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This book focuses on the significant role that professional
education programs play at historically Black colleges and
universities (HBCUs) and these programs' impact on society. Chapter
authors discuss the contexts and experiences of students who have
attended these programs, including their relationships with
faculty, research opportunities, professional growth, personal
enrichment, and institutional support. Taking into account social
supports, identity development, and doctoral student socialization
patterns, this book sheds light on what development and status of
such professional education programs mean for future research and
practice, while emphasizing issues of race, oppression, and
marginalization.
Acting as a bridge between the academic and policymaking
communities, Young, Gifted and Missing sets the stage for
addressing critical issues around why African American men are
absent in the STEM disciplines. The authors track the experiences
of African American male students in STEM at every level of the
educational system in order to produce successful models of
achievement. The number of African American males who enroll in
STEM degree programs as opposed to the lower numbers that
ultimately graduate portends poorly for U.S. communities and
democracy. The road to economic success and global participation
requires a rich, educated community that must include African
American males. There is a state of urgency to address this
critical challenge. Action must happen now. An educated public, not
just for some, but one for all is a must. Graduate students in
STEM, education, and business disciplines, as well as executive
leadership in education, corporate and non-profit entities stand to
benefit from reading this volume. Lastly, those looking to research
the successes of African American males in STEM disciplines would
find this book purposeful.
This book focuses on the significant role that professional
education programs play at historically Black colleges and
universities (HBCUs) and these programs' impact on society. Chapter
authors discuss the contexts and experiences of students who have
attended these programs, including their relationships with
faculty, research opportunities, professional growth, personal
enrichment, and institutional support. Taking into account social
supports, identity development, and doctoral student socialization
patterns, this book sheds light on what development and status of
such professional education programs mean for future research and
practice, while emphasizing issues of race, oppression, and
marginalization.
The Nation's Historically Black Colleges and Universities (HBCUs)
are more relevant today than ever before. As the national student
loan debt grows, as the racial wealth gap continues to widen and as
unemployment in the African American community continues to exceed
that of other racial demographic groups, the HBCUs represent a
collective means to combating socioeconomic ills. The HBCUs stand
in the gap; supporting the African American community at-large.
Through the use of best practices and HBCU administrative
experiences, the authors offer a path forward for avoiding
political and cultural missteps. They tout the rich tradition,
legacy, as well as outcomes of HBCUs. New contributions to the
field are made through a collective of higher education
professionals and change agents whom are tied to HBCU scholarship.
A relevant and practical book for HBCU leadership and
administrators, HBCU faculty leaders and researchers that want to
uncover the ways and means for cultivating success within the HBCUs
longitudinally. New contributions to the field are made through a
collective of higher education professionals and change agents who
are tied to HBCU scholarship.
It has been well chronicled that Black professors have experienced
a long history of inequities and inequalities within the academic
space. This volume explores the experiences, challenges and
triumphs experienced by Black professors. Including personal essays
written by Black professors, this volume showcases personal
insights and inspirational stories from leading Black scholars
across the US. It highlights and problematizes the uncomfortable
truth of the lack of diversity in many higher education
institutions in order to further discussions on the topic of race
in academia, and to assist academics of color in preparing for
their careers. Future academics will gain a sense of how to launch
their careers, stay productive in research, teaching and service,
and avoid the racial-related malaise that can hinder new academics
of color. By presenting discussions on professional development,
and emphasizing the challenges and triumphs experienced by Black
professors across disciplines, this book provides advice for junior
Black scholars on how to navigate academe and tackle the challenges
that Black scholars often face.
This book focuses on the lived experiences of underserved student
and faculty populations at historically Black colleges and
universities (HBCUs) and the implications these experiences have
for higher education policy. Contributors discuss the contexts and
experiences of students and faculty who navigate the political and
social spaces of HBCUs while supporting healthy personal and robust
professional goals. The stigmas and social nuances that plague
students and faculty of color do not dissolve with their arrival at
an HBCU, but rather they transform into a new set of challenges
that demand the attention of researchers. Taking into account
institutional supports, identity development, and socialization
patterns, this book sheds light on what the experiences of higher
education's "outsiders" mean for future research and practice,
while emphasizing issues of diversity, equity, and inclusion.
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