Relevant bibliographies by topics / African americans – study and teaching (higher)

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Academic literature on the topic 'African americans – study and teaching (higher)'

Author: Grafiati
Published: 25 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "African americans – study and teaching (higher)"

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Richardson, James L. "Motivating at Risk African Americans and Hispanics Through the Study of New Media Technology." HETS Online Journal 1, no. 2 (November 8, 2022): 36–58. http://dx.doi.org/10.55420/2693.9193.v1.n2.89.

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The rising number of African Americans and Hispanics turning away from higher education is creating a problem that threatens many aspects of American society. Educators can help reverse this destructive trend by creating New Media based curricula that addresses the motivational factors impeding the academic success of these students. The recent advances in personal computing, as well as the rise of the Internet and global networks offer educators an unprecedented opportunity to reengage and motivate many of these students by teaching them to develop digital content that is technically advanced, economically viable, and which stays true to their core values. This new approach, which makes use of interactive technology, can bridge the gap and make it possible for many disenfranchised African American and Hispanic students to view academia in a more positive light. The rising number of African Americans and Hispanics turning away from college and higher education is creating a problem that threatens many aspects of American society. It has been shown that increasing numbers of these students, many without sufficient economic and socio-political influence, can lead to increased levels of poverty, criminal behavior, incarceration (James, 2004), and greater family instability. However at the same time that some of these “at risk” students are turning away from higher education, new media centric areas of our economy and popular culture are experiencing incredible growth with this same demographic (Smith, 2010).
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Carbonell, Alfredo M., Amy E. Lincourt, Brent D. Matthews, Kent W. Kercher, Ronald F. Sing, and B. Todd Heniford. "National Study of the Effect of Patient and Hospital Characteristics on Bariatric Surgery Outcomes." American Surgeon 71, no. 4 (April 2005): 308–14. http://dx.doi.org/10.1177/000313480507100407.

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The influence of patient and hospital demographics on gastric bypass (GB) outcomes is unknown. We analyzed year 2000 data from the Nationwide Inpatient Sample database for all GB patients. In 2000, 5876 GB were performed in the 137 sample hospitals (M:F, 14%:86%). Length of stay (LOS, days), charges, comorbidities, and morbidity were higher for those aged >60 years compared to <40 years. LOS, charges, comorbidities, morbidity, and mortality were highest in males. LOS was longest in African Americans compared to Caucasians and Hispanics. Charges and comorbidities were greatest in African Americans and Hispanics compared to Caucasians. Medicare and Medicaid-insured patients have higher LOS, charges, comorbidities, morbidity, and mortality compared to privately insured and self-pay patients. Lower income patients have higher LOS and total charges. Nonteaching hospitals have an increased LOS and charges and treat patients with more comorbidities compared to teaching hospitals. LOS, charges, and morbidity are directly proportional to hospital size. Urban hospitals have lower LOS and higher charges compared to rural hospitals. As hospital GB volume increases, LOS, charges, and morbidity decrease with no mortality effect. After controlling for all other covariates, male gender, increased age, and large hospital size were predictors of increased morbidity. Having had a complication predicted increased mortality, while female gender had a protective effect. Patient income, insurance status, and race did not play a role in morbidity or mortality. Neither academic, teaching status of the hospital or hospital gastric bypass volume influenced patient outcomes. Patient and hospital demographics do affect the outcomes of patients undergoing GB. Increasing age, male gender, and surgery performed in large hospitals are predictors of morbidity. Male gender and postoperative complications predict increased mortality. Neither comorbidities, race, payer, income, hospital academic status, location, nor hospital volume affect the outcome after GB.
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Kamoun, Camilia, and Diane Spatz. "Influence of Islamic Traditions on Breastfeeding Beliefs and Practices Among African American Muslims in West Philadelphia: A Mixed-Methods Study." Journal of Human Lactation 34, no. 1 (June 13, 2017): 164–75. http://dx.doi.org/10.1177/0890334417705856.

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Background: Little is known regarding the influence of religion on breastfeeding in African American communities. In particular, whether Islamic traditions influence breastfeeding beliefs and practices among African American Muslims has not been studied. Research aim: This study sought to gain understanding of breastfeeding attitudes, rates, and education among African American Muslims in West Philadelphia and to examine if engaging Islamic teachings in breastfeeding education can positively influence breastfeeding attitudes. Methods: Open-ended, in-person, digitally recorded qualitative interviews were conducted with 10 community leaders and analyzed by conventional content analysis. A study tool distributed to a convenience sample of 44 community members and 11 leaders was used to gather information about education received from community leaders, breastfeeding attitudes and practices, and the potential for Islamic teachings to positively affect breastfeeding attitudes and practices. To obtain further data on this last topic, preliminary data analysis guided the creation of an education pamphlet, about which feedback was gathered through another study tool. Results: Education surrounding Islamic perspectives on breastfeeding was not prevalent. African American Muslims in West Philadelphia view breastfeeding favorably and have higher rates of breastfeeding than African Americans as a whole. Community education about breastfeeding that engaged Islamic teachings improved respondents’ breastfeeding attitudes. Conclusion: Increasing education among providers and African American Muslims about Islamic perspectives on breastfeeding may improve breastfeeding exclusivity and duration. Healthcare providers who care for Muslim women should be aware of Islam’s tradition of positive attitudes toward breastfeeding and partner with Muslim leaders to improve breastfeeding rates and duration among such women.
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Heiney, Sue P., Sara B. Donevant, Swann Arp Adams, Pearman D. Parker, Hongtu Chen, and Sue Levkoff. "A Smartphone App for Self-Management of Heart Failure in Older African Americans: Feasibility and Usability Study." JMIR Aging 3, no. 1 (April 3, 2020): e17142. http://dx.doi.org/10.2196/17142.

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Background Mobile health (mHealth) apps are dramatically changing how patients and providers manage and monitor chronic health conditions, especially in the area of self-monitoring. African Americans have higher mortality rates from heart failure than other racial groups in the United States. Therefore, self-management of heart failure may improve health outcomes for African American patients. Objective The aim of the present study was to determine the feasibility of using an mHealth app, and explore the outcomes of quality of life, including self-care maintenance, management, and confidence, among African American patients managing their condition after discharge with a diagnosis of heart failure. Methods Prior to development of the app, we conducted qualitative interviews with 7 African American patients diagnosed with heart failure, 3 African American patients diagnosed with cardiovascular disease, and 6 health care providers (cardiologists, nurse practitioners, and a geriatrician) who worked with heart failure patients. In addition, we asked 6 hospital chaplains to provide positive spiritual messages for the patients, since spirituality is an important coping method for many African Americans. These formative data were then used for creating a prototype of the app, named Healthy Heart. Specifically, the Healthy Heart app incorporated the following evidence-based features to promote self-management: one-way messages, journaling (ie, weight and symptoms), graphical display of data, and customized feedback (ie, clinical decision support) based on daily or weekly weight. The educational messages about heart failure self-management were derived from the teaching materials provided to the patients diagnosed with heart failure, and included information on diet, sleep, stress, and medication adherence. The information was condensed and simplified to be appropriate for text messages and to meet health literacy standards. Other messages were derived from interviews conducted during the formative stage of app development, including interviews with African American chaplains. Usability testing was conducted over a series of meetings between nurses, social workers, and computer engineers. A pilot one-group pretest-posttest design was employed with participants using the mHealth app for 4 weeks. Descriptive statistics were computed for each of the demographic variables, overall and subscales for Health Related Quality of Life Scale 14 (HQOL14) and subscales for the Self-Care of Heart Failure Index (SCHFI) Version 6 using frequencies for categorical measures and means with standard deviations for continuous measures. Baseline and postintervention comparisons were computed using the Fisher exact test for overall health and paired t tests for HQOL14 and SCHFI questionnaire subscales. Results A total of 12 African American participants (7 men, 5 women; aged 51-69 years) diagnosed with heart failure were recruited for the study. There was no significant increase in quality of life (P=.15), but clinically relevant changes in self-care maintenance, management, and confidence were observed. Conclusions An mHealth app to assist with the self-management of heart failure is feasible in patients with low literacy, low health literacy, and limited smartphone experience. Based on the clinically relevant changes observed in this feasibility study of the Healthy Heart app, further research should explore effectiveness in this vulnerable population.
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Hauser, Joshua M., Sharon F. Kleefield, Troyen A. Brennan, and Ruth L. Fischbach. "Minority Populations and Advance Directives: Insights from a Focus Group Methodology." Cambridge Quarterly of Healthcare Ethics 6, no. 1 (1997): 58–71. http://dx.doi.org/10.1017/s0963180100007611.

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Numerous studies have shown almost uniformly positive opinions among patients and physicians regarding the concept of advance directives (either a healthcare proxy or living will). Several of these studies have also shown that the actual use of advance directives is significantly lower than this enthusiasm would suggest, but they have not explained the apparent discordance. Nor have researchers explained why members of minority groups are much less likely to complete advance directives than are white patients. In this study, we used a focus group methodology to examine the ways in which diverse populations of patients view the medical, philosophical, and practical issues surrounding advance directives. We were motivated by the significantly lower prevalence of advance directives among African-American and Hispanic patients at one urban teaching hospital (18% for Caucasians, 4% for African-Americans, and 2% for Hispanics). Our premise was that African-American and Hispanic populations, who have had higher rates of morbidity and mortality across numerous disease categories, and historically have had limited access to care and opportunities to discuss health concerns, may be more suspicious about the right of autonomy that an advance directive is designed to ensure.
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Holowatyj, Andreana N., Aishatu Suleiman Maude, Halimatu Sadiya Musa, Ahmed Adamu, Sani Ibrahim, Adamu Abdullahi, Muhammad Manko, et al. "Patterns of Early-Onset Colorectal Cancer Among Nigerians and African Americans." JCO Global Oncology, no. 6 (October 2020): 1647–55. http://dx.doi.org/10.1200/go.20.00272.

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PURPOSE Colorectal cancer (CRC) incidence rates are increasing among individuals < 50 years of age (early-onset CRC) globally with causes unknown. Racial/ethnic disparities in early-onset CRC have also grown more pronounced, because Black individuals have higher early-onset CRC incidence and poorer survival compared with White individuals. We describe the prevalence and burden of early-onset CRC among Africans in Nigeria and African Americans (AAs) in the United States. PATIENTS AND METHODS We identified Black individuals diagnosed with a first primary CRC ages 18 to 49 years between 1989 and 2017 at Ahmadu Bello University Teaching Hospital in Zaria, Nigeria (Nigerians), and in the United States (AAs) using the National Institutes of Health/National Cancer Institute’s SEER program of cancer registries. Multivariable logistic regression models were used to investigate clinical and demographic differences between Nigerians and AAs with early-onset CRC, adjusted for age, sex, tumor site, and histology. RESULTS A total of 5,019 Black individuals were diagnosed with early-onset CRC over the study period (379 Nigerians; 4,640 AAs). Overall, approximately one third of young Black patients were diagnosed with rectal tumors (35.8%). Nigerian individuals with early-onset CRC were eight-fold more likely to be diagnosed with rectal tumors (odds ratio [OR], 8.14; 95% CI, 6.23 to 10.62; P < .0001) and more likely to be diagnosed at younger ages (OR, 0.87; 95% CI, 0.86 to 0.89; P < .0001) compared with young African Americans in adjusted models. CONCLUSION Compared with AA individuals diagnosed with early-onset CRC, Nigerian individuals harbor distinct features of early-onset CRC. Additional investigation of the histopathologic and biologic heterogeneity of early-onset CRCs among Black individuals is critical for understanding racial disparities in susceptibility and outcomes, which may have implications for tailored early-onset CRC prevention, detection, and treatment strategies.
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Shrotriya, Shiva, Bipin Ghimire, Ujjwal Karki, Tara Rangarajan, Can Wang, Kadhim Al-Banaa, Hycienth Ahaneku, et al. "Evaluating disparities in pancreatic cancer outcomes in African Americans." Journal of Clinical Oncology 41, no. 16_suppl (June 1, 2023): e18657-e18657. http://dx.doi.org/10.1200/jco.2023.41.16_suppl.e18657.

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e18657 Background: Pancreatic Adenocarcinoma (PA) is a leading cause of cancer-related death across the world, with poorer outcomes observed in minority populations. The observed variation in outcomes has been attributed to delayed diagnosis, barriers to optimal treatment and health care related disparities. We sought to evaluate the impact of race on clinical presentation and outcomes in pancreatic cancer at a large academic teaching center. Methods: We performed a retrospective review of patients with pancreatic adenocarcinoma diagnosed between January 2016 to December 2021. The demographic characteristics (age, tobacco use, alcohol use, BMI); comorbidities (diabetes, acute/chronic pancreatitis); pathology, treatment (chemotherapy regimen, radiation, surgery) and progression free survival (PFS) based on race were analyzed. Results: The cohort (N = 983) consisted of 154 (16%) African Americans (AA) and 803 (82%) Non-Hispanic Whites (NHW). The median age at diagnosis was 65 years (60, 70) among AA and 71 years (64, 78) in NHW. Thirty-seven (26%) of AA and 104 (14%) of NHW were current smokers; 46 (33%) of AA and 323 (45%) of NHW consumed alcohol regularly. Among AA, 32 (22%) were obese (BMI > 30), compared to 194 (25%) in NHW. Other comorbidities included diabetes (35% in AA vs. 32% in NHW) and acute/chronic pancreatitis (11% among AA vs. 9% among NHW). The treatment modality consisted of chemotherapy (57% in AA vs. 61% in NHW), surgery (26% in AA vs. 27% in NHW) and radiation (10% in AA vs. 12% in NHW). The median time to treatment initiation was 24 (16, 41) months for AA and 34 (20, 56) months for NHW. On univariate analysis, AA race was associated with younger age at diagnosis (p 0.043), higher current tobacco use (p 0.001), lower alcohol use (p 0.012), lower rates of obesity (p 0.024) and higher rate of acute pancreatitis (p 0.037) in pancreatic cancer. On multivariate analysis, race was not associated with difference in progression free survival (12 months in AA vs. 14 months in NHW; p 0.96) when adjusted for age, sex, alcohol use, tobacco use, cancer stage and chemotherapy. Conclusions: Our study revealed that pancreatic cancer in AA was diagnosed at a younger age, associated with active smoking and pancreatitis. Although there was a shorter time to treatment initiation among AA, there was no significant difference in progression free survival compared to NHW when adjusted for other variables. Future studies incorporating novel biomarkers are needed to determine impact of racial health disparities on outcomes in pancreatic cancer.
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Sato, Takahiro, and Samuel Russell Hodge. "African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education." Journal of Teaching in Physical Education 36, no. 1 (January 2017): 97–112. http://dx.doi.org/10.1123/jtpe.2016-0010.

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The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
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Shrotriya, Shiva, Bipin Ghimire, Ujjwal Karki, Shyam K. Poudel, Can Wang, Kadhim Al-Banaa, Daniel Ezekwudo, Ishmael A. Jaiyesimi, and Dana Zakalik. "Assessing disparities in pancreatic cancer outcomes in African Americans." Journal of Clinical Oncology 42, no. 3_suppl (January 20, 2024): 612. http://dx.doi.org/10.1200/jco.2024.42.3_suppl.612.

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612 Background: Pancreatic Adenocarcinoma (PA) is a leading cause of cancer-related death across the world, with poorer outcomes noted in minority populations. The observed variation in outcomes has been attributed to delayed diagnosis, barriers to optimal treatment and health care related disparities. We evaluated the impact of race on clinical presentation and outcomes in pancreatic cancer at a large academic teaching center. Methods: We performed a retrospective review of patients with pancreatic adenocarcinoma diagnosed between January 2016 to December 2021. The demographic characteristics (age, tobacco use, alcohol use, BMI); comorbidities (diabetes, acute/chronic pancreatitis); pathology, treatment (chemotherapy regimen, radiation, surgery) and recurrence free survival (RFS) and overall survival based on race were analyzed. Results: The cohort (N=947) consisted of 147 (16%) African Americans (AA) and 775 (82%) Non-Hispanic Whites (NHW). The mean age at diagnosis was 68 years (±10) among AA and 70 years (±11) in NHW. Thirty-seven (26%) of AA and 104 (14%) of NHW were current smokers; 46 (33%) of AA and 323 (45%) of NHW consumed alcohol regularly. Among AA, 32 (22%) were obese (BMI>30), compared to 194 (25%) in NHW. Other comorbidities included diabetes (35% in AA vs. 32% in NHW) and acute/chronic pancreatitis (11% among AA vs. 9% among NHW). Eighteen percent (18%) of AA and 17% of NHW had stage II disease, 16% and 12% had stage III and 48% in both had stage IV disease respectively. The treatment modality consisted of chemotherapy (63% in AA vs. 66% in NHW), surgery (25% in AA vs. 26% in NHW) and radiation (10% in AA vs. 12% in NHW). The median time to treatment initiation was 30 (17, 41) months for AA and 26 (16, 40) months for NHW. On univariate analysis, AA race was associated with younger age at diagnosis (p 0.043), higher current tobacco use (p 0.001), lower alcohol use (p 0.012), lower rates of obesity (p 0.024) and higher rate of acute pancreatitis (p 0.037) in pancreatic cancer. On multivariate analysis, race was not associated with difference in recurrence free survival (12 months in AA vs. 14 months in NHW; p 0.96) when adjusted for age, sex, alcohol use, tobacco use, cancer stage and chemotherapy. High mean age, clinical stage II, III and IV, current alcohol use, underweight and BMI>30 and cerebrovascular accident as a comorbidity was associated with worse overall survival when adjusted for other variables. Conclusions: Our study revealed that pancreatic cancer in AA was diagnosed at a younger age, associated with active smoking and pancreatitis. We observe there was no difference in treatment initiation among AA and NHW. There was no significant difference in recurrence free survival and overall survival compared to NHW when adjusted for other variables. Future studies incorporating germline mutations, novel biomarkers are needed to determine impact of racial health disparities on outcomes in pancreatic cancer.
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Albagoush, Sara, Kamelah Abushalha, Sarah J. Aurit, Janani Baskaran, and Maryam Gbadamosi-Akindele. "Venous thromboembolism related hospitalizations among patients with genitourinary malignancy in the United States: A nationwide analysis." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): e16126-e16126. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e16126.

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e16126 Background: Cancer Patients are at high risk of developing venous thromboembolism (VTE), pulmonary embolism (PE), and deep venous thrombosis (DVT). In this study, we aim to get an estimate of the incidence of VTE as a primary admission diagnosis among patients with genitourinary malignancies. Methods: We utilized ICD-9-CM and ICD-10-CM codes to identify patients with malignant neoplasms of the prostate, bladder, kidney, and testis who are older than 18 years and admitted with a primary diagnosis of DVT, PE within the NIS database during 2007-2016. Unadjusted incidence of DVT and PE was analyzed for each cancer site with the Rao-Scott chi-square test; multivariable logistic regression was employed to adjust for age, biological sex ( not for prostate/ testicular cancer), race, insurance, year of admission, and use of chemotherapy to further examine incidence. Results: We identified 3,339,985 admissions affiliated with genitourinary malignancies of whom 0.59% experienced DVT and 0.13% experienced PE with bladder cancer patients have the highest risk of hospitalization for VTE ( 79/1000). Within bladder cancer population; insurance ( p < 0.001) and hospital location and teaching status ( p < 0.001) were associated with DVT incidence; and biological sex ( p = 0.040) and race and ethnicity ( p = 0.026) with PE incidence. For all sites combined and after adjusting for all else, it was found that every year increase in age was associated with 1.2% increased odds of DVT or PE incidence (OR 95% CI: 1.01-1.02; p < 0.001). Further, rural vs. urban teaching hospitals had 41.2% increased odds (95% CI: 1.26-1.58; p < 0.001), and urban non teaching vs. urban teaching hospitals had 35.1% increased odds (95% CI: 1.26-1.45) of DVT or PE incidence. African Americans vs. whites had 46.8% increased odds of DVT or PE incidence (95% CI: 1.35-1.60; p < 0.001). Conclusions: Within the population of genitourinary malignancies who admitted with a primary diagnosis of VTE; the incidence was higher with older age, African Americans, uninsured population, in rural and urban non teaching facilities, bladder cancer population.
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Dissertations / Theses on the topic "African americans – study and teaching (higher)"

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Hall, Keeyana M. "The roles of African American female professors in public relations." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538083.

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This study has presented an overview of the roles that African American female professors take on while a part of the public relations academy. The evidence suggests that African American female professors take on a dual role as professors and professionals while they are teaching at their respected colleges and universities. The professors perceived that they added value to their public relations departments and also that they played a significant in the development of future public relations professionals.
Department of Journalism
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Boykins, Ronald. "The relationship among leadership, empowerment, and academic achievement for black students: A case study of the South Mountain High School JROTC program." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186096.

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This study investigated a Junior Reserve Officers' Training Corps (JROTC) program in one high school in Arizona to discover relationships among empowerment, leadership, and achievement in schools that have JROTC programs. Anecdotes and experiences of those participating in JROTC suggested that this program and the concepts that guide it would provide techniques for solving the underachievement of black students in schools today. Specifically, this study analyzed the current conditions of black students in a JROTC program in one high school by fully examining and describing aspects of this program. In addition, the study examined the contributions of the program to promoting empowerment, leadership, and academic achievement among black students. Data collection methods were designed to explore and describe the JROTC phenomenon at one high school. Three lists of questions were developed to gather data from students, teachers, and the JROTC faculty. The purpose of this study was to lend support to what may be occurring in JROTC to influence the academic achievement of JROTC students. Each group of respondents provided information that helped the researcher to get a better understanding of what was occurring in the program and how this process may influence achievement. In this study, 14 black students, three JROTC instructors, and five teachers were questioned about the programs and its impact on the public school experiences of the black students enrolled in the program. Pre- and post-grade point averages for these students were also examined to explore relationships among achievement, leadership, and empowerment. Data for this study were of such a nature that analysis by statistical methods only would not make the fullest use of all information available. For this reason, a case study of the South Mountain JROTC Program, with an emphasis on the black student enrolled, was presented. Statistical comparisons of the pre- and post-grade point averages were also made. This study suggested that the JROTC program may have implications for positively influencing the achievement of black students. Additionally, self-esteem building, peer influence, and self-discipline may have possibilities for implementation in many schools.
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Wilson, Laurie Lynne Wells. "Perceptions of African-American students in accredited marriage and family therapy programs : suggestions for improving recruitment and retention /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03032009-040739/.

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Noesen, Cristin A. "Do you feel me? engaging African American males in an English composition classroom /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/667.

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Scriven, Olivia A. "The Politics of Particularism: HBCUs, Spelman College, and the Struggle to Educate Black Women in Science, 1950-1997." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07102006-131934/.

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Thesis (Ph. D.)--History, Technology and Society, Georgia Institute of Technology, 2007.
Rosser, Sue V., Committee Member ; Alexander, Eleanor, Committee Member ; Bayor, Ronald, Committee Member ; Hammonds, Evelynn M., Committee Member ; Usselman, Steven W., Committee Co-Chair ; Pearson, Willie Jr., Committee Co-Chair.
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Eddington, Alicia F. "A Study of African American Students' Completion of an Accounting Degree at a Private University." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33145/.

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The purpose of this qualitative study was to identify factors that may have influenced the choice of major and the persistence to graduation of six African American accounting majors who attended and graduated from a private, predominantly white university from the academic years 2003 through 2009. A set of indicators based on several retention studies was selected for the purpose of identifying pre-college, off-campus, and on-campus factors that influenced students' choice of major and persistence to graduate with a major in accounting. The major findings of this study were that early skill development prior to the college experience, family support, and cultural socialization influenced the participants' ability to choose a major associated with their skill set. Their persistence to graduation was attributed to that choice. With regard to future studies, expansion of research on African Americans in higher education will give direction for administrators seeking to increase the number of under-represented students in fields where there is a marketplace need.
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Barnett, Nicole C. "Higher education as a field of study at historically black colleges and universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378143.

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Higher education as a field of study has an extensive history in the United States of America. However, regrettably, this history has segments working in obscurity. One such segment was the work of graduate programs in the field of higher education at Historically Black Colleges and Universities (HBCUs). The purpose of this study was to trace the program development of graduate certificate, concentration, and degree programs in the field of higher education at HBCUs. This study was driven by one research question. What is the history of higher education as a field of study at Historically Black Colleges and Universities?This investigation unearthed eight universities confirmed to have held, or currently hold, the nine graduate programs in the field of higher education at HBCUs. The eight universities listed chronologically by inception of their graduate programs in the field of higher education were Tuskegee University (1965), Texas Southern University (1974), Alabama Agricultural and Mechanical University (1980), Hampton University (1980s), Grambling State University (1986), Tennessee State University (1998), Morgan State University (1998/1999 & 2001), and Jackson State University (2004).This study used a blended research design. A historical organizational case study (Bogdan & Biklen, 2003) and a multi-case study (Bogdan & Biklen, 2003) were blended into what proceeded as a historical organizational multi-case study. Additionally, grounded theory methodology was used to detail what drove the development of those graduate programs in the field of higher education at HBCUs.Findings of the study revealed that graduate program development in the field of higher education at HBCUs generally began with internal and/or external overtures with the purpose of developing a current body of practitioners with specialized knowledge in the areas of student personnel, as managers and higher education leaders. Key individuals were typically recruited to write or initiate the programs with the major market being the immediate geographic area; but as programs developed, their markets expanded. Some of the consequences of delivering these established programs were being both visible and vulnerable, although the programs had an opportunity to serve as resources to their institutions and other communities.
Department of Educational Studies
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Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.

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This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
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Mouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.

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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.
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Drakeford, Lillian Dowdell. "What's Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101.

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Books on the topic "African americans – study and teaching (higher)"

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1929-, Bethel Leonard, ed. Africana: An introduction and study. Dubuque, Ia: Kendall/Hunt, 1999.

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McKee, James W. A survey of African American studies programs in four year CUNY and private institutions in New York State: A study undertaken for the New York African American Institute of the State University of New York. Albany, N.Y: The Institute, 1989.

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L, Conyers James, ed. Africana studies: A disciplinary quest for both theory and method. Jefferson, N.C: McFarland & Company, 1997.

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Mohammed, Dahbi, Tahri Nadia, Miller Thomas, and Conference on American Studies in North Africa (2nd : 1991 ; Rabat Morocco), eds. American studies in North African universities: An interdisciplinary approach. Rabat: Editions Guessons, 1992.

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Robertson, Clyde C. Africa rising: Multidisciplinary discussions on Africana studies and history : from ancient times through modernity. Trenton, NJ: Africa World Press, 2009.

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Bernard-Carreño, Regina. Say it loud: Black studies, its students, and racialized collegiate culture. New York: Peter Lang, 2013.

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A, Long Lisa, ed. White scholars/African American texts. New Brunswick, N.J: Rutgers University Press, 2005.

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Lobb, Nancy. 16 Extraordinary African Americans. 2nd ed. Portland, ME: Walch Pub., 2007.

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Warren, Nagueyalti. An intellectual biography of W.E.B. du Bois: Initiator of Black studies in the university. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Joyce, Joyce Ann. Black studies as human studies: Critical essays and interviews. Albany: State University of New York Press, 2005.

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Book chapters on the topic "African americans – study and teaching (higher)"

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Whitaker II, Ronald W., Angela N. Campbell, Zakia Y. Gates, and Lateefah Ellison-Metcalfe. "Culturally Relevant and Meeting Academic Standards at the Same Time." In Social Justice and Putting Theory Into Practice in Schools and Communities, 17–28. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9434-5.ch002.

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Over the last two decades, American students have been scoring higher on national math assessments. With that said, still problematic is the belief that African American students cannot excel in math do to various issues, including language deficits. Thus, in this chapter, through an on-going study, the authors argue for the utilization of culturally relevant pedagogy (CRP) and its significance in teaching math to African American students.
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Dippenaar, Anna J. F. (Hanlie), Candice Livingston, Joanne Arendse, Pieter Boer, Kobie Meiring, and Valencia Cloete. "“Spreading Our Wings” Toward Collaborative Service-Learning: A South African Case Study." In Innovations in Higher Education Teaching and Learning, 119–34. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/s2055-364120220000047008.

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Baloyi, Gezani Phineas. "eLearning and Distance Education in Higher Education Accessibility." In African Studies, 534–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch028.

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The Ministry of Education in South Africa has identified distance education as a system that should extend educational opportunities and provide access to individuals who do not have the opportunity to study fulltime. The White Paper 3 - the National Plan for higher education (DoE, 2001a) advocates an increase in the general participation rate in public higher education in South Africa, with the aim of facilitating lifelong learning, developing the skills base of the country and redressing historical inequities in the provision of education. Badat (2005) adds that through distance education access is presented to people who would not have the opportunity to study fulltime because of work commitments, personal and social circumstances, geographical distance or poor quality or inadequate prior learning experiences. Distance education offer flexible learning to students. The flexibility of learning at a distance using new technologies gives students an opportunity to study while working. The technology can make an impact in supporting teaching and learning.
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Thompson, Ayanna. "An Afterword About Self/Communal Care." In Teaching Social Justice Through Shakespeare, 235–38. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474455589.003.0023.

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It is interesting to note that the terms “Shakespeare” and “social justice” are neither assumed to be synonymous nor necessarily “relevant” to each other. I find this particularly ironic because as a black, female Shakespeare scholar, I have come to think of Shakespeare as my great secret weapon. I frequently wield him in the service of dialogues about equality, justice, and progress as a hidden dagger that slices to the heart of the matter. As a graduate student, I specifically chose not to specialize in African-American literature and culture because I thought (naively and mistakenly) that I would not get a large enough set of interlocutors; many who are resistant to pedagogies/scholarship of justice simply opt not to engage with (i.e. ignore all together) African-American literature, culture, and scholarship. Shakespeare, on the other hand, has been so thoroughly adopted as both the epitome of high culture and as quintessentially American (regardless of the pesky fact of his birth in Stratford-upon-Avon) that many come to his works on the page, the stage, and in the classroom with their defenses down. They are more open and available to complex social issues when they encounter them in Shakespeare’s works. My students regularly comment that they come to my classes to study Shakespeare but leave having learned so much more about our contemporary world. I know that many of you will have heard similar comments....
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Jordaan, Martina, and Dolf Jordaan. "The Role of Community Partners in the Development of Students’ Social Responsibility – Insights from a South African Case Study." In Innovations in Higher Education Teaching and Learning, 75–88. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000023006.

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Netshakhuma, Nkholedzeni Sidney. "Student Engagement in Online Teaching in South African Higher Education." In Online Distance Learning Course Design and Multimedia in E-Learning, 60–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9706-4.ch003.

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This study assesses student engagement in an online teaching platform at South African universities. Online teaching and learning have expanded drastically in South Africa during the outbreak of COVID-19 despite few universities offering online teaching before the pandemic. The author found that most historically Black universities were affected mostly to offer online teaching and learning. This is because they lack access to social media platforms and information communication technology. While students from historical white universities enjoy access to data to conduct online teaching and learning, most students were discouraged to continue online teaching and learning because they felt isolated and fewer resources were allocated to online teaching activities. This chapter recommends the Department of Higher Education and Training in South Africa bridge the gap between rural and urban students by ensuring that all students are allocated data in order to embark on school assessments and homework.
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Trammell, Antoine R., Darius J. McDaniel, Malik Obideen, Maureen Okafor, Tiffany L. Thomas, Felicia C. Goldstein, Leslie M. Shaw, and Ihab M. Hajjar. "Perceived Stress is Associated with Alzheimer’s Disease Cerebrospinal Fluid Biomarkers in African Americans with Mild Cognitive Impairment." In Handbook of Prevention and Alzheimer’s Disease. IOS Press, 2024. http://dx.doi.org/10.3233/aiad230022.

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Background: African Americans (AA) have a higher Alzheimer’s disease (AD) prevalence and report more perceived stress than White Americans. The biological basis of the stress-AD link is unclear. This study investigates the connection between stress and AD biomarkers in a biracial cohort. Objective: Establish biomarker evidence for the observed association between stress and AD, especially in AA. Methods: A cross-sectional study (n = 364, 41.8% AA) administering cognitive tests and the perceived stress scale (PSS) questionnaire. A subset (n = 309) provided cerebrospinal fluid for measurement of Aβ42, Tau, Ptau, Tau/Aβ42 (TAR), and Ptau/Aβ42 (PTAR). Multivariate linear regression, including factors that confound racial differences in AD, was performed. Results: Higher PSS scores were associated with higher Ptau (β = 0.43, p = 0.01) and PTAR (β = 0.005, p = 0.03) in AA with impaired cognition (mild cognitive impairment). Conclusion: Higher PSS scores were associated with Tau-related AD biomarker indices in AA/MCI, suggesting a potential biological connection for stress with AD and its racial disparity.
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Smith, Andrea N. "Roll of Thunder, Hear My Cry." In Research Anthology on Culturally Responsive Teaching and Learning, 75–99. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch006.

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Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.
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Netshakhuma, Nkholedzeni Sidney. "Impact of COVID-19 on South African Higher Education." In Advances in Educational Marketing, Administration, and Leadership, 261–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3600-4.ch011.

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This chapter assessed the higher education functions policy development, inequalities, financial management, sport coding, funding, graduation and examination, library and information management, teaching and learning, research, engagement and partnership, internationalization, health and welfare, and infrastructure. The literature review and document analysis were used to review the literature. The study found that the Department of higher Education and Training was not fully prepared for the pandemic. Hence, the pandemic had positive and negative impacts on the South African higher education. This study was limited to South African universities. Further studies can be extended to other universities.
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Netshakhuma, Nkholedzeni Sidney. "Assessing South African University Adoption of Online Teaching During COVID 19." In Measurement Methodologies to Assess the Effectiveness of Global Online Learning, 1–21. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8661-7.ch001.

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This study aims to assess South African universities' adoption of online teaching and learning during COVID-19. The literature review and document analysis were used to analyze the data. The study found that the Department of Higher Education and Training worked with universities to develop a plan to implement online teaching and learning. Various stakeholders such as media and mobile companies supported the online teaching and learning through financial resources in the form of data subsidizing, media airtime, and campaign for the initiative.
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Conference papers on the topic "African americans – study and teaching (higher)"

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Weber, Everard, and Kolawole Samuel Adeyemo. "Towards a comparative study of quality assurance in Nigerian and South African higher education." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.853.

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Broadnax, Pier A. "African American Nurse’s Hesitancy to Obtain COVID-19 Vaccinations." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.7.

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It has been over a year since the first laboratory-confirmed case of the Coronavirus -19 disease (COVID-19) was detected in the United States. Since then, according to the Kaiser Family Foundation, there have been over 31, 023,000 citizens diagnosed with the disease, resulting in over 560,315 deaths. Although the rate of citizens being diagnosed with the virus as well as the number of deaths has slowed down since the use of the vaccine, there are still concerns regarding sections of communities and various minority groups who are resistant to obtaining the vaccines. Vaccines first became available in November 2020 in response to this pandemic, but distribution issues and problems with compliance soon became evident and demonstrated an extreme gap in health disparities. As of March 31, 2021, the Kaiser Family Foundation reported that in the District of Columbia, African Americans (AA) make up 46% of the population but 45% of the infected cases as compared to whites who make up 31% of the population but only 26% of the infected cases. Anecdotally, it has been reported that AA nurses are hesitant to obtain the COVID-19 vaccine for a variety of reasons, including fear and mistrust of the medical community. The purpose of this pilot study was to survey a small group of AA nurses to refine a tool that will be used to obtain information on factors contributing to their hesitancy to obtain the COVID-19 vaccination. A secondary purpose is to create educational tools that would be effective in developing messages targeting the concerns of African American nurses.
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Bokoro, P., B. Paul, and W. Doorsamy. "Towards smart teaching and learning: a study in a South African institution of higher learning." In 2019 IEEE 28th International Symposium on Industrial Electronics (ISIE). IEEE, 2019. http://dx.doi.org/10.1109/isie.2019.8781425.

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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.

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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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de Sousa, Bruno, and Dulce Gomes. "Facing the challenges from different realities: e-learning approaches for Africa and Europe." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17603.

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Given that the UN’s Millennium Development Goals focus on primary education, Guy Pfefferman has observed how higher education was omitted within the African context. He also found that skills development for employment requires a radical change, advocating for eLearning as the only way to accomplish this in a meaningful and relevant way. In Africa we have the fastest growing population in the world with 40% under the age of 15 yet with one of the lowest higher education enrollments in the world, whereas in Europe we note an ageing corps of teachers, who despite being identified as having more experience, tend to suffer from technophobia. How to face the challenge of profiting from this experience and improve teaching practices when no more than 14% of the African population has access to internet? Simple ideas from a pilot study will be presented in order to overcome problems that may arise in less than perfect environments.
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Pailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.

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To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.
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Safitri, Denanda Agnes, Setyo Sri Rahardjo, and Bhisma Murti. "Effect of Peer-Based Intervention on Unwanted Pregnancy Prevention Behavior in Adolescents: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.43.

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Background: Prevalence of adolescents’ unwanted pregnancy is relatively high in Asia (43%), Africa (45%), and both Latin America and Caribbean (74%). Unwanted pregnancy at an early age is correlated with social consequences as well as increased health risks for both mother and infants. Peer-based intervention is a program to promote sexual and reproductive health, including the prevention of unwanted pregnancy. This study aimed to assess the influence of peer-based intervention on unwanted pregnancy prevention behaviors in adolescents. Subject dan Method: Meta-analysis was conducted based on PRISMA guidelines. Articles with randomized controlled trial design published in 2000-2020 were included for meta-analysis. These articles were searched from PubMed, Science Direct, Research Gate, and Google Scholar databases. Keyword used “peer education” OR “peer led” OR “peer counseling” OR “peer approach” OR “peer teaching” OR “peer mentoring” AND “unwanted pregnancy” AND adolescent AND “randomized controlled trial”. Articles that met eligibility criteria were analyzed using Revman 5.4. Results: Ten articles met the criteria for a meta-analysis with sample size 15,439. This study showed that peer-based intervention (RR=1.12; 95% CI=0.95 to 1.32; p=0.160) improved unwanted pregnancy prevention behavior in adolescents, but it was statistically non-significant. Conclusion: Peer-based intervention improves unwanted pregnancy prevention behavior in adolescents, but it is statistically non-significant. Keywords: peer-based intervention, unwanted pregnancy, adolescents Correspondence: Denanda Agnes Safitri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indosesia. Email: denandagnesafitri@gmail.com. DOI: https://doi.org/10.26911/the7thicph.02.43
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Mather, Nazarana. "PRIORITIZING POSITIONING: AN EXPLORATION OF THE INFLUENCE OF TEACHER AND LEARNER POSITIONING IN THE WRITING CLASSROOM." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.0910.

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Existing research shows that in South Africa, there are reasons for concern regarding the achievements of a large proportion of Grade 6 learners in language learning. The impact of this poor language achievement affects their success rates across learning areas and in higher grades. It has also been found that historically, Grade 6 boys have achieved and continue to achieve lower results than their female peers in national and international language assessments. However, boys’ language learning in the Intermediate Phase in South African schools is surprisingly under-researched, particularly their writing skills development. This study contributes to the existing field of research by using positioning theory to understand Grade 6 boys’ writing development. It was an interpretative, qualitative, theory-seeking case study that was bound by time (1 year), space (Grade 6 classrooms in two mainstream schools in KwaZulu-Natal) and theme (the boys and teachers positioning during the observed writing lessons). Data were gathered from classroom observations and were analysed from the perspective of positioning theory. A cycle of the Grade 6 writing programme was analysed. Although the teachers followed the same policy statement, it was found that their scaffolding approaches within the stages of the writing cycle differed significantly. It was concluded that there are significant links among three key elements: teacher knowledge, teachers’ and learners’ positioning in the writing process, and learners achieving the object of cognition in the stages of the writing cycle.
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Ofulue, Christine, Johnson Opateye, Samuel Awolumate, Felix Kayode Olakulehin, Adewale Adesina, Bibian Ugoala, A'Rmiyau Yabo, Oluwaseun Philip Oluyide, and Solomn Ojedeji. "Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4693.

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The Covid-19 pandemic brought to light huge gaps in education systems globally. Many African countries were unable to respond quickly to the impact of the pandemic. Additionally, in Nigeria, insurgency and insecurity are daily realities that have equally disrupted schools, forcing them to shut down. As a result, many institutions adopted emergency, remote teaching and learning approaches, recognising the potential of open, distance and eLearning (ODeL) to mitigate the disruptions and therefore contribute to building resilience. However, many of these interventions lack appropriate ODeL design and pedagogical features. A Tertiary Education Trust Fund (TETFund), National Research Fund (NRF)-sponsored project titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" set out to identify gaps, priority areas, and research trends to inform ODeL policy, and guide practice in the context of the various challenges. The project harnesses the value of research relating to policy, pedagogy, and practice in ODeL. The main objective of this paper is to investigate key areas of ODeL that should receive greater attention in research and thereby offer insights on the possible implications for building resilient educational systems and promoting innovative practices. A two-phased, mixed-method data collection process was implemented with quantitative data obtained through a preliminary online survey of 382 ODeL practitioners from higher education institutions in Nigeria. Qualitative data was obtained through a follow-up interview with a purposively selected group of 26 ODeL experts. The study reveals a commonality of views among the expert group about the key areas for research such as learner support, ICT, and instructional delivery. The opinions of the sample expert group confirmed the responses of the general population. The study also reveals emerging categories of previously unclassified research priority areas that are common to the African context. Research into these key areas can contribute significantly to building resilient education systems and promoting innovative practices.
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