The African American Education Data Book. Volume I: Higher and Adult Education. Executive Summary (original) (raw)
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The African American Education Data Book. Volume I: Higher and Adult Education
1996
This executive summary presents higthghts drawn from the data compiled in "The African American Education Data Book, Volume I: Higher and Adult Education," the first broad national survey of the educational status, performance, progress, and financial support of African Americans in higher education and adult education. The report concludes that tremendous barriers to African American achievement remain and that many social challenges will have to be overcome before educational equality is achieved. The report notes that there are significant differences in the rates at which African American men and women enter, persist, and complete higher education degrees, and that as a result of these disparities, African Americans are less likely to fill work force positions that require college degrees. Other factors mentioned are low family incomes, which restrict entry to the full range of colleges and universities; the inadequate results of efforts to reduce attrition rates; the failure of research universities to attract representative numbers of African Americans; the persistence of test-score differences throughout undergraduate school; and choices of major fields of study (which typically limit the opportunities of African Americans to become college-level teachers and faculty). Lower participation by African Americans in adult education programs, especially career-and job-related programs, is also reported. The report text discusses these findings and illustrates some of the data in 18 charts. (CH)
Inequality: Underrepresentation of African American Males in U.S. Higher Education
Although the percentage of Blacks earning college degrees has nearly doubled over the past 20 years, Blacks earn only 10% of college degrees, 12% of graduate degrees, and 7% of doctoral degrees (U.S. Census Bureau, 2013). Furthermore, Blacks are more likely to attend lower quality institutions and less likely to graduate (Mettler, 2014). This translates into possibly fewer Black men completing degrees in public affairs education and seeking public service. If we are to secure a representative bureaucracy (Krislov, 2013; Naff, 2001) in which both public administrators and college faculty mirror the nation’s demographics, then we must ensure that Black males have equal access to an affordable, quality college education resulting in degree completion. In this article, we examine disparities in higher education along three procedural areas: (a) access, (b) affordability, and (c) attainment. We provide substantive policy recommendations toward ensuring both access and degree attainment for all individuals regardless of race or income.
Improving higher education attainment among African American women
2015
Dissertation supervised by Gretchen Givens Generett, PhD African American women enroll and persist in post-secondary education at higher rates than African American males, yet there is little research on the factors that contribute to their disproportionate college persistence in comparison with their White female counterparts. While this study reviewed critical theories that detail the educational challenges for African American female students, the study also interviewed women who experienced success in higher education attainment. This combined review illustrates strategies that break patterns that impede African American women's efforts and based on the findings suggest approaches to improve higher education attainment. v DEDICATION To my Mom who had always encouraged my educational endeavors, despite her father's belief that women did not need to be educated. vi ACKNOWLEDGEMENT First and foremost I would like to thank my God for through him all things are possible. Whenever I needed strength I only needed to bow my head. I would like to express my sincere gratitude to my advisor Dr. Gretchen Givens Generett for her unwavering support, guidance, and vast knowledge. Even though she was young enough to be my daughter I grew immensely under her tutelage. I could not have a better advisor and chair. I would like to thank my committee members Dr. FitzGerald and Dr. Griggs for the seeds you planted in my development. Dr. Fitz for pushing me to hone my writing skills; Dr. Griggs for supporting my research and for all the sister-friend talks that provided comfort and warmth along the road less traveled. I would like to thank Dr. Gary Dean my Master's program advisor, because every time I would think "Now why should I get a doctoral degree?" I would reflect on him saying you need this degree so people will know, that you know, what you know. I would like to thank my family because they were my cheerleaders and they claimed this degree from the moment I started (calling me Dr. Knox). I thank my friends whose shoulders I stood on and whose encouragement was constant. I feel like this was not a ME thing, this was a WE thing. Finally, I would like to thank my daughter and my grandchildren who shared me with my academics. Your love liberates my spirit and gives me energy. vii
2007
Inequality, disparate representation, and denied access to opportunity are key challenges that have long plagued African Americans in their pursuit of education in the United States. These challenges have been well documented in the annals of history, chronicling the less than desired treatments in K–12 schools and universities. These three challenges have not been limited to African American students but African American professionals as well. Although African Americans constituted 33.5 million or 12% of the U.S. population in 2000, they participate in education at a lower rate. For example, of the students attending higher education institutions in 2000, 11% were African Americans. While the disparity in participation has narrowed to 1% for African Americans in higher education, the attainment gap remains a substantial challenge. In turn, most of the discussions in education focused on research and policy are hard pressed not to have a major agenda item centered on improving the c...
Public and higher education policies influencing African-American women
Higher Education, 1988
This article examines critically the position of African-American women in relation to public and higher education policies. Post-baccalaureate students (graduate and professional), faculty, and administrators are the foci. The article examines the following: (1) legislative, judicial, and executive decisions influencing African-American women; (2) the development and implementation of public and higher education policies with special focus on the State of Georgia; (3) a descriptive statistical analysis of where African-American women are situated in higher education; (4) the establishment of programs to enhance African-American representation in higher education; and (5) future policy research issues including those which analyze interactive nexuses among federal and individual state and higher education policies.
From Bakke to Fisher: African American Students in U.S. Higher Education over Forty Years
RSF: The Russell Sage Foundation Journal of the Social Sciences
of higher education. Particularly, we extend the analysis by Walter Allen and his colleagues (2005) to examine how higher education enrollment and degree completion among African American students is affected by several court decisions. We conclude that antiblack sentiments are major drivers of inequality in enrollment and degree completion in higher education. Between 1965 and 1972, African American college students across the nation confronted From Bakke to Fisher: African American Students in U.S. Higher Education over Forty Years wa lter r. a llen, ch a n nel mclew Is, ch a n ta l Jones, a nd da nIel h a r r Is We consider how antiblack legal precedents constrain African American access and success in higher education. We employ critical race theory to assess status and trends for African American college, graduate, and professional students. Our forty-year analysis traces national patterns of African American student enrollment and degree completion at public, four-year institutions. Using the Integrated Postsecondary Education Data System, we find that higher education remains a site of intense racial struggle for African American students. Across institutions we see various trends: the number of African American students at flagships has declined, more students enroll and complete degrees at black-serving institutions, and historically black colleges and universities are more racially diverse.
Inequality: Underrepresentation of black males in higher education
Although the percentage of Blacks earning college degrees has nearly doubled over the past 20 years, Blacks earn only 10% of college degrees, 12% of graduate degrees, and 7% of doctoral degrees (U.S. Census Bureau, 2013). Furthermore, Blacks are more likely to attend lower-quality institutions and less likely to graduate (Mettler, 2014). This translates into possibly fewer Black men completing degrees in public affairs education and seeking public service. If we are to secure a representative bureaucracy (Krislov, 2013; Naff, 2001) in which both public administrators and college faculty mirror the nation’s demographics, then we must ensure that Black males have equal access to an affordable, quality college education resulting in degree completion. In this article, we examine disparities in higher education along three procedural areas: (a) access, (b) affordability, and (c) attainment. We provide substantive policy recommendations toward ensuring both access and degree attainment for all individuals regardless of race or income.