African American Culture and Heritage in Higher Education Research and Practice (Series on Applied Mathematics; 11)

Leading African American scholars examine the often neglected cultural context in research and policy development in African American higher education in this collection of essays. Past research has most often been conducted by individuals unfamiliar with the historical and cultural considerations of specific ethnic groups. Therefore, the outcomes of research and the development of programs have been based on deficit models, that is, what is wrong with African Americans, or what they cannot achieve. The book examines the questions; what is the relationship between African Americans' culture and experiences, and how should their culture be integrated into research and practice? How do African Americans' intra- and interrelations differ in higher education? How does understanding African American culture as it relates to higher education research enhance policy-making and practice? What role do HBUCs play in African Americans' participation in higher education? What are the policy and practice implications of past and current research? Scholars and practitioners of education, culture, and race relations will find this collection informative and interesting. Fifteen papers examine the cultural context and history of African Americans in higher education research and practice. Papers are grouped in three parts: African American culture in higher education research; African American higher education research issues and paradigms; and African American culture and higher education policy and practice. Following an introduction by the editor and an overview by Reginald Wilson, the papers are: (1) "Black to Africa: Some Research Paradigms Reflecting a Black World View" (Raymond A. Winbush); (2) "From Africa to America: The Relationship between Culture and Experience" (Mia D. Alexander-Snow); (3) "African American Students and Self-Concept Development: Integrating Cultural Influences into Research and Practice" (Tamela M. Heath); (4)"Historical Origins of Change: Implications for African Americans in Higher Education" (Carolyn J. Thompson); (5) "And Who Shall Control Their Minds?: Race Consciousness and Collective Commitments among African American Students" (Walter R. Allen); (6) "The College Experience: A Conceptual Framework to Consider for Enhancing Students' Educational Gains" (Lemuel W. Watson); (7) "'Am I Black Enuf fo Ya?' Black Student Diversity: Issues of Identity and Community" (Lori S. White); (8) "Self-Segregation: An Oxymoron in Black and White" (Sybril M. Bennett); (9) "Doing What Comes Unnaturally: Increasing African American Faculty Presence in Predominantly White Colleges and Universities" (William B. Harvey); (10) "Cultural Capital and the Role of Historically Black Colleges and Universities in Educational Reproduction" (James Earl Davis); (11) "Policy, Practice, and Performance: Strategies to Foster the Meaningful Involvement of African Americans in Higher Education Decision-Making Processes" (Wynetta Y. Lee); (12) "The Relationship between Evaluation Effort and Institutional Culture: Mixing Oil and Water?" (Bruce Anthony Jones); (13) "African Americans and College Choice: Cultural Considerations and Policy Implications" (Kassie Freeman); (14) "Higher Education and Teacher Preparation: Meeting the Challenges and Demands for Academic Success of Urban Youth" (Clancie M. Wilson); and (15) "Higher Education Policies and Professional Education in American Black Colleges" (Beverly Lindsay). (Individual chapters contain references.) (DB) Leading African American scholars address the cultural context in the examination of research and policies regarding African Americans in higher eduction.