Black Women and Science in Higher Education

2016 ◽  
pp. 170-180
Author(s):  
Bonita Flournoy
Keyword(s):  
Higher Education ◽  
High School ◽  
Black Women ◽  
Family Life ◽  
Women Scientists ◽  
Science Educator ◽  
Support Network ◽  
Science Field ◽  
Women And Science ◽  
Competency Area

This chapter gives an account on the experiences of a female STEM faculty member's journey from high school through graduate school, and then entering the workforce as she navigates the high and low points of being a black woman in a science field, as a science educator that will mentor other black women scientists, while also trying to sustain a viable family life. Her introduction to science, the profiles of mentors that provided her a support network, and the barriers that continue to plague black women in their preparation for a career in science, remains as blockades to access, to what is currently considered the most needed competency area to fill the workforce of the 21st century.

Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls

2021 ◽  
pp. 001312452110484
Author(s):  
Sandra R. Kalu
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Success ◽  
Black Women ◽  
Black Girls ◽  
College Completion ◽  
School Factors ◽  
Post Secondary ◽  
Lifetime Earnings ◽  
The Impact

Obtaining a college degree can enhance many aspects of one’s life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls ( N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Culturally Relevant ◽  
Organizational Structures ◽  
Women Faculty ◽  
Full Time ◽  
Education Programs ◽  
Self Reflection ◽  
Culturally Relevant Practices ◽  
Black Women Faculty

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

scholarly journals Give Yourself Permission to Rest

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Kareema J. Gray ◽  
Latoya B. Brooks
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Historically Black ◽  
Self Care ◽  
Women Faculty ◽  
Women In Higher Education ◽  
Emotional Needs ◽  
Social Unrest ◽  
Global Pandemic ◽  
Black Women Faculty

Black women in higher education have always been under pressure to prove that they belong in their positions, and often have taken on more work to prove this. The events of 2020—the COVID-19 global pandemic and the racial and social unrest that swept through the country increased this pressure on Black women in higher education. Historically, Black women have taken on the roles of mother, professional, and caretaker of all who were around them. The events of 2020 added to those roles for Black women faculty, working from home, homeschooling online, checking on the welfare of students, and addressing the emotional needs of their families who have been stuck indoors for months. Self-care is more important now more than before for Black women faculty. To employ these self-care strategies, Black women faculty must first give themselves permission to need them.

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

2021 ◽  
pp. 174114322110194
Author(s):  
Nuchelle L Chance
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Black People ◽  
Senior Leadership ◽  
Women In Higher Education ◽  
Childhood Experiences ◽  
Phenomenological Inquiry ◽  
Adverse Experiences ◽  
Verbal Assault

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

scholarly journals Test review of Iranian university entrance exam: English Konkur examination

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ali Khodi ◽  
Sayyed Mohammad Alavi ◽  
Hossein Karami
Keyword(s):  
Higher Education ◽  
High School ◽  
Standardized Test ◽  
Present Review ◽  
High Stake ◽  
Entrance Exam ◽  
Test Review ◽  
Long Time ◽  
Knowledge Of Language

AbstractThe present paper appraises a standardized test, the entrance exam of Iranian universities, known as “Konkur” that is administered annually as a means of gaining admission to higher education in Iran. This norm-referenced test is administered for students majoring in mathematics, experimental sciences, and humanities whose scores along their weighted GPAs in the last 3 years of high school are used as indicators of students’ rank. Based on the rank achieved, they would find the opportunity to select the highly regarded university for their education. Due to the importance of such a high-stake test which may bring about social and long-time consequences for the participants, the present paper tries to evaluate the test and its psychometrics aspects. It is ostensible that the exam provides a limited  situation for measuring the participants “knowledge of language” rather than their “knowledge about language.” Therefore, the dimensionality and validity of the test are debatable. Thus, the present review tries to characterize Konkur examination and discusses the rooms for untouched aspects for the betterment of its quality.

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