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Article
Publication date: 13 June 2016

Ramon B. Goings, Donald Mitchell and Adriel A. Hilton

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Journal for Multicultural Education, vol. 10 no. 2
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 8 August 2016

Krystal L. Williams, Brian A. Burt and Adriel A. Hilton

This study aims to better understand how students’ academic strains and multilevel strengths relate to their math achievement, with a particular emphasis on…

Abstract

Purpose

This study aims to better understand how students’ academic strains and multilevel strengths relate to their math achievement, with a particular emphasis on underrepresented students of color and girls given the need to broaden science, technology, engineering and math (STEM) participation for these groups.

Design/methodology/approach

National Education Longitudinal Study of 1988 data was used for a historical examination of the various student academic strains and multilevel strengths that relate to math achievement in high school. T-tests and chi-square tests were conducted to examine differences in strains and strengths across policy-relevant student subgroups. Ordinary least squares (OLS) regression was used to examine how students’ strains and strengths related to their math achievement and the relative importance of each of these factors.

Findings

The findings suggest that both the academic strains and multilevel strengths that students’ experience in middle school are related to their high school math achievement and the prevalence of these factors varies across different policy-relevant student subgroups. Furthermore, the relative importance of these factors on achievement differs.

Originality/value

Studies which focus on either students’ academic challenges or their adaptive strengths fall short of a more nuanced discussion about how both factors relate to math outcomes. This study addresses this limitation and emphasizes that stakeholders who are interested in STEM diversity should consider holistic strategies for alleviating gender and racial/ethnic discrepancies in secondary math achievement.

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Journal for Multicultural Education, vol. 10 no. 3
Type: Research Article
ISSN: 2053-535X

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The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

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Book part
Publication date: 26 May 2021

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Reimagining Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-80043-664-0

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Book part
Publication date: 18 January 2021

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The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

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Book part
Publication date: 26 May 2021

P. Jesse Rine, Adriel A. Hilton and Jeremy C. McCool

Historically black colleges and universities (HBCUs) constitute a vibrant sector within the American system of higher education – one with a unique and vital mission…

Abstract

Historically black colleges and universities (HBCUs) constitute a vibrant sector within the American system of higher education – one with a unique and vital mission. Moreover, this sector comprises many diverse segments, each with their own particular characteristics, challenges, and opportunities. To be successful in our present postsecondary context and beyond, HBCU leaders must understand their institutions' positions within the larger sector and actively manage key dimensions of institutional performance. In support of these twin imperatives, this chapter will begin by offering an overview of the HBCU sector, its mission, and the characteristics of its institutions. The chapter will next present trend data for four critical areas of postsecondary organizational management: institutional resources, market demand, access, and affordability. The chapter will conclude by considering the implications of the trend data for the future and articulating various strategies campus leaders should pursue to ensure long-term institutional survival and success.

Details

Reimagining Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-80043-664-0

To view the access options for this content please click here

Abstract

Details

The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

To view the access options for this content please click here
Book part
Publication date: 18 January 2021

William Broussard

This chapter will focus on Warde's (2009) use of phenomenological and qualitative analyses employed in “The Road to Tenure: Narratives of African American Male Tenured…

Abstract

This chapter will focus on Warde's (2009) use of phenomenological and qualitative analyses employed in “The Road to Tenure: Narratives of African American Male Tenured Professors” and focus on five African Americans at various stages of the professoriate with significant tracts of those tenures at Historically Black Colleges and Universities (HBCUs) which encountered significant executive turnover (i.e. more than two executive resignations/terminations in a 6.5 year period, equaling twice the national average according to the American Council on Education's 2017 study “The American College President”). The interviews brought light to ways that presidential turnover and constant flux in leadership at fragile institutions lead to predictable outcomes with regard to retention and tenure-track advancement, as well as provide a snapshot on the myriad ways African Americans must often adjust their career paths in order to pursue professorial employment at institutions often thought of as the most likely to support their efforts to earn tenure.

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The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

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Book part
Publication date: 18 January 2021

Levon Esters

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The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

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Book part
Publication date: 26 May 2021

Lessie Branch

The decline in attendance at historically Black colleges and universities and their existence is as much about the theoretical frameworks of social knowledge that exist…

Abstract

The decline in attendance at historically Black colleges and universities and their existence is as much about the theoretical frameworks of social knowledge that exist within a putative post-racial society as it is about the systemic destabilization of educational institutions that produce a critical mass of Black and Brown professional through, inter alia, neoliberal narratives of individualism. What impact does framing have on erroneous beliefs about the efficacy of HBCUs? In the context of America's historical and current sociopolitical environment, HBCUs are more than educative spaces for Black students. HBCUs are places where the transformative practices of rhetorical criticism and collective action can uproot attitudes and theories that lead Blacks students to believe the marginalized outcomes they experience are their own fault over systemic racial discrimination.

Details

Reimagining Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-80043-664-0

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