Black Parents as Achievement Socialization Agents for Black Girls

2018 ◽  
pp. 762-773
Author(s):  
Jemimah L. Young ◽  
Jamaal R. Young
Keyword(s):  
Black Women ◽  
Educational System ◽  
Black Girls ◽  
Academic Resilience ◽  
Black Parents ◽  
Academic Identities ◽  
Teachers And Parents ◽  
Socialization Agents ◽  
The U.S ◽  
Better Than

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.

Black Parents as Achievement Socialization Agents for Black Girls

2018 ◽  
pp. 243-254 ◽  
Author(s):  
Jemimah L. Young ◽  
Jamaal R. Young
Keyword(s):  
Black Women ◽  
Educational System ◽  
Black Girls ◽  
Academic Resilience ◽  
Black Parents ◽  
Academic Identities ◽  
Teachers And Parents ◽  
Socialization Agents ◽  
The U.S ◽  
Better Than

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.

American-European Relations in U. S. World History Textbooks, 1921-2001

2012 ◽  
Vol 44 (2) ◽  
pp. 95-112
Author(s):  
Martin Alm
Keyword(s):  
20Th Century ◽  
Western Europe ◽  
World History ◽  
History Textbooks ◽  
Democratic Tradition ◽  
American Society ◽  
The Cold War ◽  
The U.S ◽  
English Heritage ◽  
Better Than

This article studies U.S. views of the historical relationship between the U.S. and Europe as conceived during the 20th century. This is examined through U.S. World history text books dating from 1921 to 2001. The textbooks view relations within a general teleological narrative of progress through democracy and technology. Generally, the textbooks stress the significan ce of the English heritage to American society. From the American Revolution onwards, however, the U.S. stands as an example to Europe. Beginning with the two world wars, it also intervenes directly in Europe in order to save democracy. In the Cold War, the U.S. finally acknowledges the lea ding role it has been assigned in the world. Through its democratic ideals, the U.S. historically has a spe cial relationship with Great Britain and, by the 20th century, Western Europe in general. An American identity is established both in conjunction with Western Europe, by emphasizing their common democratic tradition, and in opposition to it, by stressing how the Americans have developed this tradition better than the Europeans, creating a more egalitarian and libertarian society. There is a need for Europe to become more like the U.S., and a Europe that does not follow the American lead is viewed with suspicion.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

Abstract 15642: Race Sex Disparities in Atherosclerotic Cardiovascular Disease in Hospitalized Patients With Diabetes, 2005-2015 Potential Warning Signs for Future U.S. Public Health

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Gursukhman Sidhu ◽  
Charisse J Ward ◽  
Keith Ferdinand
Keyword(s):  
Cardiovascular Disease ◽  
Renal Failure ◽  
Black Women ◽  
Black Men ◽  
Odds Ratio ◽  
White Men ◽  
The United States ◽  
Atherosclerotic Cardiovascular Disease ◽  
Secondary Diagnosis ◽  
The U.S

Introduction: Despite a recent gradually slowing and perhaps recent increase in the burden of atherosclerotic cardiovascular disease (ASCVD) related hospitalization in the United States population with diabetes, it is unclear whether the prior downward trend was uniform or there was an unbalanced division amongst sex and race. Methods: Adults aged ≥40 years old with comorbid diabetes as a secondary diagnosis were identified using the U.S. 2005-2015 National (Nationwide) Inpatient Sample (NIS) data. The prevalence of other modifiable cardiovascular risk factors (hypertension, dyslipidemia, smoking/substance abuse, obesity, and renal failure), procedures like major amputations in the secondary diagnosis field and their association with ASCVD (acute coronary syndrome (ACS), coronary artery disease (CAD), stroke, or peripheral arterial disease (PAD)) as the first-listed diagnosis were determined. Complex samples multivariate regression was used to determine the odds ratio (O.D.) with 95% confidence limits (C.L.s). Sex and race risk-adjusted ASCVD related in-hospital mortality rates were estimated. Results: The rate of total ASCVD hospitalizations adjusted to the U.S. census population increased by 5.7% for black men compared to 4% for black women cumulatively compared to a stable downtrend in white men and white women. There was a higher odd of an ASCVD hospitalizations if there was comorbid hypertension (Odds Ratio (OR 1.29; 95% Confidence Interval (CI) 95% 1.28 - 1.31), dyslipidemia (OR 2.03; 95% CI 2.01 - 2.05), renal failure (OR 1.84; 95% CI 1.82 - 1.86), and smoking/substance use disorder (OR 1.31; 95% CI 1.29 - 1.33). When compared to white men, black men (OR 1.43; 95% CI 1.3 - 1.57) and black women (OR 1.15; 95% CI 1.04 - 1.27) had a higher likelihood of undergoing a major limb amputation during an ASCVD hospitalization. Conclusions: Blacks with diabetes continue to have a higher hospitalizations burden with a concomitant disparity in procedures and outcomes.

Using 10-K Text to Gauge Financial Constraints

2015 ◽  
Vol 50 (4) ◽  
pp. 623-646 ◽  
Author(s):  
Andriy Bodnaruk ◽  
Tim Loughran ◽  
Bill McDonald
Keyword(s):  
Capital Structure ◽  
Financial Constraints ◽  
Securities And Exchange Commission ◽  
Financial Constraint ◽  
Firm Characteristics ◽  
Low Correlation ◽  
Highly Correlated ◽  
Firm Attributes ◽  
The U.S ◽  
Better Than

AbstractMeasuring the extent to which a firm is financially constrained is critical in assessing capital structure. Extant measures of financial constraints focus on macro firm characteristics such as age and size, variables highly correlated with other firm attributes. We parse 10-K disclosures filed with the U.S. Securities and Exchange Commission (SEC) using a unique lexicon based on constraining words. We find that the frequency of constraining words exhibits very low correlation with traditional measures of financial constraints and predicts subsequent liquidity events, such as dividend omissions or increases, equity recycling, and underfunded pensions, better than widely used financial constraint indexes.

People of Color and Equal Rights

2017 ◽  
Author(s):  
Richard D. Brown
Keyword(s):  
New England ◽  
Supreme Court ◽  
Black Girls ◽  
Professional Standards ◽  
People Of Color ◽  
Free Blacks ◽  
Equal Rights ◽  
Criminal Trials ◽  
Dred Scott ◽  
The U.S

In New England, if anywhere, equal rights might have included people of color. Free blacks comprised a small fraction of the population, and slave uprisings posed no threat. Yet in this region, as in others, racism prevailed. Discrimination in public business, including voting and education, was commonplace. But in criminal trials procedural safeguards and professional standards limited the effects of prejudice. Public opinion was not so restrained. And in rural New England vigilantes shut down New Hampshire’s racially integrated Noyes Academy and Prudence Crandall’s school for black girls in Connecticut. Connecticut banned schools like Crandall’s, she was jailed briefly, and the state’s supreme court denied equal rights for blacks, setting a precedent for the U.S. Supreme Court’s Dred Scott ruling.

scholarly journals Polish Students Are Feeling Better and Better. A Research Report

2015 ◽  
Vol 46 (2) ◽  
pp. 214-216
Author(s):  
Aneta Przepiorka ◽  
Agata Błachnio
Keyword(s):  
Research Report ◽  
Point Scale ◽  
The U.S ◽  
Better Than

Abstract The study aimed to test how Polish students assess their average mood. The research was based on American and Polish studies conducted several years ago. In the U.S. study, students rated their mood as better than usual, while the Polish students in the 1990s rated theirs as worse than usual. Participants in our study were 82 people (mean age M = 20 years, SD = 1.21). For 30 consecutive days they rated their mood using a 7-point scale. It turned out that the participants tended to rate their mood on a given day as the same as the average one. These results are different from those obtained for Polish students several years ago.

Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline

2017 ◽  
Vol 50 (1) ◽  
pp. 56-86 ◽  
Author(s):  
Conra D. Gist ◽  
Terrenda White ◽  
Margarita Bianco
Keyword(s):  
Black Women ◽  
Education Reform ◽  
Educational Equity ◽  
Black Girls ◽  
Collective Learning ◽  
Social Emotional ◽  
Black Feminist ◽  
12Th Grade ◽  
Educational Spaces ◽  
Feminist Theories

This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

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