Linden Hills

Linden Hills by Gloria Naylor marks psychological fragmentation which results into immense pain and suffering. Naylor, in this novel, addresses the physical and mental hierarchies which act as blockades in the higher purpose of human integration. This paper aims to investigate the saga of undiluted suffering in the lives of women in Linden Hills. The novelist shows in true colors how the black women become sacrificial lambs and receive the brunt of the frustration of the black males of their society. This paper is also a close study of black males mentality when they get unbridled power and exert it on all those who are subversive to them. Women become the easy victim of their ruthless power play. The tragedy is more intense because the women have been suffering for many generations. In every generation, Nedeed male marries a light-complexioned woman just to reduce her to a child-bearing tool. Failing that, the woman has to lead a life full of hardships and depravity. This paper analyses how her loud desires to stand against the institutionalized trauma herald a new era of freedom from pain and suffering.

Culturally Responsive Academic Advising of Black Males at an Urban Community College During COVID-19

The current research study aims to explore the academic advisors' culturally responsive advising of Black males at an urban community college during COVID-19. The qualitative method is suitable for the current research since the research focused on phenomenon analysis and non-statistical means of inquiry. The current research uses a phenomenological design to examine a specific group and phenomenon. The research will add to the understanding and knowledge base of the motivation and perceptions of academic advisors on advising Black males of an urban community college during the current global pandemic. The purpose is to examine how academic advisors respond to the needs of Black males in how it affects their enrolment, persistence, and success while studying in an urban community college. The research will support reviews regarding cultural intelligence and the need for more accountability for the overall success of Black male students.

Practical Curriculum Approach

For decades, the achievement gap between low-income Black males and other groups is sufficiently documented and persists. This study calls for a new practical curriculum approach that provides the necessary conditions for how low-income Black males learn, stay engaged, and assist in building the capacity for positive self-efficacy. The significance of this curriculum approach would be improving academic achievement among the group, closing the gap, and facilitate long-term socioeconomic sustainability for the group that is most likely vulnerable to systemic barriers and prejudices. Through a qualitative approach and a historical design, the findings developed a curriculum approach grounded in Social Learning Theory, Human Capital Theory, and Career development Theory. The theoretical framework embodies and incorporates the practical approach found in ( Yusuf & Nabeshima, 2012 ) and ( Lee & Fredriksen, 2008 ) and could improve academic achievement among the group.

I’m Helping My Son Get Into College; He Is My First Priority

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.