Search results
1 – 10 of 550The monograph argues that American racism has two colours (whiteand black), not one; and that each racism dresses itself not in oneclothing, but in four: (1) “Minimal” negative…
Abstract
The monograph argues that American racism has two colours (white and black), not one; and that each racism dresses itself not in one clothing, but in four: (1) “Minimal” negative, when one race considers another race inferior to itself in degree, but not in nature; (2) “Maximal” negative, when one race regards another as inherently inferior; (3) “Minimal” positive, when one race elevates another race to a superior status in degree, but not in nature; and (4) “Maximal” positive, when one race believes that the other race is genetically superior. The monograph maintains that the needs of capitalism created black slavery; that black slavery produced white racism as a justification for black slavery; and that black racism is a backlash of white racism. The monograph concludes that the abolition of black slavery and the civil rights movement destroyed the social and political ground for white and black racism, while the modern development of capitalism is demolishing their economic and intellectual ground.
Details
Keywords
Hyehyun Kim, Sylvia Chan-Olmsted and Huan Chen
This study explores information behavior and perception and vaccination among America's three largest ethnic minorities, Hispanic, Black/African American and Asian, in COVID-19…
Abstract
Purpose
This study explores information behavior and perception and vaccination among America's three largest ethnic minorities, Hispanic, Black/African American and Asian, in COVID-19 context. Information behavior and perception are investigated from cultural and demographic characteristics, while vaccination is explored from COVID-19 related information behavior and utility/value of COVID-19 vaccine information.
Design/methodology/approach
Using Qualtrics survey panel, a national survey of America's Hispanic, Black/African American and Asian population was conducted to better understand the impact of cultural and demographic factors on COVID-19 related information. Data were collected in Fall 2021. Multiple and logistic regression were conducted to analyze data.
Findings
Results show that cultural factors (i.e. cultural identity, social identity, social capital and religiousness) exert significant impact on information value and seeking across all three minority groups, while some demographic factors, Republicanism and age, also significantly predict COVID-19 related information seeking and value for Black/African Americans and Hispanics, but less for Asian Americans. Lastly, information value was found to significantly predict vaccine status, willingness and eagerness, the three facets of vaccination as conceptualized in this study, for top three racial/ethic minorities.
Originality/value
The finding of this study reveal that there are variations in terms of the level and type of attachment to one's culture/social group in COVID-19 informational context. Between the three groups, granular differences were observed regarding the relationship between cultural factors and perceived COVID-19 information value. While cultural identity is most associated with African Americans, social capital is most evident for the Asian Americans, but social identity was the strongest predictor among Hispanics. Thus, this study offers important strategic insights into a unique population sample to better understand the impact of COVID-19 related information perception and vaccination implication.
Details
Keywords
There is very little research of Black male mathematics teachers from African countries teaching in the USA, specifically, their preparation and teaching experiences. The purpose…
Abstract
Purpose
There is very little research of Black male mathematics teachers from African countries teaching in the USA, specifically, their preparation and teaching experiences. The purpose of this study is to shed light on three Black male mathematics teachers from two African countries teacher preparation and teaching experiences in three African countries and the USA.teachers.
Design/methodology/approach
This study used a qualitative narrative research design to examine the teacher preparation and teaching experiences of Black African male mathematics teachers.
Findings
The results of this study reveal that the Black African male mathematics teachers participated in traditional and alternative teacher preparation programs that were unique to the African countries. The results also revealed that these teachers saw their teacher preparation program in the USA as preparing them to teach in this context. The results also revealed that all three of the teachers’ experienced success teaching struggling learners and English language learners mathematics in African countries and the USA.
Research limitations/implications
This study is limited to a small participant pool of three Black African mathematics teachers that cannot be generalized to other Black male teachers. There needs to be more research of Black male mathematics teachers, in general, and those from other countries, specifically. There also needs to be more research of Black male teachers’ teaching practices that are successful with Black students as well as English language learners.
Practical implications
Based on the study findings, policy-makers and stakeholders interested in recruiting and retaining Black male teachers and specifically, in mathematics needs to expand conceptualization and definitions to include those from other countries.
Originality/value
This results of this study add a valuable contribution to the research of Black male teachers, in general, and mathematics, in particular. It expands conceptualizations of who constitutes a Black male teachers in the USA.
Details
Keywords
Martha Chinouya and Peter Aspinall
‘Black Africans’ in England are disproportionately and highly affected by the heterosexually contracted HIV epidemic. Policy and practice frameworks have advocated ethnic matching…
Abstract
‘Black Africans’ in England are disproportionately and highly affected by the heterosexually contracted HIV epidemic. Policy and practice frameworks have advocated ethnic matching in HIV prevention. We explore how self‐identifying ‘black African’ workers in London were co‐producers of ‘black African’ identities to target in preventative HIV interventions. Drawing on a focused literature review and 12 in‐depth interviews with workers, the paper identifies themes associated with co‐production of an African identify by workers. The historical inclusion of the category ‘black African’ in the 1991 census coincided with the emergence of Africans as at higher HIV ‘risk’. In co‐producing an African public, the workers projected their heterosexual and Christian affiliations on to the targeted population, perceiving themselves as ‘insiders’ knowledgeable about rumours that had historically co‐produced African identities. Fear of those in authority galvanised the formation of African‐led agencies, offering entry points for HIV prevention to Africans. By projecting aspects of their complex ‘selves’ on to the ‘other’, encounters in public spaces were deemed ‘opportunities’ for outreach interventions. The ethics of ‘cold calling’, confidentiality and informed consent were taken as ‘given’ in these socially produced ‘private’ spaces located in ‘public’ venues. In following HIV prevention frameworks as advocated by Pulle et al (2004), the workers endorsed yet problematised the notion of ethnic matching.
Details
Keywords
María del Mar Bernabé and Vladimir Martinez-Bello
An analysis of the images in music education textbooks for primary education has shown how the images do not fully reflect the human diversity present in the classroom and…
Abstract
Purpose
An analysis of the images in music education textbooks for primary education has shown how the images do not fully reflect the human diversity present in the classroom and, therefore, continue to perpetuate positions that can lead to racism. The purpose of this paper is the analysis of the images to carried out has demonstrated how little progress has been made in the representation of diversity and how, in the 21st century, stereotypes continue to persist in the representation of cultural diversity.
Design/methodology/approach
The quantitative and qualitative data collected after analysing more than 2,600 images have shown that despite the considerable increase in the use of images in music textbooks, typical clichés about what instruments are played in the world and how those who play them are represented are still present.
Findings
The results also show how the images reflect the migratory flows experienced in each country. All of this has led to important conclusions, among which the importance of human diversity in images for students to normalise cultural diversity from and with musical educational materials should be highlighted.
Research limitations/implications
The analysis of the 2,686 images showed how the use of the human figure has evolved up to the last educational reform. Firstly, the analysis of images focused on the evolution (year) of the presence of diversity (ethnicity) in the musical groupings represented (orchestra, band, choir, soloist or chamber group), as well as the evolution with respect to the type of instrument represented.
Practical implications
With the aim of analysing the evolution in the representation of diversity in music textbooks, the authors searched the most important publishing houses in Spain. To analyse the evolution of the visual depiction of diversity in music education textbooks in light of legislative and social changes related to race, the authors constructed several variables under the category labelled “Ethnicity”.
Social implications
The images analysed, especially those included under the Organic General Law on the Educational System of 4 October 1990 and the Organic Law 2/2006 on Education of 3 May, tended to pair certain instruments with people with physical characteristics associated with particular ethnic profiles. In terms of musical activities, the main results can be summarised as follows: although the completely homogenous depiction of White Europeans in musical activities has given way to modestly more diverse representation, images of composition are still dominated by this group.
Originality/value
The authors’ analysis has led to the following conclusions, which demonstrate the need to continue the progress seen in the past several decades. The representation of human diversity in music textbooks can be considered a reality, not only in terms of the instruments with which they are represented but also in terms of their representation in other situations depicted in these textbooks. The progressive increase of images in music textbooks reflects the culturally diverse society of the national territory. However, the increase in this representation is not as considerable as might be expected. The typified representation of instruments associated with certain physical characteristics is starting to wane.
Details
Keywords
Ania A. Majewska, Johnasha D. Stuart, Kelsey M. Gray, Pearl V. Ryder and Ethell Vereen
A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote…
Abstract
Purpose
A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote health advocacy and to provide students with an overview of male health. The course focuses on the biological, sociocultural, economic and gender influences that shape men's health beliefs and practices. It also emphasizes health disparities in the USA among Black/African American men compared to other racial groups and intervention strategies to improve health outcomes.
Design/methodology/approach
The lecture and laboratory components of the course were designed as a blended learning environment with a modified flipped class model. Culturally relevant strategies guided the course design with three focus domains: academic success, cultural competence and sociopolitical consciousness. A community engagement model and service-learning activities were also incorporated in the design. The authors used course grades to gauge learning and implemented a survey to assess students' perception of the knowledge gained in three realms: men's health, health sciences and physical sciences.
Findings
This report describes the course design, highlights the value of using culturally responsive teaching strategies and service-learning projects to encourage students' active learning. Course activity examples are discussed with student responses. The authors found that students' perception of their knowledge in men's health, health sciences and physical sciences increased and the students performed well in the course.
Originality/value
This is one of few biology courses in the nation that intentionally focuses on the unique health challenges of Black men, while empowering college students to develop culturally competent strategies to improve their health outcomes. The findings suggest that the students learned the material and that their perceived knowledge on men's health increased. The authors urge other academic institutions and healthcare providers to consider implementation of similar courses in an effort to enhance male health equity.
Details
Keywords
Daman L. Harris and Julius L. Davis
The purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school…
Abstract
Purpose
The purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them.
Design/methodology/approach
This study used collective case study methodology to better understand three black African male mathematics teachers’ experiences in a same race and gender peer mentoring program and their professional experiences.
Findings
The results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district.
Originality/value
This study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.
Details
Keywords
Obesity and obesity-related health problems are a growing concern for many immigrants in the USA. The literature that examines the linkages between acculturation, resilience…
Abstract
Purpose
Obesity and obesity-related health problems are a growing concern for many immigrants in the USA. The literature that examines the linkages between acculturation, resilience, obesity health risks, and obesity outcomes among Black African immigrants is sparse. The purpose of this paper is to ascertain whether the predictor variable of acculturation showed a significant association with two criterion variables, obesity health risk symptoms, and obesity; and whether resilience acted as a moderator between acculturation, obesity health risk symptoms, and obesity among Black African immigrants living in the USA.
Design/methodology/approach
The study consisted of a quantitative correlational survey research design. Participants of the study were 55 Black African immigrants residing in three metropolitan areas of the USA.
Findings
Higher levels of acculturation were associated with fewer obesity health risks. Higher levels of resilience were associated with the fewest obesity health risks when the participant also had high-acculturation levels. Resilience moderated between acculturation and obesity health risk symptoms. Neither acculturation nor resilience significantly predicted obesity. Furthermore, resilience did not moderate between acculturation and obesity.
Research limitations/implications
A primary limitation was the very small sample size of the study. Future research would be needed to examine the overall determinants of obesity among immigrant populations. Furthermore, one limitation is that some of the questions on the Weight-Related Symptom Measure (Patrick et al., 2004) were sensitive in nature, and participants might have felt uncomfortable providing information about their weight. As a result, while self-reporting, they could have underestimated their body mass index status. For example, individuals who were already overweight or obese might have reported their body weights with lower accuracy than those who were of normal weight, thereby creating error in the dependent variable.
Practical implications
Results from this study will help to promote health initiatives in Black African immigrant communities to link individuals to needed healthcare services.
Originality/value
The literature that examines the linkages between acculturation, resilience, obesity health risks, and obesity outcomes among Black African immigrants is sparse. This study is the first to use the Reserve Capacity Model for a sample of Black African immigrants.
Details
Keywords
Caren Brenda Scheepers and Rebone Mahlangu
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors…
Abstract
Purpose
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.
Design/methodology/approach
A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.
Findings
The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.
Originality/value
This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.
Details
Keywords
Caroline A. Baker, Kayla Gaulke and Kenny Smith
– The purpose of this study was to understand the experiences of master ' s students of color in their counselor education graduate programs.
Abstract
Purpose
The purpose of this study was to understand the experiences of master ' s students of color in their counselor education graduate programs.
Design/methodology/approach
Experience narratives, obtained from semi-structured phone interviews, provided transcript data for open- and axial-coding for emergent themes.
Findings
The reports of nine participants revealed themes of student cultural awareness, representation, support, standards, advocacy and tokenism.
Research limitations/implications
Qualitative studies are context-bound and lack validity and reliability in the same sense that quantitative studies do, so the findings from this study are only transferable as far as each reader applies them to personal experiences. Further, due to the diversity of the research team, participants made choices about what and how much to share about their counseling program experiences.
Practical implications
Practical implications involve recruitment and retention of students of color in master’s counseling programs.
Social implications
Social implications involve the changing demographics of the counseling profession.
Originality/value
This study is one of few that specifically looks at the cultural climate of counselor education programs for underrepresented students. It aims to reveal areas for growth in cultural competence in graduate training programs in the counseling field.
Details