The Role of Family, Race, and Community as Sources of Motivation for Black Students in STEM

2021 ◽  
Vol 1 (2) ◽  
pp. 151
Author(s):  
Fries-Britt ◽  
Onuma
Keyword(s):  
Black Students

Brothers in Arms: The Role of Broederbond Rectors in the Exercise of Hegemony at the University of Fort Hare, 1960–1981

Politeia ◽  
2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Pamela Johnson
Keyword(s):  
Black Students ◽  
The State ◽  
University Administration ◽  
Independent States ◽  
University Of Fort Hare ◽  
The University

As members of the secret Afrikaner organisation, the Broederbond, two of the apartheid-era rectors at the University of Fort Hare were responsible for leading an institution that was supposed to spearhead the modernisation of ethnically defined homelands and their transition to independent states, whilst disseminating apartheid values among the black students. Based on unsorted and unarchived documents located in the personal files of the apartheid-era rectors, which included secret correspondence and memoranda of clandestine meetings, this paper illustrates the attempted exercise of hegemony by the apartheid state through its linked network with the university administration during the period 1960 to 1990. This is achieved by demonstrating the interaction between the state, Broederbond rectors and the black students at Fort Hare, who were subjected to persuasion and coercion as dictated by the state’s apartheid vision of a racially defined and separated society.

The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions, their parents and educators

2014 ◽  
Vol 47 ◽  
pp. 274-282 ◽  
Author(s):  
Priscilla A. Gibson ◽  
Robert Wilson ◽  
Wendy Haight ◽  
Misa Kayama ◽  
Jane M. Marshall
Keyword(s):  
Black Students ◽  
School Suspensions ◽  
Out Of School

Black Students’ College Preferences: The Role of the White Racial Frame in Perpetuating Integration

2020 ◽  
Vol 63 (4) ◽  
pp. 552-570
Author(s):  
Megan M. Holland
Keyword(s):  
High School ◽  
High Schools ◽  
Black Students ◽  
Historically Black ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Racially Diverse ◽  
College Application ◽  
White Racial Frame

Much research has found support for the perpetuation hypothesis, which predicts that the racial contexts that youth grow up in direct them into analogous situations and institutions in their futures. However, there is a lack of qualitative research that examines how Black students make meaning of their high school racial context when making their college application decisions. Drawing upon interviews and observational data with 48 Black students at two racially diverse high schools, I examine Black students’ college preferences to understand the mechanisms behind integration perpetuation. My data show that Black students vary in how they make meaning of their high school contexts. In contrast to the predictions of the perpetuation hypothesis, some embrace the idea of attending historically Black colleges and universities (HBCUs); however, others want to attend diverse colleges like their high schools. I highlight how the white racial frame, embedded within the context of racially diverse high schools, may influence college racial composition preference.

Policy Dialogue: Black Teachers of the Past, Present, and Future

2021 ◽  
Vol 61 (1) ◽  
pp. 94-102
Author(s):  
Gloria Ladson-Billings ◽  
James D. Anderson
Keyword(s):  
Twentieth Century ◽  
Black Students ◽  
School Administrators ◽  
Black Teachers ◽  
Policy Dialogue ◽  
Black Experience ◽  
The Past ◽  
Black Teacher ◽  
Research Questions

In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college.For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider.

scholarly journals The Role of Specific Subjects in Education Production Functions: Evidence from Morning Classes in Chicago Public High Schools

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Kalena E. Cortes ◽  
Jesse Bricker ◽  
Chris Rohlfs
Keyword(s):  
High Schools ◽  
Black Students ◽  
Test Scores ◽  
Production Functions ◽  
Public High Schools ◽  
Classroom Learning ◽  
Education Production ◽  
Empirical Regularity

Abstract Absences in Chicago Public High Schools are 4-7 days per year higher in first period than at other times of the day. This study exploits this empirical regularity and the essentially random variation between students in the ordering of classes over the day to measure how the returns to classroom learning vary by course subject, and how much attendance in one class spills over into learning in other subjects. We find that having a class in first period significantly reduces grades in that course but does not affect grades in related subjects. We also find that having math in first period reduces test scores in all subjects and reduces grades in future math classes. These effects are particularly large for black students. For classes other than math, we find little effect of having the class in first period on test scores or long-term grades.

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor

Role of the allergist in diagnosis and management of patients with uveitis

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre
Keyword(s):  
Diagnosis And Management
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