Research Experience For High School Students : A Retrospective Analysis

Over the years there has been a significant decrease in the percentage of African American male success in higher education. Not only does this effect society as a whole, but more importantly this effects the African- American community as well. The high percentage of uneducated African- American males will result in increased crime rate, shortened life span and overall hard life. However this epidemic can be stopped by looking at the contributing factors of why there is a decrease in African-American male success in higher education and how to change it. Throughout the paper I will be addressing the issues as to why there are not more black men in higher education, by looking at the contributing factors such as environmental

“The Black Studies Program: Strategy and Structure” was published Fall of 1972 in The Jounal of Negro Education. It’s contents are a relection on the years before when colleges and universitys were allowing African Americans to attend , but did not provide curriculum about or for African Americans.

African-American communities have been asked to sacrifice hiring qualified, capable Black teachers for a promise of increased test scores. People of color are to shout to the heavens for school choice and accept a lottery. These are all false dichotomies and inconsistencies that reflect our allegiances to organizations and ideologies rather than community. We are a community driven institution, which is at the essence of our mission. Dillard remains one of the few places that promulgate the black middle class in both word and in deed. We as an institution supports Dr. Darwish in his efforts to secure funds for this STEM program, because it is our belief too that education is an incubator for literacy, employment, citizenship and activism. These courses are prerequisites for upper level classes in STEM programs, including nursing, physics and public health. For the 24 girls selected each year to participate Dillard University serves as more than just another university but rather an educational map, economic development plan, political stage and protector for not only the low-income families, but also future generations. Let us not forget, HBCU’s were the original Teach for America in this regard, therefore, we have an obligation to ensure the success of young

African American education systems and colleges faced many issues systematically and socially. The process of integrating colleges was a process faced with opposition because the idea that higher education was made for strictly for white upper-class men was still the underlying ideal. While equal opportunity was promoted in the light, behind the scenes, systematically money, policy, procedure hindered black education and equal opportunity. Realizing this injustice, black students sought to find their own solutions to social justice issues happening not only within higher education but their communities while leading by example.

In this particular study conducted on state funding per student in North Carolina, the funding of UNC-Chapel Hill (PWI), North Carolina A&T (HBCU), and North Carolina Central University (HBCU) were reviewed. The findings showed that UNC budgeted $27,826, A&T $10,400 and NCCU $13,378 per student. The larger size of PWIs means that more money is available for student programs and activities. PWIs provide opportunities in a more mainstream environment and thus more realistically mirror the real world. After four years of study at a PWI, students have the confidence and are prepared to enter the real world as contributing members. This may be a very broad and generalized claim, but there is documented evidence to back it up. Using black female students as an example, journal article (what journal article???) stated the benefits for this group. It read, “These articulate, interpersonally adept women gained more from the academic experience on White campuses (Allen, W.R.).”

In an effort to increase diversity in certain job fields and corporations, companies will primarily look at historically black colleges and universities first. At a finance panel at Howard University’s school of business, a black MIT grad stated how her twin sister, who attended Howard, got more job offers than she did. There is a misconception that historically black colleges and universities lack proper training and job preparation. This most likely stems from people still believing that only white people are capable of success or teaching other people success. HBCU’s provide opportunity to students who may not have been exposed to those opportunities’ otherwise. Looking at graduation rates at non HBCU’s, black students at PWI’s have a lower graduation rate compared to their white counterparts(npr.org). When it comes to diversity most people assume diversity in color but there are more ways for places to be diverse. There is a lack of diversity at PWI’s when it comes to race, culture, and most importantly socioeconomic

The purpose of this paper is to argue based on the founding principles for their establishment, HBCUs hold no educational justification to continue in the midst of the twenty-first century. Frist, the paper will cover a brief historical context around the founding principles of HBCUs. Next, legislation that allowed them to thrive and maintained existence will be presented. To conclude, implications for HBCUs and potential next steps will be presented. Historically Black Colleges and Universities were an instrumental educational piece for African American during the 19th and 20th century, they are not longer relevant in the 21st century

The entire HBCU experience is entirely different than that of other public or private colleges that are predominantly white. While HBCUs represent only 3% of the nation’s institutions of higher learning they enroll 16% of African Americans at the under-graduate level and award nearly one-fifth of

In 2010, Black females “earned twice the number of baccalaureate degrees than Black males (66% vs 34%). Also, 70% of Black men do not complete a college degree within six years,” according to “Deficient or Resilient: A Critical Review of Black Male Academic Success and Persistence in Higher Education.” Black males are usually a product of their environment which translates into their performance in college. Most of them will have friends and family who may discourage them and even encourage them to participate in illegal activities. Black males are not only prideful but they also put on a façade to the world that hinders their success. According to the same article, factors that contribute to a Black males success in college include “the ability to…becom[e] engaged on campus through leadership opportunities, the development of meaningful relationships with peers and mentors, and receiving ample familial and spiritual support.” In spite of the fact that, Black male students are often more successful at an HBCU because they feel more valued, they still have no chance to catch up with their female peers. They do not have the ambition and persistence to work hard particularly through the challenges that they face daily. They let their past failures, and their present obstacles define their future. Black males take the easy route and sell illegal drugs, commit robbery, gamble, rape and degrade women, and forget about the importance of their education, for a temporary relief. According to the article that is previously stated, “Black male attainment at HBCUs has declined by 6% in a single decade, and is currently hovering at 29%, in contrast with the 57% graduate rate of female counterparts.” In this article there is a study taken of 44 Black Males in STEM (science, technology, engineering, and math) programs at HBCUs. This

Since the early 1800s, women in higher education have been battling to overcome barriers to gain access to education, and equal career opportunities. Research posits that women have made significant progress through government legislations during the 1960s and 1970s, which eradicated some of the barriers of gender inequality. The research also supports that women are moving the needle in educational attainment and employment in higher education as students, faculty members and senior-level administrators. However, recent data suggest that there is still work to do to increase the number of women in leadership roles. Especially black women in higher education.

Another major predicament that plays a large role in the amount of African Americans that do not receive a higher education is once they get to college, they do not have a typical or enjoyable experience once there. In today’s society, it is hard to imagine that there is still racism and segregation in schools and colleges today but the reality is, it still does very much exist. This is especially true when black students attend predominantly white universities. Even though most colleges promote themselves by talking about how diverse their

America’s higher education system has an interesting history. It has advanced substantially since it was established. Unfortunately, its beginnings were based on slavery and cultural genocide. Craig Steven Wilder’s book Ebony and Ivy gives insight into the intriguing beginning of America’s colleges. Wilder focuses mostly on the impact and treatment of both the Native Americans and African Americans within the beginnings of colonial universities, but within these statements, one can see how dramatically the American college system developed in these early years. The book has excellent reviews. In an article posted on December 1, 2014 the African American Review states, “Ebony and Ivy will change the way we think about knowledge-creation at America’s universities…Craig Wilder’s masterly work will stand the test of time and should be required reading for college students across America.” In a Washington Post article published in 2014, Carson Byrd says, “Ebony & Ivy is a meticulously argued work and a valuable resource for multiple disciplines. It strongly connects slavery, science, and higher education to explain how racism is built into the foundation of our colleges and universities. A few of these connections are described below.”

A case study is defined as “a report of case materials obtained while working with an individual, a group, a community, or an organization. Case Studies illustrate a problem; indicate a means for solving a problem; and/or shed light on needed research, clinical applications, or theoretical materials” (APA, 2010, p. 11). The goal of this paper is for me to conduct a case study on myself and explain what I have learned about research at an introductory level, and how I evaluate or critique it from a biblical, Christian perspective.

Historically black colleges and universities, otherwise known as HBCUs, have played an integral role in advancing the education of underprivileged black teenagers since their inception after the American Civil War. They have had students extremely well known in their fields today, such as billionaire entertainer Oprah Winfrey, the first African American Supreme Court Justice Thurgood Marshall, and civil rights activist Martin Luther King, Jr. Though their graduation rates tend to be around 1 in 3, they have produced a majority of successful African American professionals. For the continued advancement of African Americans, HBCUs are necessary for offering educational opportunities that their students had been historically denied and presently out of financial reach, while promoting strong family values and equality that may be lacking at traditional schools and displaying positive African American role models in their alumni and staff.

areas of science, technology, engineering, and mathematics employers are not getting enough women (Pozniak). High school girls only represent 17 percent of computer science Advance Placement (AP) test takers (O'Shea). The most significant group of minorities who are behind in earning computer technology degrees and working in science and mathematical professions are women. “Historically, women’s low representation in science and engineering was said to be due in large part of their lack of ability, interest, or both” (Horning 30). However, this is no longer a true fact according to Ward. Some suggestions to increasing the amount of women in sciences include introducing already present women faculty as mentors. Over the last three decades,