Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s

2021 ◽  
Vol 61 (1) ◽  
pp. 4-34
Author(s):  
Michael Fultz
Keyword(s):  
Young Adults ◽  
African American ◽  
Teaching Practices ◽  
African American Youth ◽  
Racial Uplift ◽  
Family Resources ◽  
Student Activities ◽  
American Students ◽  
Youth And Young Adults ◽  
American Teacher

This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.

Hookah and Electronic Inhalant Device Use and Perceptions Among African American Youth and Young Adults: Are We Asking the Right Questions?

2019 ◽  
Vol 47 (3) ◽  
pp. 391-401
Author(s):  
Kari-Lyn K. Sakuma ◽  
M. Margaret Dolcini ◽  
Jessica Seifert ◽  
Maddison M. Bean ◽  
Pebbles Fagan ◽  
...  
Keyword(s):  
Young Adults ◽  
African American ◽  
African American Youth ◽  
Tobacco Product ◽  
Surveillance Systems ◽  
School Students ◽  
Effective Prevention ◽  
Youth And Young Adults ◽  
Device Use ◽  
The Right

Objectives. Survey items used in surveillance systems to assess the use of emerging products like hookah and electronic inhalant devices (EIDs) may not match definitions used by high-risk populations. This qualitative study explored how African American youth and young adults (YYAs) (1) use hookah and EIDs and (2) identify patterns in the ways they describe and organize these products. Design. Individual in-person interviews were conducted among a sample of continuation high school and vocational school students in southern California. Participation was limited to those who had ever tried at least one tobacco product, self-identified as African American, and were between the ages of 14 and 26 years ( n = 28). We conducted a content analysis to identify patterns in perceptions and use of these products. Results. African American YYAs recognized and described traditional hookah based on physical attributes, but for EIDs, including e-cigarettes, e-hookah, and vape pens, YYAs focused on reasons for using the product. Three primary categories emerged for reasons YYA used specific products: nicotine content and quitting, social facilitation, and use with marijuana. E-cigarettes were identified as quitting aids and as having nicotine but were not considered addictive. The term hookah recalled both the traditional and electronic pen-type products for YYAs. The terms vapes, hookah, wax pens, and others are used in the context of describing product use with marijuana. Conclusions. A better understanding of why African American YYAs use these products is needed to develop better measures for accurate rates of use, uncover differences in use between product types, and to develop effective prevention messaging.

Abstract MP55: DNA Methylation Mediates The Effects Of Obesity On Insulin Resistance In African American Youth And Young Adults

Circulation ◽  
2014 ◽  
Vol 129 (suppl_1) ◽  
Author(s):  
Xiaojing Xu ◽  
Shaoyong Su ◽  
Vernon Barnes ◽  
Harold Snieder ◽  
Xiaoling Wang
Keyword(s):  
Insulin Resistance ◽  
Dna Methylation ◽  
Young Adults ◽  
African American ◽  
African American Youth ◽  
Fasting Insulin ◽  
Cpg Sites ◽  
Cpg Site ◽  
Genome Wide ◽  
Youth And Young Adults

Obesity and its related cardiovascular disease and type 2 diabetes have imposed huge burdens on public health worldwide. Insulin resistance is considered one of the key players in the development of obesity related comorbidities. However, the underlying mechanisms are still largely unknown. In this study, we aim to examine whether and to what extent peripheral blood DNA methylation can mediate obesity’s effect on insulin resistance using a genome-wide approach. Illumina 450k data were obtained for 456 black youth and young adults (226 obese cases vs. 230 lean controls) aged 14-34 years with fasting insulin levels available for 293 subjects and genome-wide gene expression data available for 92 subjects. As shown in figure 1, obesity and fasting insulin associated differentially methylated CpG sites were identified separately. Among the overlap of these 2 lists (n=69), 32 CpG sites mapping to 28 genes significantly mediated obesity’s effect on fasting insulin. Principal component analysis found that, in total, these 32 methylation sites explained up to 17.3% of the effect of obesity on insulin. Among these mediators, the top CpG site is located in the promoter region of the LIPA (lipase A) gene, and this single CpG site explained 8.4% of the effect of obesity on insulin. Consistent with the higher methylation levels observed in the obese group, LIPA expression was decreased in the obese group (p=0.038). A significant negative partial correlation was also found between LIPA methylation levels and its expression levels (p=0.01, r=-0.26). Genetic variants in LIPA have been suggested to contribute to the interindividual variability in metabolic traits observed among obese individuals. In summary, we observed that peripheral blood DNA methylation mediates obesity’s effect on insulin resistance in African American youth and young adults, explaining up to 17% of the effect.

Revisiting the black Jesus

2005 ◽  
Vol 15 (1) ◽  
pp. 161-195 ◽  
Author(s):  
Mary B. McVee
Keyword(s):  
Teacher Education ◽  
African American ◽  
Narrative Analysis ◽  
African American Students ◽  
Narrative Structure ◽  
White Teacher ◽  
American Students ◽  
Discourse Patterns ◽  
American Teacher

This article proposes that close examination of story retellings, both oral and written, can reveal a narrator's attempts to re-emplot a story in various ways. The retellings presented occurred in the context of a teacher education course where, across the semester, Ellie a white teacher, retold the same story six times. The retellings provided a unique opportunity to add to previous research on retold stories by examining differences and similarities in the six narratives that surfaced issues of culture and race related to teaching. The article also contributes methods of narrative analysis used to analyze and compare narrative structure and evaluations across the retellings. Discourse patterns revealed changes in narrative emplotment and evaluation and in the narrator's positioning of herself, a Euro-American teacher, and others, primarily African American students.

scholarly journals Not Just Cigarettes: A More Comprehensive Look at Marijuana and Tobacco Use Among African American and White Youth and Young Adults

2016 ◽  
Vol 18 (suppl 1) ◽  
pp. S65-S72 ◽  
Author(s):  
Sara M. Kennedy ◽  
Ralph S. Caraballo ◽  
Italia V. Rolle ◽  
Valerie J. Rock
Keyword(s):  
Young Adults ◽  
African American ◽  
Tobacco Use ◽  
White Youth ◽  
Youth And Young Adults

scholarly journals Hypocrisy, State Policy, and African American Students With Disabilities: The Guise of Access

2018 ◽  
Vol 33 (1) ◽  
pp. 181-204 ◽  
Author(s):  
Lolita A. Tabron ◽  
Karen Ramlackhan
Keyword(s):  
African American ◽  
Students With Disabilities ◽  
Social Stratification ◽  
African American Students ◽  
African American Youth ◽  
College Preparatory ◽  
Critical Policy Analysis ◽  
Logistic Regression Models ◽  
American Students ◽  
Critical Policy

We critically examined the odds of earning a college preparatory diploma for African American high school seniors receiving special education services under Texas’s Top 10% Policy (TTPP). Critical policy analysis was used to explore the meritocratic guise of college access for African American youth with disabilities, and through DisCrit, theorized TTPP’s broader effect on the social stratification and creation of policy “winners” and “losers.” Results from multilevel logistic regression models indicate African American students are nearly twice as likely to be identified with disabilities as their peers and are the least likely to earn a college preparatory diploma in Texas.

Teaching and Practice

1993 ◽  
Vol 63 (1) ◽  
pp. 85-105 ◽  
Author(s):  
Beverly McElroy-Johnson
Keyword(s):  
African American ◽  
Junior High School ◽  
Current Practice ◽  
African American Youth ◽  
Self Esteem ◽  
English Teacher ◽  
High School English ◽  
African American Culture ◽  
Early Experiences ◽  
American Students

In this article, Beverly McElroy-Johnson weaves together memories of her early experiences as a young African-American encountering prejudice in school with reflections on her current practice as a junior high school English teacher. Through this intimate narrative, she expresses concerns about the development of today's African-American students. She believes today's African-American youth continue to face many of the same obstacles that she faced as a young girl — low self-esteem, lack of validation in society and in the classroom, and, consequently, poor motivation and a lack of confidence in their ability to succeed. McElroy-Johnson emphasizes the need for significant improvements in teacher awareness and advocacy that celebrates African-American culture and provides the necessary academic and social education that the next generation must have in order to succeed.

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