African Studies in the United States: 1955–1975

1976 ◽  
Vol 6 (2-3) ◽  
pp. 2-4
Author(s):  
Gwendolen M. Carter
Keyword(s):  
United States ◽  
Graduate Students ◽  
Field Research ◽  
Original Data ◽  
The United States ◽  
African Studies ◽  
African Experience ◽  
Northwestern University

For decades, American scholars have been studying one aspect or another of the African experience. From 1927 on, Professor Melville J. Herskovits used his field research and scholarly insights to fashion courses on Africa offered as part of the regular curriculum at Northwestern University. Northwestern and Indiana graduate students, and possibly others, were already completing distinguished Ph.D. dissertations in the late 1930s that were based on field research in Africa or other types of original data. What we generally mean by African studies developed at a later stage, when the scholarly interaction of specialists on Africa drawn from a number of disciplines is formalized through a structure established by their institution.

Identifying New Directions for African Studies: Methodology Report and Survey Results

2002 ◽  
Vol 30 (2) ◽  
pp. 76-88
Author(s):  
Larry W. Bowman ◽  
Diana T. Cohen
Keyword(s):  
United States ◽  
Graduate Students ◽  
The United States ◽  
African Studies ◽  
The Internet ◽  
Coverage Error ◽  
New Directions ◽  
Survey Results

The sample frame was constructed over several months through the combined efforts of three graduate students and Prof. Larry W. Bowman. Using the Internet whenever possible, and backed by the assistance of colleagues from many institutions, we constructed a sample frame of 1,793 U.S.-based Africanists. Our sample frame includes 46 percent more Africanists than the 1,229 individual U.S. members of the African Studies Association (ASA) in 2001 (1,112 individual members and 117 lifetime members). In all cases we allowed institutions to self-define who they considered their African studies faculty to be. By assembling this broad sample frame of African studies faculty, we probe more deeply into the national world of African studies than can be done even through a membership survey of our largest and most established national African studies organization. The sample frame for this study approximates a full enumeration of the Africanist population in the United States. Therefore, data collected from samples drawn from this frame can with some confidence be generalized to all Africanists in the United States, with minimal coverage error.

Twentieth Anniversary Conference of the Program of African Studies, Northwestern University

1969 ◽  
Vol 7 (1) ◽  
pp. 135-136
Author(s):  
Margaret Bax
Keyword(s):  
United States ◽  
The United States ◽  
African Studies ◽  
Late Professor ◽  
Northwestern University ◽  
Twentieth Anniversary

Africanists of all disciplines will never cease to be indebted to the late Professor Melville J. Herskovits for his pioneering work in the development of African Studies in the United States. As Professor of Anthropology at Northwestern University, he created and directed the Program of African Studies from 1948 until his death in 1963. To celebrate the twentieth anniversary of the founding of this Program, a conference was held at Evanston under the general chairmanship of the present director of the Program, Professor Gwendolen M. Carter.

Title VI and African Studies: Prospects in a Poly centric Academic Landscape

2002 ◽  
Vol 30 (2) ◽  
pp. 30-36
Author(s):  
James C. McCann
Keyword(s):  
United States ◽  
Ford Foundation ◽  
The United States ◽  
African Studies ◽  
Federally Funded ◽  
Area Studies ◽  
Production Of Knowledge ◽  
Title Vi ◽  
Northwestern University

In 1996, the Ford Foundation and the African Studies Association published African Studies in the United States: A Perspective by Jane Guyer, a noted economic anthropologist and then-program director at Northwestern University. In that commissioned volume, Guyer outlined, as she saw them, three distinct eras of African studies in the United States. She also collected and analyzed data about the production of knowledge concerning Africa, specifically numbers of doctorates in key disciplines, linkages to African institutions, and intellectual trends in scholarship. The data and perspectives she presented reflected the situation in African studies in the first half of the 1990s and sought to endorse the Ford Foundation funding initiative “Strengthening African Studies.” The purpose of this article is to revisit the question almost a decade later and in particular to reflect upon the specific role of federally funded area studies programs (i.e., Title VI) in the study of Africa.

The Committee for the Publication of African Historical Sources

1984 ◽  
Vol 11 ◽  
pp. 395-396
Author(s):  
David Robinson
Keyword(s):  
United States ◽  
Annual Meeting ◽  
The United States ◽  
African Studies ◽  
National Committee ◽  
Michigan State University ◽  
State University ◽  
Historical Sources ◽  
Northwestern University ◽  
Academic Union

On December 7, 1983, a group convened at the Annual Meeting of the African Studies Association in Boston and constituted itself tentatively as the Committee for the Publication of African Historical Sources.The initial convocation had been made by Harold Marcus and David Robinson of Michigan State University with a view towards constituting a US Committee for the Fontes Historiae Africanae, which is part of the International Academic Union and has been working on the publication of African historical sources for over twenty years. John Hunwick of Northwestern University, Director of the Fontes, explained his work over the last decade in supporting the publication of edited texts, translations, and commentaries through Fontes. Most of the publications have been in the Arabica series. Fontes has not had a national committee in the United States and the group was prepared to take the lead in constituting such a committee.

THE INSTITUTIONAL EFFECTS OF LEADERSHIP: THE UNITED STATES GENERAL ACCOUNTING OFFICE AND ITS AUDIT REPORT REVIEW PROCESS

1994 ◽  
Vol 21 (1) ◽  
pp. 255-273 ◽  
Author(s):  
Onker N. Basu
Keyword(s):  
United States ◽  
Review Process ◽  
Field Research ◽  
The United States ◽  
Organizational Leaders ◽  
Audit Report ◽  
The Public ◽  
General Accounting Office ◽  
Audit Team ◽  
The Impact

In accounting research, the role of organizational leaders has been underrepresented. The limited research dealing with leadership issues has focused on the impact of leadership on micro activities such as performance evaluation, budget satisfaction, and audit team performance. The impact of leadership on the structure of accounting and audit systems and organizations has been ignored. This paper focuses on the impact that past Comptrollers General have had on the working and structure of one federal audit agency, the United States General Accounting Office (GAO). In addition, it also focuses on the influence of the two most recent Comptrollers General on one important audit related activity, i.e., the audit report review process. Using qualitative field research methods, this paper documents how the organizational leadership impacts its long-term audit practices and thereby influences auditing, especially in the public sector.

The United States Congress and Africanist Scholars

1991 ◽  
Vol 19 (2) ◽  
pp. 4-13
Author(s):  
David S. Wiley
Keyword(s):  
United States ◽  
Foreign Policy ◽  
The United States ◽  
African Studies ◽  
United States Congress ◽  
The Poor ◽  
Low Levels ◽  
The U.S

Linking scholars to the Congress is difficult primarily because of the weakness of Congressional interest in Africa, but also due to the low levels of interest among academics in both Congress and its Africa foreign policy and the poor resources of African studies in the U.S. to build a foundation of knowledge useful to the Congress.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

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