“Nothing Better or Worse Than Being Black, Gay, and in the Band”

2013 ◽  
Vol 61 (1) ◽  
pp. 26-43 ◽  
Author(s):  
Bruce Allen Carter
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
Historically Black ◽  
Music Educators ◽  
Black Colleges ◽  
Research Literature ◽  
Collective Case Study ◽  
Band Students ◽  
Schooling Experiences ◽  
K 12

This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants’ identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants’ descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an African American gay male identity within an HBCU band setting was a source of tremendous consternation concurrent with positive experiences of acceptance and community. Numerous implications for music educators in K–12 settings are provided, including recognizing and stemming bullying and harassment in classroom settings.

Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students

2008 ◽  
Vol 45 (4) ◽  
pp. 975-1010 ◽  
Author(s):  
David W. Stinson
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
African American Male ◽  
Research Literature ◽  
Male Students ◽  
African American Male Students ◽  
Discursive Formation ◽  
Schooling Experiences ◽  
American Students ◽  
Poststructural Theory

This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants’ counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such “uncharacteristic” mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a discursive formation who could negotiate sociocultural discourses as a means to subversively repeat his constituted “raced” self.

Overcoming the Past to Create New Possibilities for Academic Achievement Among African American Males

2020 ◽  
pp. 1-17
Author(s):  
Calvin Briggs ◽  
Christopher K. Bass ◽  
Gerry White
Keyword(s):  
African American ◽  
Historically Black ◽  
African American Males ◽  
Historical Context ◽  
Holistic Education ◽  
Black Colleges ◽  
Underprepared Students ◽  
Academic Challenges ◽  
K 12 ◽  
Curriculum Education

This chapter seeks to explore the need for the ongoing growth and development of collaborative efforts among institutions seeking to serve underserved and underprepared students, especially African American males, and their stakeholders. The chapter provides a brief historical context of public K-12 education and Historically Black Colleges and Universities. The objective is to provide context for today's academic challenges among African American males, subsequently providing alternatives to the current academic framework, revising the “pipeline” structure with an artery mode. This model reflects a holistic education framework that provides a strong cultural and social foundation; continuity in curriculum, education funding, and policy; and engages all constituents of the community, positively benefitting underserved families and students, particularly African American males.

Education and Socioeconomic Weil-Being in Racially Diverse Rural Counties

2003 ◽  
Vol 35 (2) ◽  
pp. 251-262
Author(s):  
Elton Mykerezi ◽  
Bradford Mills ◽  
Sonya Gomes
Keyword(s):  
Historically Black ◽  
College Education ◽  
Well Being ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Racially Diverse ◽  
Rural Counties ◽  
Education Levels ◽  
Black Residents ◽  
K 12

This paper examines trends in the socioeconomic well-being in rural counties where Black residents represent one third or more of the population. These racially diverse rural counties (RDRCs) are located exclusively in the rural South and generally have low levels of economic well-being. On a positive note, college education levels in RDRCs are found to have increased rapidly between 1990 and 2000. Regression analysis suggests that these increases were in part due to the concentration of Historically Black Colleges and Universities in the region. Local investments in K-12 education are also found to be linked to county education levels.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

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.

scholarly journals The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape

2012 ◽  
Vol 4 (2) ◽  
pp. 223 ◽  
Author(s):  
Linda Knight ◽  
Elizabeth Davenport ◽  
Patricia Green- Powell ◽  
Adriel A. Hilton
Keyword(s):  
Higher Education ◽  
African American ◽  
Historically Black ◽  
Black Colleges ◽  
African American Female ◽  
Historically Black Colleges ◽  
Public School Teachers ◽  
American Students ◽  
Black Colleges And Universities

Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.

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.

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