Diverse Colleges of Origin of African American Doctoral Recipients, 2001–2005: Historically Black Colleges and Universities and Beyond

2011 ◽  
Vol 52 (8) ◽  
pp. 830-852 ◽  
Author(s):  
Amy E. Sibulkin ◽  
J. S. Butler
Keyword(s):  
African American ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Doctoral Recipients ◽  
Black Colleges And Universities

Smoking-Free Policies and Smoking Behaviors among Historically Black Colleges and Universities Students in the United States

2020 ◽  
Vol 4 (2) ◽  
pp. 187-199
Author(s):  
Elijah Martin ◽  
Lea Jacobson ◽  
Gopal Singh ◽  
Payam Sheikhatari ◽  
Mehrete Girmay
Keyword(s):  
African American ◽  
Historically Black ◽  
Smoking Behavior ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Smoke Free Policy ◽  
Smoking Behaviors ◽  
Students Attitudes ◽  
Black Colleges And Universities

Background: There is limited research on the impacts of smoke-free policies on students’ attitudes and smoking behaviors at Historically Black Colleges and Universities (HBCUs) in the United States. This study examined African American students’ attitudes toward differential smoke-free campus policies and their smoking behavior at two HBCUs in the Mid-Atlantic region. Methods: In this original study, 202 African American undergraduate and graduate students enrolled at two urban HBCUs participated and completed the online and in-person surveys conducted between October and December 2019. Descriptive statistics (Chi-square χ2 and t-statistics) and multivariable logistic regression were used to examine differences in smoking attitudes and behaviors by smoking-free policies. Results: One of the two surveyed HBCUs supported a comprehensive smoke-free policy (CSFP), which prohibits any tobacco use, including smoking, anywhere on campus at any time. The other HBCU followed a regular smoke-free policy (RSFP), which limits smoking to certain designated areas. The majority of students at the two schools reported that the smoke-free policy had not affected their smoking behavior. The multivariable analysis did not indicate a statistically significant association between students’ attitudes toward smoke-free policies and their smoking behavior. Furthermore, the difference in smoking prevalence between the two schools was not statistically significant by policy type. Conclusions and Implications for Translation: Smoke-free polices have the potential to educate about smoking and impact attitudes toward smoking. Implementing and enforcing a comprehensive or regular smoke-free policy is an essential initiative to ensure a healthy learning environment for students. Understanding the context-specific factors that contribute to smoking behaviors among African American students provides additional important insights into developing programs for students at HBCUs. Key words: • Comprehensive or Regular Smoke-Free Policy • Health Equity • Health Disparities • Historically Black Colleges and Universities (HBCU) • Tobacco Control • Student   Copyright © 2020 Martin, Jr. et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.

African American Students’ Perceptions of the Values of Basic Physical Education Activity Programs at Historically Black Colleges and Universities

1996 ◽  
Vol 15 (2) ◽  
pp. 188-204 ◽  
Author(s):  
Jerome Quarterman ◽  
Geraldine Harris ◽  
Rose M. Chew
Keyword(s):  
African American ◽  
Physical Education ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Social Benefits ◽  
Historically Black Colleges ◽  
American Students ◽  
Education Activity ◽  
Black Colleges And Universities

The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.

Advancing the Demarginalization of African American Students

2021 ◽  
pp. 73-96
Author(s):  
Annie Ruth Leslie ◽  
Kim Brittingham Barnett ◽  
Matasha L. Harris ◽  
Charles Adams
Keyword(s):  
African American ◽  
Historically Black ◽  
African American Students ◽  
Symbolic Interaction ◽  
Black Colleges ◽  
Colleges And Universities ◽  
American Education ◽  
Historically Black Colleges ◽  
American Students ◽  
Black Colleges And Universities

This chapter presents theoretical discussions about advancing the demarginalization of African American students at Historically Black Colleges and Universities (HBCUs) by bringing in insights from Afrocentric and symbolic-interaction perspectives. Here, the authors discuss demarginalization related to certain intra-racial and intersecting class, gender, and mental health issues emerging since COVID-19 and online learning. The ideas presented here are equally viable in student face-to-face and virtual learning environments. It begins with discussing marginalization and Afrocentric and symbolic-interaction theories. It reviews relevant literature about the history of African American education since the American Civil War, including 19th and 20th century reconstructions, Jim Crow, the rise of Historically Black Colleges and Universities, the Black student campus union and Black power movements, and other relevant happenings in Black American education.

A Brotherhood Perspective

2013 ◽  
Vol 7 (6) ◽  
pp. 494-503 ◽  
Author(s):  
Stuart W. Grande ◽  
Ledric Sherman ◽  
Mary Shaw-Ridley
Keyword(s):  
African American ◽  
Historically Black ◽  
African American Men ◽  
Social Pressure ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Interview Data ◽  
Care Utilization ◽  
Historically Black Colleges ◽  
Black Colleges And Universities

The objective of this research was to explore interview data to understand and characterize the nature of brotherhood in a sample of African American men at two historically Black colleges and universities. The authors used thematic analysis on semistructured interview data, collected by an ethnically diverse research team. Recruitment and interviews were conducted at two historically Black colleges and universities in Texas. Twenty African American men, 18 to 35 years old, were randomly selected from 62 recruited participants. Five categories framed brotherhood and health care utilization: (a) trust lessens individual barriers to action, (b) identity unites men through a process of authentication, (c) generations lead by example, (d) approaching life as a shared learning experience, and (e) social pressure and ridicule uphold collective action. Findings suggest that participants trust a group view, identify with the collective, and respond to social pressure to conform; therefore, brotherhood acts as a support mechanism, and its validation influences individual-level engagement and nonengagement.

scholarly journals Employing Human Performance Optimization Initiatives from Historically Black Colleges and Universities: The Case of the U.S. Military

2011 ◽  
Vol 2 (1) ◽  
pp. 5-33
Author(s):  
G.L.A. Harris ◽  
Ayanna Shivers ◽  
Patricia Deuster
Keyword(s):  
African American ◽  
Historically Black ◽  
Performance Optimization ◽  
Human Performance ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Future Research ◽  
Historically Black Colleges ◽  
Black Colleges And Universities ◽  
The U.S

Abstract To preemptively respond to the ever changing battlefield and in light of growing threats to national security, the U.S. Department of Defense (DoD) and by extension the U.S. military, have developed human performance optimization (HPO) initiatives to improve warfighter performance for increasing mission readiness. African American officers, by way of the Reserve Officer Training Corps (ROTC) at Historically Black Colleges and Universities (HBCUs), have long been and continue to be an important constituency for this strategy. Using the results of an online search via the Internet of HPO-like academic offerings at HBCUs, this paper proposes that the U.S. military could enhance its war fighting capability, and specifically that of its African American officers, for increased preparedness, increased performance and sustained and increased readiness by modeling HPO like programs at HBCUs. The authors examine similar efforts around the world, offer the potential benefits to be derived from expanded collaborations between the U.S. military and HBCUs and discuss the implications for the U.S. military and militaries within international communities, HBCUs and future research.

The Just Teach One: Early African American Print Project

2018 ◽  
pp. 117-132
Author(s):  
Nicole N. Aljoe ◽  
Eric Gardner ◽  
Molly O’Hagan Hardy
Keyword(s):  
African American ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historical Narratives ◽  
Digital Archive ◽  
Historically Black Colleges ◽  
Black Literature ◽  
Black Colleges And Universities ◽  
Classroom Project

Nicole J. Aljoe, Eric Gardner, and Molly O’Hagan Hardy describe the development of Just Teach One Early African American Print and its focus on texts excluded from critical and historical narratives of black literature. The chapter describes JTO: EAAP’s plans to link its work with other DH projects like the Early Caribbean Digital Archive and the Colored Conventions Project, and to build bridges to lesser-known collections, including historically black colleges and universities (HBCUs) and church collections, in order to aid text sharing, identification, preservation, and technological engagement. Recognizing its responsibility to preserve black cultural heritage, the essay describes JTO: EAAP’s decision to use TEI standards to encode texts on the site and provides an extended example from Aljoe’s classroom project on “Theresa: A Haytien Tale.”

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