Search results

1 – 10 of 22

Abstract

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 1
Type: Research Article
ISSN: 2398-4686

Content available
Book part
Publication date: 22 November 2017

Abstract

Details

Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education
Type: Book
ISBN: 978-1-78635-522-5

Content available
Book part
Publication date: 18 January 2021

Abstract

Details

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

Content available
Book part
Publication date: 28 February 2019

Abstract

Details

Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

Content available
Book part
Publication date: 18 January 2021

Abstract

Details

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

Content available
Book part
Publication date: 12 November 2018

Abstract

Details

Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

Open Access
Article
Publication date: 4 December 2023

Jesse Rivers

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a…

Abstract

Purpose

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

Design/methodology/approach

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

Findings

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

Research limitations/implications

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

Practical implications

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

Social implications

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Originality/value

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

Content available
Book part
Publication date: 23 June 2020

Johnny D. Jones

Abstract

Details

Leadership of Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-83982-204-9

Content available
Book part
Publication date: 26 May 2021

Abstract

Details

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

Open Access
Article
Publication date: 29 January 2020

Ruth Annette Smith, Andrea White-McNeil and Faizan Ali

The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its…

22730

Abstract

Purpose

The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its effect on their satisfaction and dining frequency.

Design/methodology/approach

A survey of 685 students was conducted to collect data. Partial least squares based structural equation modeling is used to test the proposed structural model with SmartPLS 3.0.

Findings

Results confirm that quality of food, ambience, value for money, food and beverage options and service quality have a positively significant impact on students’ overall satisfaction with the on-campus foodservice operation and dining frequency. As such, all the hypotheses are supported.

Research limitations/implications

These findings indicate that on-campus foodservice operators should focus on quality of food, ambience, value for money, food and beverage options and service quality to achieve student satisfaction. This in turn could positively impact the institution’s reputation, student retention and the marketability of the institution to future students.

Originality/value

This study would help on-campus foodservice operators to better understand the impact of the various elements of foodservice experience which will lead to students’ overall satisfaction and dining frequency, particularly in a HBCU setting.

Details

International Hospitality Review, vol. 34 no. 1
Type: Research Article
ISSN: 2516-8142

Keywords

1 – 10 of 22