Historically Black College Or University Research Articles

Black Men Writing, Reflecting, and Discovering Self: Personal Narrative Essays of College-aged African American Men at an All-male Historically Black College or University (HBCU)

<p>Personal narratives are studied in many disciplines, but theoretical analysis of the personal narrative in composition classes has lagged behind the research. This qualitative study examines the personal narratives of thirty Black college-aged men. This study presents the feelings and thoughts of Black males through their personal stories and perspectives; in the study, they detail their life experiences. The narratives were analyzed for elements of narrative discourse, which include (1) Thesis; (2) Transitions; (3) Use and Evaluation of Sources; (4) Audience, Tone, and Rhetorical Appeals; (5) Organization; (6) Claims, Warrants, and Support; (7)Paraphrases, Direct Quotes, and Summary; (8) In-text Citations and Works Cited Page; (9) Style and Syntax; and (10) Mechanics (see scoring procedures). Each narrative was analyzed according to the criteria described in the Personal Narrative Rubric; the number of elements was counted for each category. The researcher recommends additional narrative studies of Black men in different age groups, educational backgrounds, social and economic levels, and geographical regions.</p>

Potential Impact of Race and Ethnicity on Pharmacy Residency Match Rate and Match Participation

ObjectiveThe purpose of this study was to investigate if a correlation exists between a student’s self-identified race or ethnicity and their rates of participating in the match or matching with a pharmacy residency. MethodsThis retrospective cohort study included pharmacy graduates from 2016 through 2021 at two schools/colleges of pharmacy, a Historically Black College or University and a non-Historically Black College or University. The primary outcome was to compare the percentage of underrepresented minority (URM) students and non-URM students who successfully matched with a postgraduate year 1 pharmacy residency. The secondary outcomes compared rates of participation in the match and the effects of student-related factors that influenced match success and participation rates between URM students and non-URM students. ResultsOf the 900 included students, 273 participated in the match. The match rate among students participating in the match was 53.5% (146 of 273) with 50.3% (84 of 167) in the URM group compared to 58.5% (62 of 106) in the non-URM group (P = .186) successfully matching. Rates of match participation were lower for students identified as URM (26% vs 39.3%, P < .001). When adjusting for previously published predictors of match success, URM status did not significantly affect match rates or match participation. ConclusionAt two schools of pharmacy, URM students were less likely to participate in the match but just as likely to match to an American Society of Health-System Pharmacists residency in the univariable analysis. However, when adjusting for other characteristics, there was no difference in match participation or match success in students who self-identified as URM.

Risk factors of food insecurity among students at diverse post-secondary education institutions: a cross-sectional examination.

Identify the prevalence of food insecurity (FI) and compare sociodemographic, mental, physical, behavioral, and environmental risk factors for FI among students at a private university, community college, and historically black college or university (HBCU). Adult students attending a private university, community college, or HBCU (n = 4,140) located within the southeastern United States. Using an online survey (2017-2019), FI, sociodemographic, mental, physical, behavioral, and environmental data were collected to understand their association with FI. Up to 37.1% of students experienced FI. Identifying as black, other/multi-racial, having poor sleep, federal loans, depressive symptoms, high stress, social isolation, or a chronic condition were associated with FI. These associations varied by institution. FI is prevalent within diverse post-secondary institutions that serve traditional and nontraditional students with risk factors varying between institutions. The prevalence of FI and risk factors can inform institutional policy responses to ameliorate the effects of FI.

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

The development, implementation and early learnings of a training program to advance interest in behavioral research careers among undergraduate BIPOC students majoring in psychology

ObjectivesBlack, indigenous and people of color (BIPOC) remain underrepresented in research occupations. This report discusses a collaboration to train undergraduate BIPOC students in clinical research between a public health institute, two medical schools, and a historically Black College or University (HBCU). This nine-month program trained BIPOC undergraduates in research methodology, psychology, and addiction science, and immersed trainees in real-world research. The program included didactic seminars, experiential activities, and a mentored research project culminating in a poster and oral presentation.MethodsKey learnings, program satisfaction survey results, and preliminary outcomes from the first three program cohorts (N = 6 students) are presented. This program addressed several barriers hypothesized to contribute to the limited number of BIPOC students pursuing research careers, including mentorship from BIPOC faculty and financial concerns.ResultsStudents reported moderate to high satisfaction with the program and endorsed gaining new research skills. Limitations and future directions are discussed.ConclusionThe expansion of the BIPOC health and research workforce is an urgent priority given the importance of BIPOC professionals to the health of our nation.Trial registrationClinicalTrials.gov Identifier: NCT04650386.

Policy Solutions: It’s more than money: Supporting the Black school

Former NFL football star Deion Sanders set off controversy when he announced he was leaving his post as head football coach at Mississippi’s Jackson State University, a historically Black college or university (HBCU), to go to University of Colorado. Jonathan E. Collins discusses how the concept of HBCUs could be taken up by public schools that primarily serve Black students. This would be preferable to considering majority Black schools as segregation failures lacking in resources.

A Black Feminist Analysis of Patient Provider Concordance in Sexual Health Care

Racial disparities in gynecological health have persisted over time. Interestingly, there is a dearth of research that centers Black women’s experiences with gynecologists and even less research that uses Black feminist theory and methods. We use semi-structured interviews ( N = 39) to understand the sexual health care related experiences of Black women at a Predominately White Institution (PWI) and a Historically Black College or University (HBCU). We found that the following themes captured Black women’s experiences: (1) Feeling Ignored, (2) Having Their Intelligence Insulted, (3) Receiving Proper Help and Education, (4) Benefits of Concordance across Race and Sex Categories, (5) Discomfort Due to Sexual Taboos, (6) Perceived Medical Racism, (7) Impact of other Intersectional Identities, and (8) No Impact. Implications for enhancing experiences with sexual health care appointments and improving patient provider relationships are discussed.

The Effects of Undergraduate Research Experiences as Reported by Texas A&amp;M University System Louis Stokes Alliance for Minority Participation Students

In 1991, the Texas A&amp;amp;M University System was one of the first six Louis Stokes Alliance for Minority Participation (LSAMP) awardees. In the three decades of programming, several high impact practices (HIP) have been emphasized. One of them, undergraduate research (UR), is discussed. All members of the Alliance are part of the Texas A&amp;amp;M University System and undergraduate research was supported through a variety of initiatives on the Alliance campuses. Data presented chronicle student perspectives. Topics addressed are the impact of involvement in undergraduate research on academic outcomes, interest in further engagement with research, interest in graduate school, and career goals as well as the patterns of research engagement participants experienced and the forms of learning that resulted. These materials are presented regarding an audience that was overwhelmingly underrepresented minority students all of whom were pursuing science, technology, engineering, or mathematics (STEM) degrees. Students reported UR influenced their academic outcomes, further engagement with research, interest in graduate school, and career goals while facilitating learning and skill development. These findings, for URM students from institutions with three different Carnegie classifications that are a predominantly white institution, two Hispanic-serving institutions (HSIs), and a historically Black college or university (HBCU), parallel outcomes reported in the literature for investigations focused on general student populations suggesting that UR benefits are generalizable regardless of institution type and ethnicity/race of the participant. Findings also suggest that these patterns apply regardless of the student’s year in school. Material presented details the research elements commonly included in TAMUS LSAMP UR experiences and in which areas students reported the most learning. Thus, this document touches on topics important in addressing development of an adequate, well-trained, and diverse STEM workforce. It also confirms the efficacy of a highly replicable approach to facilitating a HIP, undergraduate research, with students from underrepresented groups.

Notes from the Special-Issue Editor

Notes from the Special-Issue Editor

Assessing How Perceived Inclusion Affects Minority Employees’ Organizational Satisfaction in higher Education Institutions in the U.S.

In the present study, the author examines how perceived inclusion affects minority employees’ organizational satisfaction in higher education institutions in the United States. A quantitative exploratory approach was used for this study. The methodology involves measuring the relationship between minority status and job satisfaction for employees in higher education institutions in the U.S. if any, and the relationship between minority employees’ status and their perception of inclusion in their workgroups. Data was collected using an online panel survey of higher education employees in the United States using Amazon's Mechanical Turk (MTurk); a crowdsourcing platform. A sample size of (N = 1,898) subjects were sought to complete the online survey. The present study’s results illustrate a new finding which was that when comparing minority groups engaged in higher education organizations with their minority peers employed at a Historically Black College or University (HBCU) or other minority-serving institutions, minority individuals employed in higher education institutions felt less included and satisfied than the ones involved in HBCU or other minority catering organizations. Findings demonstrate there is a statistically significant positive correlation between inclusion and workplace satisfaction. The results also show there are differences in inclusion by demographic status, sexual orientation, disability status, religion, and type of workplace. The study’s results reveal that minority groups employed in higher education organizations have a low sense of belonging, which may result in dissatisfaction with the workplace and eventually force them to quit their jobs.

Differences in internalizing symptoms between those with and without Cannabis Use Disorder among HBCU undergraduate students

Objective To determine the differences in internalizing symptoms between those who met criteria for Cannabis Use Disorder (CUD) and those who did not in young adults attending a Historically Black College or University (HBCU). Participants The sample included 619 undergraduate students, with 110 (18%) who met criteria for CUD. Methods Participants completed an online survey, which included demographic, anxious and depressive symptomatology, and substance use assessment. Results Those who met CUD criteria reported more depressive symptoms (M = 22.83 ± 10.74) and anxiety symptoms (M = 45.70 ± 12.82) than their non-CUD counterparts (M = 19.17 ± 10.58; M = 40.57 ± 14.11, respectively). Conclusion Differences between those who met criteria for CUD and those who did not are consistent with previous literature and may aid in characterizing internalizing behaviors in HBCU students with CUD. Future research should examine the subgroups that may cycle through withdrawal symptoms, despite not having severe CUD. This subgroup may be at higher risk for psychopathology than their severe counterparts.

Nutrition Knowledge and Intake in Division I HBCU Athletes

Identify the need for a registered dietitian to provide nutrition education and increase energy intake. Adequate dietary intake with appropriate macronutrient intake may help optimize nutritional status for athletic performance. Nutrition education may help student-athletes (SA) manage energy intake with some success. Therefore, the purpose of this study was to assess nutritional knowledge and intake of National Collegiate Athletic Association Division I SA at a historically black college or university (HBCU). Nutrition Knowledge Questionnaire (NKQ 56-question) administered with Qualtrics to SA (n=300). The NKQ (total score=110) contains four sections: I-Dietary Recommendations (maximum=11); II-Sources of Foods/Nutrients (maximum=69); III-Choosing Everyday Foods (maximum=10); and IV-Diet/Disease Relationship (maximum =20). Additionally, a separate cohort of athletes (n=28) recorded dietary intake for 3-days. Dietary data was entered into Nutrition Data System for Research (UMinn. NCC). Participation was voluntary. NKQ (n=64): 21.3% response rate, 42% male, 58% females and a total NKQ Score of 38.8+24.1. Scores for each section: I-5.3+2.9; II-26.4+17.9; III-3.0+2.3 and IV-4.2+3.3. Dietary intake (n=28), 46% female, 53% male with a resting energy expenditure of 11.3 kcal/kg. Actual energy intake: 17.5 kcal/kg, carbohydrates 2.2g/kg, and 0.7 g/kg for protein and fat. Despite the small sample size, nutritional knowledge in SA at a HBCU was noticeably poor coupled with low energy consumption. Consistent nutritional screening or guidance has not been available to SA who participated in both studies. However, the findings raise awareness for the need for a registered sports dietitian for nutrition education. Future research will look to develop nutritional programs aimed at improving nutritional knowledge to educate SA about the importance of nutrition and performance.

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU.

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

Determination of predictors impacting performance on the third-year pharmacy curriculum outcomes assessment at a historically Black college of pharmacy

IntroductionThe Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized exam developed by the National Association of Boards of Pharmacy (NABP) in 2008 to measure the curriculum in relation to student progress. The purpose of the study was to determine the impact of pre-admissions and pharmacy school variables on third-year student PCOA performance at a Historically Black College or University (HBCU) College of Pharmacy. MethodsA retrospective analysis was conducted using data from three cohorts of students who took the PCOA in their third professional year from 2015 to 2017. An independent samples t-test, correlation analysis, and multivariate linear regression were conducted to determine the relationship between student characteristics and the PCOA score. ResultsThe mean PCOA scaled score for the third-year pharmacy students was 349.6 ± 46.20 while the mean Pharmacy College Admission Test (PCAT) percentile was 62.7 ± 14.5. Most students (67%) self-identified as Black and the majority (54.9%) were female. The PCOA scores were correlated with the PCAT percentile (P < .001) and the cumulative grade point average (GPA) through the fall semester of the third professional year (P < .001). After adjusting for other factors, the cumulative GPA through the fall semester of the third professional year (P < .001) and PCAT percentiles (P < .001) remained predictive of students PCOA scores. ConclusionsThe cumulative GPA through the third-year fall semester and PCAT percentiles are important factors in helping to predict PCOA scores among third year pharmacy students at a HBCU.

A Simple and Inclusive Citation Ranking of U.S. Law Schools

Scholarly impact, academic influence, or faculty reputation: call it what you will, there is a general sense that the work that law professors do outside the classroom is important part of what law schools have to offer, and what distinguishes one from another. Unfortunately, the academic ranking that seems to have captured the most attention, the Sisk rankings, is not fit for purpose. The Sisk rankings arbitrarily excludes the majority of ABA accredited law schools, including several that outperform many of those ranked by Sisk and every law school based at a Historically Black College or University (HBCU). This exclusionary approach to ranking schools is unfair and unnecessary. It is unfair because it falsely implies that certain disfavored or overlooked schools are inferior to those deemed worth ranking. Moreover, even the exclusion of schools that don’t outrank Sisk’s preferred schools once the playing field has been leveled is also unfair. It suggests that the overlooked schools are not even in the same league as those that are ranked, rather than being separated by matters of degree. This unfairness is unnecessary. In this Essay, I offer a much fairer and more straightforward ranking of U.S. law school faculty impact based on the median five-year citation count of doctrinal faculty in law reviews and journals in the HeinOnline database. My rankings include every U.S. law school in the HeinOnline database, i.e. every ABA accredited school. Furthermore, to demonstrate that the unfairness of the Sisk rankings do not depend on the minutia of calculation, I provide several alternative rankings based on mean, median, and total citations within the past five years, and various combinations thereof. No matter how you crunch the numbers, several schools that ignore actually outperform the ones he chooses to rank.

Assessing the validity of the Self-Report Webexec Questionnaire: Self-report vs performance neurocognitive inferences

The Webexec is a self-reported neuropsychological measure, which previous research suggests is associated with personality and executive functions. Though the Webexec could be useful for brief neuropsychological assessment, there is limited literature examining its validity. The current study’s purpose was to determine Webexec’s validity and association with mood symptomatology in two Historically Black College or University (HBCU) undergraduate student samples. Study 1 employed a neurocognitive battery for convergent validity testing, while the second study utilized psychological measures to determine the Webexec’s association with mood-based symptomatology. Study 1 included 149 participants, with a mean age of 20.08 (SD = 1.75) years. Participants completed a demographic questionnaire, the Webexec, and a neuropsychological battery. The neuropsychological battery measured verbal fluency, visual scanning, and working memory. The Webexec was positively associated with working memory (r = 0.18, p = 0.03), but no other neuropsychological measures. Study 2 utilized an online survey with 799 HBCU participants. Results suggest Webexec was associated with depressive symptomatology (r = 0.41, p = 0.01), anxiety symptomatology (r = 0.39, p = 0.01), and impulsivity (r = 0.21, p = 0.01). Taken together, results from both studies suggest the Webexec is not consistently associated with performance measures of executive function and maybe more consistent with self-reported psychological symptoms.

Interpersonal Violence Among African American Young Adult Women and the Violence Interruption Process as a Bystander Intervention

Few articles have focused specifically on interpersonal violence (IPV) and interventions in college-attending African American women. As bystander interventions become more prevalent in IPV prevention, it is important to understand how empathy can be impactful in changing belief systems and perceptions of IPV. Capturing the nuances of violence and communal responsibility for prevention within communities of color (African American) provides the scope of this paper. The Violence Interruption Process (VIP) as a bystander intervention focused on sociocultural contexts in the African American community to interrupt patterns of violence. Didactic presentations were conducted at a Historically Black College or University (HBCU) to 406 students for a 2- to 4-week period with male and co-ed groups. Groups were facilitated for 1.5 h each for the time period, and facilitators guided bystander intervention role-plays and experiential activities. Descriptive feedback indicated new insights and action by participants. Responses emphasized a better understanding of victims of violence in its varied forms, increased empathy toward others, and more sensitivity toward IPV as a general concept with a willingness to intervene. Attitude changes among male participants were particularly attributed to identifying ways in which persons had experienced violence in their lives. Participants reported that this helped them in empathic understanding. Further, they reported making connections between this understanding and intervening as an ally to victims in IPV situations. Making changes and stopping violence in the community as a community may be effective practice in violence intervention processes.

PLUS Borrowing in Texas: Repayment Expectations, Experience, and Hindsight by Minority-Serving Institution Status

After decades of college costs outpacing inflation, institutions of higher education have become less able to meet the full financial need of students (Clark, 2015) (Walizer, 2018). For families trying to fill this gap, the Federal Direct PLUS for parents (PLUS) has been an increasingly popular, but problematic, financing option. The program enables parents to incur substantially larger amounts of education debt than their college student children even though the parents, unlike their children, receive no direct economic returns on the investment. Eligibility for PLUS entails only a modest check for adverse credit, not a more thorough – and common – check of credit worthiness that reflects ability to repay the debt. Consequently, some parents with low credit scores may borrow more than they could reasonably be expected to repay, but lack some of the programmatic repayment options and protections available to student borrowers. And, because loan counseling is not mandatory for PLUS borrowers, some parents may be less informed than student borrowers. For these reasons, Trellis conducted a study of parent borrower repayment patterns and a qualitative analysis of parent perceptions of the loan process and its effect on other financial experiences. In particular, Trellis examined the experiences of parents whose children borrowed while at either an Historically Black College or University (HBCU) or a Hispanic Serving Institution (HSI) since these schools serve a higher proportion of students from low-income families who might have lower credit scores. Additionally, these minority serving institutions (MSIs) historically have been underfunded and, consequentially, often lack the financial strength to meet the full financial need of its students whose parents, in turn, become more reliant on PLUS loans to gain access to higher education for their children. This study found similarities and differences in borrowing experiences between MSI parents and Non-MSI parents.

Student Learning Communities: An Avenue to Academic Affairs and Student Affairs Partnerships at Historically Black Colleges and Universities

AbstractThis chapter provides an insiders’ view of a partnership between student affairs and academic affairs at one historically Black college or university (HBCU). Using a learning communities initiative as the primary example, we describe how the two divisions have intentionally created a durable working partnership for student success.

HBCU Collegiate Students’ Reflections of a Youth-Adult Partnership

Leisure service providers consistently initiate positive youth development (PYD) programs for youth. Implementing a modified approach to providing services for youth community members, adult participants partnered alongside youth to form a youth-adult partnership in the current study. This article examines the influence of a youth-adult partnership from the reflections of adult participants in a Health, Physical Education, and Recreation (HPER) program at a Historically Black College or University (HBCU). Responses from pre and post-partnership focus group sessions displayed the personal and professional development the partnership provided adult participants. Findings from their reflections show support for HBCU’s HPER program’s impact while working alongside youth community members. Strengths and weaknesses of youth-adult partnerships (Y-AP) are identified for aspiring leisure service providers and collegiate programs who seek to form successful Y-AP. Subscribe to JPRA