scholarly journals Introduction

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Pushpa Naidu Parekh
Keyword(s):  
Historically Black ◽  
African Diaspora ◽  
The United States ◽  
Black College ◽  
Special Issue ◽  
Historically Black College ◽  
Spelman College ◽  
Present Writing ◽  
Global Events ◽  
Pedagogical Frameworks

I am honored to represent the intellectual contributions of Spelman College’s faculty in this special issue. This publication is the first formal collection of scholarly and pedagogical articles on African Diaspora and the World (ADW) courses at Spelman College. We recently celebrated the twenty-fifth anniversary of our ADW Program, so the issue marks both a trajectory in a specific historically Black college as well as the intentional move towards internationalizing the educational enterprise in the United States. The contributors are faculty and program directors (past and present), writing on teaching and scholarship in ADW. I believe this issue is a timely intervention, especially when we read headlines like: “Americans Need to Learn More about World Outside America” (Gibbons) and “Why Many Americans Are Simply Clueless About Global Events” (Nelson). Eschewing neoliberal trends, the ADW story is a deliberative journey that dismantles false narratives of frontiers by embracing critical and analytical pedagogical frameworks and scholarship.

African Studies at Historically Black Colleges and Universities

2002 ◽  
Vol 30 (2) ◽  
pp. 24-29
Author(s):  
Herschelle S. Challenor
Keyword(s):  
United States ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Black College ◽  
African Studies ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
Howard University ◽  
Important Exception

Establishing an African studies program at a historically Black college or university (HBCU) may seem to make as much sense as carrying coals to Newcastle. In fact, though, very few of these institutions have African studies programs. Howard University is an important exception and was the first HBCU to establish an African studies program. That program, which was led initially by Rayford Logan, was created in 1953 following a $50,000 Ford Foundation grant in 1952. Anthropologist Melville Herskovits established the first African studies program in the United States in 1948. Howard University remains one of the few, if not the only, institution in the United States with an African Studies department that has its own faculty and that offers a doctorate in African studies.

“Shakespeare for All Times and Peoples”: Shakespeare at Spelman College and the Atlanta University Center

2019 ◽  
Vol 54 (1) ◽  
pp. 66-73
Author(s):  
LYNN MAXWELL
Keyword(s):  
Historically Black ◽  
Black College ◽  
Black Folk ◽  
Historically Black College ◽  
Spelman College ◽  
University Center ◽  
Du Bois ◽  
Atlanta University Center ◽  
Black Institutions ◽  
Atlanta University

In this paper I explore what it means to require Shakespeare at a historically black college by looking at Adrienne Herndon's 1906 essay “Shakespeare at Atlanta University” and W. E. B. Du Bois's Souls of Black Folk. Despite the frequent association of Shakespeare requirements with a conservative agenda, both Herndon and Du Bois imagine possibilities for powerful politics in the performance and study of Shakespeare. Reading these two texts together suggests that teaching, studying, and performing Shakespeare might still be powerful politics at black institutions.

Research Capacity Building: A Historically Black College/University-Based Case Study of a Peer-to-Peer Mentor Research Team Model

2017 ◽  
Vol 31 (3) ◽  
pp. 283-308 ◽  
Author(s):  
Corey L. Moore ◽  
Edward O. Manyibe ◽  
Fariborz Aref ◽  
Andre L. Washington
Keyword(s):  
Mixed Methods ◽  
Historically Black ◽  
Research Team ◽  
The United States ◽  
Peer To Peer ◽  
Black College ◽  
Research Skills ◽  
Peer Mentor ◽  
Historically Black College ◽  
Team Model

Purpose: To evaluate a peer-to-peer mentor research team model (PPMRTM) in building investigators’ research skills (i.e., research methods and grant writing) at a historically Black college/university (HBCU) in the United States. Method: Three different theories (i.e., planned change, critical mass, and self-efficacy), contemporary study findings, and our personal experiences as HBCU-based investigators provided a useful framework for developing the PPMRTM and corresponding intervention components. Three faculty members (herein referred to as fellows) and 5 mentors participated in the study. A concurrent equal status mixed methods design was used to triangulate data collected from 2 different sources: (a) a mixed methods (i.e., qualitative and quantitative) Web-based survey and (b) telephone interviews. The data were analyzed using SPSS Version 22 and NVivo Version 10.0. Results: The findings indicated that mentors and fellows were satisfied with the mentorship relationship, the program design, and its processes. Fellows submitted, for the first time in their career, a research proposal to the National Institute on Disability, Independent Living, and Rehabilitation Research Minority Serving Institution-Field Initiated Program (Catalog of Federal Domestic Assistance [CFDA 84.133]; G-4 research or G-5 development) for competitive funding consideration. This was a core goal of the program. They also indicated that their confidence to conduct research improved. Conclusions: The results suggest that the PPMRTM could represent a promising conceptual framework for conducing mentorship at HBCUs and other minority-serving institutions to improve early career research scientists’ research skills.

HIV: facts, fiction, and the impact on behavior of students at an Historically Black College/University

2012 ◽  
Vol 50 (2) ◽  
pp. 61-67 ◽  
Author(s):  
Cynthia Williams Brown ◽  
Jamilla T. Shepperson ◽  
Himanshu Gopalan ◽  
Salimah El-Amin
Keyword(s):  
Historically Black ◽  
Black College ◽  
Historically Black College ◽  
The Impact

scholarly journals HIV/AIDS Knowledge of Undergraduate Students at a Historically Black College and University

Diseases ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 98 ◽  
Author(s):  
Prince Andrew ◽  
Azad Bhuiyan ◽  
Anthony Mawson ◽  
Sarah Buxbaum ◽  
Jung Sung ◽  
...  
Keyword(s):  
Hiv Infection ◽  
Historically Black ◽  
Undergraduate Students ◽  
Hiv And Aids ◽  
Black College ◽  
Cross Sectional Survey ◽  
Historically Black College ◽  
Infection Transmission ◽  
College And University ◽  
Aids Knowledge

Objective: This study among 400 undergraduate students enrolled at Jackson State University (JSU) study aimed to assess knowledge about HIV and AIDS among African-American undergraduate students attending a historically black college and university. A cross-sectional survey was conducted. Data were collected using a validated, self-administered, and standardized questionnaire on knowledge regarding risks for HIV and AIDS. Three hundred and eighty-six students (96.5%) had good knowledge about HIV and AIDS, although some participants had misconceptions about the modes of HIV infection transmission. There were no significant gender differences for HIV and AIDS knowledge among the participants (χ2 = 3.05; P = 0.08). In general we concluded that JSU undergraduate students had adequate knowledge about HIV transmission modes and AIDS, although some participants had misconceptions about the routes of HIV infection transmission. Hence, this study calls for strengthening HIV and AIDS awareness education among undergraduate students.

scholarly journals Artifacts and the Academic Motivation of African American Male Athletes

2019 ◽  
pp. 1-14
Author(s):  
Eric Bailey ◽  
Rhema Fuller
Keyword(s):  
African American ◽  
African American Male ◽  
Academic Motivation ◽  
College Athletes ◽  
The United States ◽  
Black College ◽  
Male Athletes ◽  
Historically Black College ◽  
College And University ◽  
Male College

This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

scholarly journals The Paradox of Risk: Historically Black College/University Students and Sexual Health

2013 ◽  
Vol 61 (5) ◽  
pp. 254-262 ◽  
Author(s):  
Sinead N. Younge ◽  
Maya A. Corneille ◽  
Miriam Lyde ◽  
Jessica Cannady
Keyword(s):  
Sexual Health ◽  
University Students ◽  
Historically Black ◽  
Black College ◽  
Historically Black College
Sign in / Sign up

Export Citation Format

Share Document