scholarly journals Observing the Spirit of Resilience: The Relationship between Life Experiences and Success in Higher Education for African-American Students

1998 ◽  
Author(s):  
◽  
Cherly Getz
Keyword(s):  
Higher Education ◽  
African American ◽  
African American Students ◽  
Life Experiences ◽  
American Students ◽  
Success In Higher Education ◽  
The Relationship

Validating African American Students at Predominantly White Institutions

2000 ◽  
Vol 2 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Sharon L. Holmes ◽  
Larry H. Ebbers ◽  
Daniel C. Robinson ◽  
Abel G. Mugenda
Keyword(s):  
Higher Education ◽  
African American ◽  
Predominantly White ◽  
Minority Students ◽  
African American Students ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
American Students ◽  
Primary Focus

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

School Security and Student Misbehavior

2014 ◽  
Vol 49 (6) ◽  
pp. 755-778 ◽  
Author(s):  
Timothy J. Servoss
Keyword(s):  
African American ◽  
Public Schools ◽  
African American Students ◽  
Security Measures ◽  
American Students ◽  
Student Misbehavior ◽  
Negative Side Effects ◽  
Relationship Of ◽  
The Relationship ◽  
Racial Ethnic

Despite a nationwide trend to increase security measures in schools, their effectiveness in reducing or preventing student misbehavior remains largely unexamined. In addition, there is concern that increased security may have unintended negative side effects and is applied inequitably across students of disparate racial/ethnic backgrounds. The purpose of this study was to explore student differences between high- and low-security schools and to understand the relationship of security to student misbehavior. Data from 10,577 Grade 10 students from 504 public schools from the Education Longitudinal Study were examined. Numerous differences in students served by high- and low-security schools were noted; high-security schools were more likely to serve African American students. Security was negatively associated with student self-reported misbehavior but was unrelated to teacher ratings. Security interacted with race/ethnicity such that African American students were rated as having higher levels of disruptive and attendance-related misbehavior by teachers in schools with higher levels of security.

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