropout. It is fair to say that, for both purposes, the research has largely produced ineffective methodologies and particularly questionable applications for predicting the performance of Black students. Where limited successes have been achieved, replications have failed. These research efforts are selectively condensed and reported in this article. Additionally, a summary of assessment instruments that offer data potentially useful for making admissions decisions is presented. These instruments were examined to identify devices that show sufficient predictive validity to justify their use as part of a beginning freshman assessment program. Lastly, assessment is related to retention programs.The primary purpose of this article is to identify outcomes that an assessment program oriented to Black students in higher education can reasonably be expected to produce. Thus, the decisions about which purposes and procedures should be implemented are not addressed. The intent here is to explore components of a database upon which retention decisions and actions may be developed.THE ASSESSMENT TREADMILLIn the mid-1970s, educational psychologists led an exciting crusade that held great promise to revolutionize educational practice. Based on the concept of learning as an individual and unique ability influenced by a constellation of aptitudes, a technology was proposed through which individualized instruction could become a reality. In many ways, this quest was the culmination of the observations of teachers and parents for thousands of years. This technology was based upon the understanding that learners differed and that these differences mattered. Thus, if teachers and parents could respond to all learners in accord with their special learning styles, achievement could be made more accessible and teaching more efficient. This idea of an interaction between learner aptitudes or characteristics and instructional treatments or methods was so powerful and intuitively appealing that it virtually consumed the intellectual candlepower of the time, generating both research and practice.However, that which burned so brightly did not burn long. With the publication of Aptitudes and Instructional Methods (Cronbach & Snow, 1977), the evidence was clear that aptitude-treatment interactions (ATIs) would not be the beacon that would lead to education equality. Several consistent findings contributed to the diminished promise of ATIs. First, most interactions were quite difficult to establish and, when established, proved to be unstable. Second, the search for important aptitudes for which effective treatments could be developed showed little promise. In many cases, one treatment was about as effective as any other. Finally, time after time, a single aptitude emerged as the central variable that explained the vast majority of known variance. This variable was ability. Classically, the ability aptitude has been called intelligence, and when controlled for, other aptitudes rarely account for a sufficient amount of variance to warrant developing special treatments.The literature on predicting college success is also replete with attempts to predict academic performance. Three of these attempts will be discussed here, not because they are models to emulate, but because they illustrate consistent findings. These results, from separate and independent sources, lead to essentially a single conclusion: that prediction of future performance is technically possible but practically unfeasible.The first is a long tradition of attempts to measure study abilities. Beginning in the 1930s, psychologists, counselors, and learning improvement specialists began developing devices purported to assess study skills in some form (Sherman, 1990, 1991). …

Toward Black Undergraduate Student Equality in American Higher Education.

Introduction--Contemporary Barriers to Black Student Equality in Higher Education by Michael T. Nettles Factors Related to Black and White Students' College Performance by Michael T. Nettles Black and White Students' Performance and Experiences at Various Types of Universities by Michael T. Nettles The Education of Black Students on White College Campuses: What Quality the Experience? by Walter R. Allen Some Cost and Benefit Considerations for Black College Students Attending Predominantly White Versus Predominantly Black Universities by Jomills Henry Braddock, II, and James M. Partland The Role of Colleges and Universities in Increasing Black Representation in the Scientific Professions by Willie Pearson, Jr. The Role and Responsibility of the Federal Government: Strategies for Achieving Qualitative Equality at the National Level by Cynthia G. Brown The State Role in Achieving Equality of Higher Education by John B. Williams The Role of Private Interests Groups in Achieving Equality for Black Students in Higher Education by Reginald Wilson Conclusion: Strategies for Action by A. Robert Thoeny

Black Students in Higher Education.

Black Students in Higher Education.

Participation of Black Students in Higher Education: A Statistical Profile from 1970‐71 to 1980‐81

*A special report by the U.S. Department of Education, Office of the Assistant Secretary for Educational Research and Improvement, Nov. 1983.

Black Students in Higher Education: Conditions and Experiences in the 1970s

Black Students in Higher Education: Conditions and Experiences in the 1970s

Black Students in Higher Education: Conditions and Experiences in the 1970s.

Black Students in Higher Education: Conditions and Experiences in the 1970s.

Special Programs for Black Students in Higher Education: The Need For Reorganization During a Conservative Era

Journal of Non-White Concerns in Personnel and GuidanceVolume 11, Issue 3 p. 114-121 Special Programs for Black Students in Higher Education: The Need For Reorganization During a Conservative Era Richard P. Francisco, Richard P. Francisco Assistant Professor Richard P. Francisco is a counseling psychologist and assistant professor of counseling, University Counseling Center, University of Oregon, Eugene. Portions of this article were presented at the Fourth Annual Conference of the Willamette Valley Racial Minorities Consortium, November 13–14, 1981.Search for more papers by this author Richard P. Francisco, Richard P. Francisco Assistant Professor Richard P. Francisco is a counseling psychologist and assistant professor of counseling, University Counseling Center, University of Oregon, Eugene. Portions of this article were presented at the Fourth Annual Conference of the Willamette Valley Racial Minorities Consortium, November 13–14, 1981.Search for more papers by this author First published: July 1983 https://doi.org/10.1002/j.2164-4950.1983.tb00109.xCitations: 7 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume11, Issue3July 1983Pages 114-121 RelatedInformation

Black Students in Higher Education: Conditions and Experiences in the 1970s

Black Students in Higher Education: Conditions and Experiences in the 1970s

Black Students in Higher Education: Conditions and Experiences in the 1970s

Black Students in Higher Education: Conditions and Experiences in the 1970s