首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.  相似文献   

2.
There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K–12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.  相似文献   

3.
  相似文献   

4.
Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings.  相似文献   

5.
Historically Black Colleges and Universities (HBCUs), a set of US higher education institutions historically tasked with educating African–American students, receive both state and federal funding. However, state governments often assert operational control through the political process, potentially influencing how key resources are used. Do these different sources of publicness have competing effects on efficiency? Using a 5-year panel of financial and organisational data of HBCUs, this study explores the relative effect of each of these revenue sources on efficiency. The study finds that the efficiency of HBCUs is negatively impacted by higher proportions of state revenue, and that higher proportions of federal revenue have a positive effect on efficiency. This suggests that state governments should consider their political roles in assessing the performance of HBCUs, and that HBCUs might look to lessons from other organisations for methods to reduce the impact of state external control.  相似文献   

6.
With the decline in state and federal support for higher education continuing to plague colleges and universities across the U.S., many institutions are looking to increase the levels of support annually received from alumni and other constituencies. Research on alumni relations in American colleges and universities has historically focused on different factors related to charitable giving. Although this study has resulted in some valuable information for institutions to use for alumni involvement purposes, most of the research has not been able to produce a meaningful look into how alumni identify with their college or university after graduation. The purpose of this study is to assess how college and university alumni view their role with these institutions after graduation and how that perception relates to behaviors of support. An online survey was constructed to assess three dimensions of alumni role identity based upon previous research on the identification process of blood donation. This study took place through the alumni association at a large, public research university in the Midwest and found that those who displayed increased alumni role identity were more likely to support the university through joining the alumni association, attending university sponsored events and charitable giving. This study breaks ground for a new method of measuring the role of alumni within colleges and universities in efforts to increase support and ease the financial pressures of today’s institutions.  相似文献   

7.
Abstract

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an environment can displace and penalize those who do not adhere to the uniformity of heteronormative gender roles or respectability politics. Using intersecting themes that have emerged from press coverage of HBCUs as a departure, this article illustrates the ways Black respectability and conservatism are maintained through campus policy and creates an exclusionary environment for students on the margins. Through the conceptual lenses of respectability and othermothering we deconstruct this environment and opine that HBCUs, in these specific cases, stand in opposition to their founding mission of inclusion by perpetuating heteronormativity, stringent gender roles, and reinforce White supremacy. Ultimately, we call for HBCUs to reimagine the capability of campus environments to embrace variations of Blackness and disrupt marginalizing practices rooted in politics of respectability.  相似文献   

8.
This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice.  相似文献   

9.
Relatively little is known about the extent of marijuana use and related risk‐taking behavior by college students on historically Black colleges and universities (HBCUs). Undergraduate students (N = 212) from an HBCU in the southern region of the United States completed anonymous questionnaires that assessed their marijuana‐related behaviors and perceptions. Logistic regression analysis revealed risk factor profiles that provide college counselors with greater insight into prevention and treatment on HBCU campuses.  相似文献   

10.
This study relies on data from 388 junior and senior criminal justice majors to examine predictors of intentions to pursue graduate education in criminology, criminal justice, or a closely related field. Logistic regression results demonstrate that women, students who receive greater encouragement to attend graduate school, students with a lower aversion to reading, writing, and statistics, and students who perceive greater diversity intolerance are more likely to report graduate school intentions. Although students’ race was not found to be significant in the overall model, split-sample models revealed that the significance of predictors varied by race and ethnicity. In discussing the findings, special attention is given to the need for primarily White institutions (PWIs) to partner with historically Black college and universities (HBCUs). We conclude by calling for departments to redouble their efforts to diversify their faculty and student bodies.  相似文献   

11.
In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes.  相似文献   

12.
Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed.  相似文献   

13.

Recent research has shown that African-Americans at historically black colleges and universities (HBCUs) have increasingly selected criminal justice/criminology as their field of study and career choice (Gabbidon and Penn 1999). To explore this trend, the authors replicated the work of Krimmel and Tartaro (1999) by surveying 284 undergraduate criminal justice majors at several HBCUs; the study was designed to investigate whether the students' reasons for selecting criminal justice as a major and career choice were in line with those of the earlier study conducted at predominantly white institutions. Our findings show that, while students at the two types of universities seem to select criminal justice as a major for the same reasons-including the interesting nature of the subject matter and its relevance to the real world-undergraduates at HBCUs reported stronger attitudes towards entering the career for economic as well as for altruistic reasons such as protecting the Constitution, fighting oppression, and helping people solve problems.  相似文献   

14.
Providing a brief history of historically Black colleges and universities (HBCUs)??including how and why they were founded, funding sources and needs over time, and an examination of mission statements??the author considers the relevance of HBCUs in the current twenty-first century context. He makes an argument that the educational opportunities HBCUs offer continue to be strongly needed in the contemporary U.S. economic and sociopolitical climate. Finally, he offers HBCU faculty and administrators some suggestions for consideration as they face significant challenges ahead.  相似文献   

15.
African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students scored significantly higher than did HBCU students on Sense of Worth. Implications and future research directions are suggested.  相似文献   

16.
In this paper, the author challenges stakeholders (i.e., administrators, educators, students) of historically Black colleges and universities (HBCUs) to examine how HBCUs can continue to serve as sites of resistance against the prevailing cultural norms of materialism, Western masculinity, and spiritual malefaction. The author traces his evaluation back to the crucible of the civil rights movement and the ??iconization?? of Dr. Martin Luther King, Jr., asserting that HBCUs must be intentional about accounting for the cultural and generational shifts in the Black community in order to continue to effectively produce students who are committed to service and social justice. Drawing on the narratives of personal resistance from six current students and graduates of an HBCU, the author contends that HBCUs can not only prepare a new generation of agents for what Bonilla-Silva (2006) describes as a ??new civil rights movement,?? but these vital institutions must account for the effects of the idolatrous, media-driven worship of civil rights icons, lest they indoctrinate the same individualistic ethos into a new generation that is already spellbound by the consumerist commodification of Barak Obama.  相似文献   

17.
Community colleges and historically Black colleges and universities (HBCUs) often serve the same populations; however, the historical purposes, policies, and practices of HBCUs often better prepare them to serve first-generation students. Although both HBCUs and community colleges have their origins within the same historical period, the forces that created each of these branches of higher education also created a divergence in how they operate. This article looks at the most critical of those shaping forces to identify why HBCUs and community colleges often view their mission and their students differently and, thus, perform their work differently. The increased diversity of students whom community colleges are serving provides an opportunity for community colleges to look at HBCUs' successes and determine how community colleges can learn from and adapt those successes with students of color especially. The article suggests that in their mission to serve transfer students, community colleges can learn much from HBCUs' successes with underprepared students.  相似文献   

18.
The purpose of this study was to examine and contrast the experiences of Black male scholar athletes at a Division I historically Black college/university (HBCU) and historically White university (HWU) and identify key contributors to their positive transitional experiences (academic, athletic, and social) in college. Two focus groups, 8 individual interviews, and an eight-item demographic questionnaire were conducted with 12 Black male scholar athletes. An anti-deficit achievement framework and critical race methodology were incorporated to better understand the processes by which participants’ experienced positive transitional outcomes in two distinct racial, sociocultural, and educational milieus. Findings revealed key similarities as well as distinct differences in the navigational strategies and institutional influences that facilitated each group’s positive experiences. Implications for policy and practice are discussed.  相似文献   

19.
The objectives of this study were to determine the percentage of students who felt they were weak in an academic skill and who took a college assistance program designed to correct that deficiency and to identify the reasons given by students weak in an academic skill for not using a college support service from which they could benefit. Analyses of survey data obtained from 268 instructors and 6,428 of their students enrolled in a cross section of courses in a large multicampus urban community college district showed the following: (1) of those students who did not feel confident in a skill, less than 30% took advantage of a support program designed to assist them in that skill; (2) more than 40% of the faculty felt that the primary reason students did not take advantage of a needed support service was that they were not willing to devote the extra time or effort required to avail themselves of the service; and (3) the main reasons most academically underprepared students gave for not using a support service were that they did not feel a need for the service or had no time for the service. Implications of these findings for educational policy are discussed.  相似文献   

20.
Authoritarian personality types possess characteristics that are especially troubling if found among criminal justice (CJ) professionals. Recent research found significantly higher Right-Wing Authoritarianism (RWA) scores in male college students majoring in CJ than in male nonmajors as well as significantly higher scores among lower division students than their upper division counterparts. However, the results of that study were limited because the sample was predominantly Caucasian. Given the growth in African-American CJ professionals and the special salience of race, it is important to examine whether the findings can be generalized to African-Americans. In order to explore that issue the current study replicates that research with a largely African-American sample drawn from a historically black college/university (HBCU). Results indicate that, unlike the findings in the original study, CJ majors at the HBCU did not have statistically higher RWA scores. Theoretical and practical implications are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号