African American Culture and Heritage in Higher Education Research and Practice
The book examines the questions; what is the relationship between African Americans' culture and experiences, and how should their culture be integrated into research and practice? How do African Americans' intra- and interrelations differ in higher education? How does understanding African American culture as it relates to higher education research enhance policy-making and practice? What role do HBUCs play in African Americans' participation in higher education? What are the policy and practice implications of past and current research? Scholars and practitioners of education, culture, and race relations will find this collection informative and interesting. |
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In order for African Americans to continue to make progress in their participation in higher education , two factors must be addressed . First , institutions of higher education 10 Overview.
In order for African Americans to continue to make progress in their participation in higher education , two factors must be addressed . First , institutions of higher education 10 Overview.
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What is abundantly clear , however , is that for progress to continue to be made to increase African American participation in higher education the whole picture has to be seen ( i.e. , past and current conditions affecting their ...
What is abundantly clear , however , is that for progress to continue to be made to increase African American participation in higher education the whole picture has to be seen ( i.e. , past and current conditions affecting their ...
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In order for the progress of African American participation in higher education to continue , researchers and policymakers must insist that there be no reduction in the commitment to improving African American access by institutions of ...
In order for the progress of African American participation in higher education to continue , researchers and policymakers must insist that there be no reduction in the commitment to improving African American access by institutions of ...
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Washington's elevation at the turn of this century as the most powerful African American in this country was achieved by saying things that were pleasing to persons who wished to continue what DuBois referred to as the " nadir of Negro ...
Washington's elevation at the turn of this century as the most powerful African American in this country was achieved by saying things that were pleasing to persons who wished to continue what DuBois referred to as the " nadir of Negro ...
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14 ) . While the slaveholders were developing their resources in North America , the regions of West and Central Africa were losing their human capital — a most valued resource . So , instead of continuing to " divide and conquer " and ...
14 ) . While the slaveholders were developing their resources in North America , the regions of West and Central Africa were losing their human capital — a most valued resource . So , instead of continuing to " divide and conquer " and ...
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| 11 | |
| 19 | |
| 29 | |
Historical Origins of Change Implications for African Americans in Higher Education | 39 |
Examining African American Higher Education Research Issues and Paradigms | 53 |
And Who Shall Control Their Minds? Race Consciousness and Collective Commitments among African American Students | 55 |
The College Experience A Conceptual Framework to Consider for Enhancing Students Educational Gains | 71 |
Am I Black Enuf fo Ya? Black Student Diversity Issues of Identity and Community | 89 |
Addressing Higher Education Policy and Practice as They Relate to African American Culture | 151 |
Policy Practice and Performance Strategies to Foster the Meaningful Involvement of African Americans in Higher Education DecisionMaking Proces... | 153 |
The Relationship between Evaluation Effort and Institutional Culture Mixing Oil and Water? | 169 |
African Americans and College Choice Cultural Considerations and Policy Implications | 177 |
Higher Education and Teacher Preparation Meeting the Challenges and Demands for Academic Success of Urban Youth | 191 |
Higher Education Policies and Professional Education in American Black Colleges | 203 |
Concluding Thoughts | 219 |
Index | 221 |
SelfSegregation An Oxymoron in Black and White | 117 |
Doing What Comes Unnaturally Increasing African American Faculty Presence in Predominantly White Colleges and Universities | 129 |
Cultural Capital and the Role of Historically Black Colleges and Universities in Educational Reproduction | 139 |
About the Editor and Contributors | 229 |
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˹éÒ 50 - Legislation is powerless to eradicate racial instincts or to abolish distinctions based upon physical differences, and the attempt to do so can only result in accentuating the difficulties of the present situation. If the civil and political rights of both races be equal, one cannot be inferior to the other civilly or politically. If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane.
˹éÒ 44 - I am not, nor ever have been, in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people, and I will say in addition to this that there is a physical difference between the white and black races...
˹éÒ 201 - If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.
˹éÒ 198 - ... institutions. It is the nature which is developed and expressed in those simple, \ face-to-face groups that are somewhat alike in all societies; groups of the family, ' the playground, and the neighborhood. In the essential similarity of these is to \ be found the basis, in experience, for similar ideas and sentiments in the human \ mind. In these, everywhere, human nature comes into existence. Man does N/ not have it at birth ; he cannot acquire it except through fellowship, and it decays
˹éÒ 44 - The object of the amendment was \ undoubtedly to enforce the absolute equality of the two races before the law, but, in the nature of things, it could not have been intended to abolish distinctions based upon ! color, or to enforce social, as distinguished ! from political, equality, or a commingling of the t\vo races upon terms unsatisfactory to either.
˹éÒ 122 - There is a vast difference — a Constitutional difference — between restrictions imposed by the state which prohibit the intellectual commingling of students, and the refusal of individuals to commingle where the state presents no such bar.
˹éÒ 61 - The Negro race, like all races, is going to be saved by its exceptional men. The problem of education, then, among Negroes must first of all deal with the Talented Tenth; it is the problem of developing the Best of this race that they may guide the Mass away from the contamination and death of the Worst, in their own and other races.
˹éÒ 199 - ... a set of nested structures, each inside the next, like a set of Russian dolls
˹éÒ 123 - I am apt to suspect the negroes and in general all the other species of men (for there are four or five different kinds) to be naturally inferior to the whites.
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| ª×èÍ˹ѧÊ×Í | African American Culture and Heritage in Higher Education Research and Practice Series on Applied Mathematics; 11 |
| ºÃóҸԡÒà | Kassie Freeman |
| ©ºÑº | ©ºÑº·ÕèÁÕÀÒ¾»ÃСͺ |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Greenwood Publishing Group, 1998 |
| ISBN | 0275958442, 9780275958442 |
| ¤ÇÒÁÂÒÇ | 237 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |