scholarly journals Racial Disparities in Health among College Educated African-Americans: Can HBCU Attendance Reduce the Risk of Metabolic Syndrome in Midlife?

2020 ◽  
Author(s):  
Cynthia G. Colen ◽  
Nicolo P Pinchak ◽  
Kierra S. Barnett
Keyword(s):  
Metabolic Syndrome ◽  
African Americans ◽  
Predominantly White ◽  
Black College ◽  
Adult Health ◽  
Unequal Distribution ◽  
Historically Black College ◽  
White Institutions ◽  
Socioeconomic Achievement ◽  
Racial Disparities In Health

We expand on existing understandings of health disparities among middle-class African-Americans by examining how the postsecondary educational context gives rise to the unequal distribution of health. We use panel data (1994-2009) from the National Longitudinal Survey of Adolescent to Adult Health (Add Health) to estimate if the risk of developing metabolic syndrome by midlife significantly differs for African-Americans who attended Historically Black College or Universities (HBCUs) vs. predominantly White institutions (PWIs). We find that HBCU enrollment is associated with a 35% reduction in the odds of metabolic syndrome. Furthermore, we demonstrate that HBCU attendees who grew up in more segregated environments experienced the greatest reductions in the likelihood of developing metabolic syndrome. Our results underscore the important role that HBCUs play in the lives of African-Americans and suggest their impacts go far beyond traditional benchmarks of socioeconomic achievement to include key health outcomes.

scholarly journals Racial Disparities in Health among College Educated African-Americans: Can HBCU Attendance Reduce the Risk of Metabolic Syndrome in Midlife?

2020 ◽  
Author(s):  
Cynthia G Colen ◽  
Nicolo P Pinchak ◽  
Kierra S Barnett
Keyword(s):  
Metabolic Syndrome ◽  
African Americans ◽  
Predominantly White ◽  
Black College ◽  
Adult Health ◽  
Unequal Distribution ◽  
Historically Black College ◽  
White Institutions ◽  
Socioeconomic Achievement ◽  
Racial Disparities In Health

Abstract We expand on existing understandings of health disparities among middle-class African-Americans by examining how the postsecondary educational context gives rise to the unequal distribution of health. We use panel data (1994-2009) from the National Longitudinal Survey of Adolescent to Adult Health (Add Health) to estimate if the risk of developing metabolic syndrome by midlife significantly differs for African-Americans who attended Historically Black College or Universities (HBCUs) vs. predominantly White institutions (PWIs). We find that HBCU enrollment is associated with a 35% reduction in the odds of metabolic syndrome. Furthermore, we demonstrate that HBCU attendees who grew up in more segregated environments experienced the greatest reductions in the likelihood of developing metabolic syndrome. Our results underscore the important role that HBCUs play in the lives of African-Americans and suggest their impacts go far beyond traditional benchmarks of socioeconomic achievement to include key health outcomes.

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

2018 ◽  
Vol 56 (2) ◽  
pp. 407-443 ◽  
Author(s):  
Rachelle Winkle-Wagner ◽  
Bridget Turner Kelly ◽  
Courtney L. Luedke ◽  
Tangela Blakely Reavis
Keyword(s):  
Black Women ◽  
Predominantly White ◽  
College Women ◽  
Life Stories ◽  
Predominantly White Institutions ◽  
Black College ◽  
Educational Institutions ◽  
Support Structures ◽  
White Institutions ◽  
Faculty And Staff

Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

scholarly journals Outreach librarian to black students : A de facto role

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Katrina Spencer
Keyword(s):  
College Students ◽  
Black Students ◽  
Predominantly White ◽  
Personal Experience ◽  
Educational Experiences ◽  
Predominantly White Institutions ◽  
Black College ◽  
Black College Students ◽  
White Institutions ◽  
Additional Labor

While some predominantly white institutions can offer unique and laudable educational experiences to Black college students, they can also lack resources that provide these same students with a culturally affirming milieu. Black faculty and staff can organize their time, energy and resources to offer culturally enriching experiences for Black students. However, this additional labor is not systematically seen, cataloged or recognized as a core or essential duty. The author describes some effective forms of outreach from her personal experience and simultaneously asks whose job it is to meet the cultural needs of this population.

scholarly journals Lift Every Voice: Exploring the Stressors and Coping Mechanisms of Black College Women Attending Predominantly White Institutions

2017 ◽  
Vol 44 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Naysha N. Shahid ◽  
Tamara Nelson ◽  
Esteban V. Cardemil
Keyword(s):  
Black Students ◽  
Predominantly White ◽  
College Women ◽  
The United States ◽  
Predominantly White Institutions ◽  
Policy Implications ◽  
Black College ◽  
Significant Positive Association ◽  
White Institutions ◽  
Racial Tension

In the past 40 years, there has been a significant increase in Black students’ enrollment at predominantly White institutions (PWIs). Meanwhile, research shows that Black students often experience difficulty with transitioning and adjusting to PWIs. Previous research has effectively documented the challenges facing a significant number of Black students at PWIs; however, less is known about the experiences of Black women in particular. This study examined stress from racial tension experienced among 129 Black undergraduate women at PWIs in the Northeast region of the United States, as well as the potential moderating factors of the theorized Strong Black Woman concept and the Africultural coping theory. Hierarchical regression analyses indicated a significant positive association between racial tension experienced on campus and stress. Results also indicated that only Africultural coping was a significant moderator of this relationship, such that there was a weaker relationship between racial tension and stress among the participants who engaged more in Africultural coping. Policy implications for improving the campus racial climate and the academic experiences of Black college women at PWIs are discussed.

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