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This special issue of the Peabody Journal of Education explores
issues of access and equity in post-secondary education.
This book examines colleges and universities across the diaspora
with majority African, African-American, and other Black designated
student enrolments. Research confirms that these campuses possess a
flourishing landscape with racial, economic, and gender diversity
while sharing a Black identity created through global
racialization. Globally, Black colleges and universities create
academic and social environments where different races, sexes,
cultures, languages, nationalities, and citizenship status coexist,
enabling academic achievement, civic engagement, and colonial
resistance. This volume highlights racial hegemony in
multi-national student experiences and achievement; examines the
social and career implications of attendance on lifelong success;
explores the impact of global Black marginalization and racist
ideology on Black college communities; and explores the role gender
plays in outcomes and attainment. This timely work engages the
diversity of Black colleges and universities and explains their
critical role in promoting academic excellence in higher education.
A volume in Contemporary Perspectives on Capital in Educational
Contexts Series Editor RoSusan D. Bartee, University of Mississippi
The edited volume, Contemporary Perspectives on Capital in
Educational Contexts, is timely in its unique and appropriate
analyses of the prevailing internal and external dynamics of
capital as indicative of the type of currency within institutional
structures or the currency among individual stakeholders of
education. The intersection of capital and currency emerges
similarly and differently within the American compulsory-based
system of K-12 and the choice-based system of higher education.
More specifically, Contemporary Perspectives on Capital in
Educational Contexts disentangles the broader challenges and
opportunities of the institution of education and the individuals
who comprise. Emerging insights from the analyses provide an
informed basis for ascertaining the rules of engagement and means
of negotiation for the respective constituencies. With that said,
this volume essentially responds to three important questions: 1)
What are the tenets of capital and currency in public schools and
higher education?; 2 ) How do institutions and individuals navigate
those tenets?; and 3) What general and specific implications do
capital hold for the educational pipeline and beyond? These
questions provide a useful framework for engaging critical
conversations about the dynamics of capital while offering
perspectives about how to improve the quality of currency in K-12
or colleges and universities. These questions further serve as a
basis for eliciting more questions toward the consideration capital
as both a conceptual construct and applicable model. Contemporary
Perspectives on Capital in Educational Contexts, too, is an
expansion of the work of School matters: Why African American
students need multiple forms of capital, where Bartee & Brown
(2006) examines how the acquisition and possession of capital
equips African American students in a highperforming,
high-achieving magnet school in Chicago for competitiveness in
school-generated and non-school generated activities. Success
experienced by the students and the school become associated with
the academic rigor and reputation while any shortcomings reflect an
inadequate capacity of the school or the student to appropriately
engage the other. School matters: Why African American students
need multiple forms of capital (2006) further introduces an initial
exploration of different forms of capital as producer (improve the
status quo through inputs), consumer (participant based upon
outputs), and regulator (maintain the status quo through the
process) within the educational system. The multifaceted role of
capital demonstrates its span of influence for institutional and
individual capacities.
A volume in Contemporary Perspectives on Capital in Educational
Contexts Series Editor RoSusan D. Bartee, University of Mississippi
The edited volume, Contemporary Perspectives on Capital in
Educational Contexts, is timely in its unique and appropriate
analyses of the prevailing internal and external dynamics of
capital as indicative of the type of currency within institutional
structures or the currency among individual stakeholders of
education. The intersection of capital and currency emerges
similarly and differently within the American compulsory-based
system of K-12 and the choice-based system of higher education.
More specifically, Contemporary Perspectives on Capital in
Educational Contexts disentangles the broader challenges and
opportunities of the institution of education and the individuals
who comprise. Emerging insights from the analyses provide an
informed basis for ascertaining the rules of engagement and means
of negotiation for the respective constituencies. With that said,
this volume essentially responds to three important questions: 1)
What are the tenets of capital and currency in public schools and
higher education?; 2 ) How do institutions and individuals navigate
those tenets?; and 3) What general and specific implications do
capital hold for the educational pipeline and beyond? These
questions provide a useful framework for engaging critical
conversations about the dynamics of capital while offering
perspectives about how to improve the quality of currency in K-12
or colleges and universities. These questions further serve as a
basis for eliciting more questions toward the consideration capital
as both a conceptual construct and applicable model. Contemporary
Perspectives on Capital in Educational Contexts, too, is an
expansion of the work of School matters: Why African American
students need multiple forms of capital, where Bartee & Brown
(2006) examines how the acquisition and possession of capital
equips African American students in a highperforming,
high-achieving magnet school in Chicago for competitiveness in
school-generated and non-school generated activities. Success
experienced by the students and the school become associated with
the academic rigor and reputation while any shortcomings reflect an
inadequate capacity of the school or the student to appropriately
engage the other. School matters: Why African American students
need multiple forms of capital (2006) further introduces an initial
exploration of different forms of capital as producer (improve the
status quo through inputs), consumer (participant based upon
outputs), and regulator (maintain the status quo through the
process) within the educational system. The multifaceted role of
capital demonstrates its span of influence for institutional and
individual capacities.
African American Males in Education: Researching the Convergence of
Race and Identity addresses a number of research gaps. This book
emerges at a time when new social dynamics of race and other
identities are shaping, but also shaped by, education. Educational
settings consistently perpetuate racial and other forms of
privilege among students, personnel, and other participants in
education. For instance, differential access to social networks
still visibly cluster by race, continuing the work of systemic
privilege by promoting outcome inequalities in education and
society. The issues defining the relationship between African
American males and education remain complex. Although there has
been substantial discussion about the plight of African American
male participants and personnel in education, only modest attempts
have been made to center analysis of identity and identity
intersections in the discourse. Additionally, more attention to
African American male teachers and faculty is needed in light of
their unique cultural experiences in educational settings and
expectations to mentor and/or socialize other African Americans,
particularly males.
African American Males in Education: Researching the Convergence of
Race and Identity addresses a number of research gaps. This book
emerges at a time when new social dynamics of race and other
identities are shaping, but also shaped by, education. Educational
settings consistently perpetuate racial and other forms of
privilege among students, personnel, and other participants in
education. For instance, differential access to social networks
still visibly cluster by race, continuing the work of systemic
privilege by promoting outcome inequalities in education and
society. The issues defining the relationship between African
American males and education remain complex. Although there has
been substantial discussion about the plight of African American
male participants and personnel in education, only modest attempts
have been made to centre analysis of identity and identity
intersections in the discourse. Additionally, more attention to
African American male teachers and faculty is needed in light of
their unique cultural experiences in educational settings and
expectations to mentor and/or socialize other African Americans,
particularly males.
Acknowledging the disparity between the number of African American
high school students who aspire toward higher education and the
number who actually attend, this OK uncovers factors that influence
African American student's decisions regarding college. Kassie
Freeman brings new insights to the current body of research on
African Americans and higher education by examining the impact that
family, school, community, and home have in the decision-making
process. She explores specific factors that contribute to a
student's predisposition toward higher education, including gender,
economics, and high school curriculum, and seeks to bridge the gap
in understanding why aspiration does not immediately translate into
participation. Educators and policy makers interested increasing
African American students participation in higher education will
benefit from the exploration of this paradox.
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