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Full-Text Articles in Education
Ralph Bunche Community Center Oral History Project (Fa 455), Manuscripts & Folklife Archives
Ralph Bunche Community Center Oral History Project (Fa 455), Manuscripts & Folklife Archives
FA Finding Aids
Finding aid only for Folklife Archives Project 455. Interviews with ten African Americans who attended the Ralph Bunche School in Glasgow, Kentucky. Informants provide history and other information related to the importance of the school in Glasgow's African American community.
Hines, George Lehman, 1851-1943 (Sc 1904), Manuscripts & Folklife Archives
Hines, George Lehman, 1851-1943 (Sc 1904), Manuscripts & Folklife Archives
MSS Finding Aids
Finding aid only for Manuscripts Small Collection 1904. Correspondence, teacher's certificates from the Shelby County, Tennessee public schools, and other materials related to Hines's work and family.
Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts, Shaun R. Harper, Ph.D., Lori D. Patton, Ph.D., Ontario S. Wooden, Ph.D.
Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts, Shaun R. Harper, Ph.D., Lori D. Patton, Ph.D., Ontario S. Wooden, Ph.D.
Shaun R. Harper, Ph.D.
Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts.
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
Lori Patton Davis
African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This manuscript highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study.