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Relevant bibliographies by topics / Morehouse College

Academic literature on the topic 'Morehouse College'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Morehouse College"

1

Jensen, Kipton E. "Pedagogical Personalism at Morehouse College." Studies in Philosophy and Education 36, no. 2 (January 29, 2016): 147–65. http://dx.doi.org/10.1007/s11217-016-9510-y.

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Thompson, Rahmelle C., Thema Monroe-White, Jeffrey Xavier, Courtney Howell, Myisha Roberson Moore, and J. K. Haynes. "Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar40. http://dx.doi.org/10.1187/cbe.15-12-0263.

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Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM.

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Grundy, Saida. "Lifting the Veil on Campus Sexual Assault: Morehouse College, Hegemonic Masculinity, and Revealing Racialized Rape Culture through the Du Boisian Lens." Social Problems 68, no. 2 (April 12, 2021): 226–49. http://dx.doi.org/10.1093/socpro/spab001.

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Abstract As national rates of sexual assault continue to fall, sexual assault rates for colleges and universities remain stagnant. Researchers ask why rates of sexual assault on college campuses differ from rates across the nation. One approach examines the contexts in which college men “do” rape culture. How men are racialized, however, is a critically missing context in understanding the cultures in which gender violence persists. Although race is one of the most pronounced ways that college men see themselves and their interactions, it is overlooked in extant literature. In failing to apply race theories to college men, researchers have missed an opportunity to unveil how their rape cultures operate as racialized rape cultures. Interviews with 32 graduates of Morehouse College, the nation’s only historically Black college for men, reveal that race is a modality through which men make meanings of masculinity, sex, women, competition, and the repercussions of sexual assault in ways that preserve gender violence on campus. Through a Du Boisian lens of double consciousness, this study finds that rape culture is not only how these men do gender, but is also a formative means by which they do race and are racialized throughout their college experience.

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4

Williams, Emily Allen. "Keep the candle burning: Morehouse college into the 21st century." Journal of African American Men 1, no. 1 (June 1995): 71–86. http://dx.doi.org/10.1007/bf02692076.

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Gasman, Marybeth, Thai-Huy Nguyen, Clifton F. Conrad, Todd Lundberg, and Felecia Commodore. "Black male success in STEM: A case study of Morehouse College." Journal of Diversity in Higher Education 10, no. 2 (2017): 181–200. http://dx.doi.org/10.1037/dhe0000013.

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Mobley, Steve D., and Jennifer M. Johnson. "“No Pumps Allowed”: The “Problem” With Gender Expression and the Morehouse College “Appropriate Attire Policy”." Journal of Homosexuality 66, no. 7 (July 31, 2018): 867–95. http://dx.doi.org/10.1080/00918369.2018.1486063.

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Battiste, Loneka Wilkinson, William T. McDaniel, and Rosita M. Sands. "The Radical Origins and Mission of the National Black Music Caucus: The First Twenty-Five Years—1972–1997." Journal of Historical Research in Music Education 43, no. 2 (March 7, 2022): 248–72. http://dx.doi.org/10.1177/15366006221082256.

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In 1972, more than two hundred Black music educators convened an impromptu, offsite protest meeting during the 23rd Convention of the Music Educators National Conference in response to the dearth of Black music and musicians represented on the program and the near exclusion of Black musicians on the Jazz Night program. The unprecedented and impactful meeting, held on the campus of Morehouse College on the last day of the Convention, led to the formation of the National Black Music Caucus (NBMC). This article chronicles the birth of the NBMC and its subsequent growth over the next 25 years, focusing on the historical relationship between Black music educators and MENC, the importance of Atlanta to the organization’s founding, the motivation for the initial meeting, goals of the organization, and its key accomplishments. This story is told through the use of primary sources, including conference programs and organizational documents, while centering the voices of those who were instrumental in leading NBMC throughout its first 25 years.

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8

Parham, Loretta. "Robert W. Woodruff Library of the Atlanta University Center, Custodian of the Morehouse College Martin Luther King, Jr. Collection: “Until Further Notice”." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 8, no. 2 (September 1, 2007): 156–66. http://dx.doi.org/10.5860/rbm.8.2.289.

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On June 23, 2006, the American Library Association was holding its Annual Conference in New Orleans, Louisiana, the first major conference to return to the city post Hurricane Katrina. My scheduled visit of four days was abruptly cut short as a result of two communications: a call from Walter Massey, President of More-house College in Atlanta, Georgia, and an e-mail from William Potter, Dean of the University of Georgia Libraries. By the time the day was over, I learned that a collection of manuscripts and books documenting many of the writings, speeches, and notes of Dr. Martin Luther King, Jr. . . .

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Trawick, Cynthia, Thema Monroe-White, Michael Joseph, NyThea Campbell Tolbert, Jigsa Tola, and John K. Haynes. "Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence." Pedagogy in Health Promotion 7, no. 1_suppl (December 2021): 63S—70S. http://dx.doi.org/10.1177/23733799211049238.

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Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.

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10

Rivers, Larry O. "The Morehouse College Scholar-Activist Pedagogy and Boston PersonalismRufus Burrow, Jr., Martin Luther King, Jr., and the Theology of Resistance. Jefferson, NC: McFarland & Company, Inc., Publishers, 2014. Pp. 292. Paper $39.95.Echol Nix, Jr., ed., In the Beginning: The Martin Luther King, Jr. International Chapel at Morehouse College. Macon, GA: Mercer University Press, 2015. Pp. 224. Cloth $35.00." Journal of African American History 101, no. 4 (September 2016): 535–46. http://dx.doi.org/10.5323/jafriamerhist.101.4.0535.

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Books on the topic "Morehouse College"

1

Robinson, James F. Morehouse College. Louisville, Ky: Harmony House Publishers, 1992.

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2

Rovaris, Dereck Joseph. Mays and Morehouse: How Benjamin E. Mays developed Morehouse College, 1940-1967. Silver Spring, Md: Beckham House, 2005.

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3

Gibbs, Spencer C. Above our heads: The making of a Morehouse man. New York: Hamilton House Publishers, 1999.

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4

The Morehouse mystique: Lessons to develop black men. [Sauk Village, IL]: African American Images, 2009.

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5

1933-, Sullivan Louis Wade, ed. The Morehouse mystique: Becoming a doctor at the nation's newest African American medical school. Baltimore: Johns Hopkins University Press, 2012.

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6

1941-, Carter Lawrence Edward, ed. Walking integrity: Benjamin Elijah Mays, mentor to Martin Luther King Jr. Macon, Ga: Mercer University Press, 1998.

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7

Daring to be different: 25 tips for a life of success. [Place of publication not identified]: Textstream, 2010.

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8

The magnificent Mays: A biography of Benjamin Elijah Mays. Columbia: The University of South Carolina Press, 2012.

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9

Cook, Samuel DuBois. Benjamin E. Mays: His life, contributions, and legacy. Franklin, Tenn: Providence House Publishers, 2009.

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10

Nix, Echol Lee, and Hugh M. Gloster. In the beginning: The Martin Luther King, Jr. International Chapel at Morehouse College ; a festschrift in honor of Lawrence Edward Carter, Sr. Edited by Mercer University Press and Morehouse College (Atlanta, Ga.). Martin Luther King, Jr. Chapel. Macon, Georgia: Mercer University Press, 2015.

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Book chapters on the topic "Morehouse College"

1

Livingston, Samuel T. "Groundings with Our Congolese Sisters and Brothers (Wadugu): Developing a Congo-Focused, Alternative Study Abroad Curriculum at Morehouse College." In Historically Underrepresented Faculty and Students in Education Abroad, 161–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13056-4_8.

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2

"Pedagogical Personalism at Morehouse College." In Howard Thurman, 47–64. University of South Carolina Press, 2019. http://dx.doi.org/10.2307/j.ctvgs0bx9.8.

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Carten, Alma J. "The Launching." In Find a Way or Make One, 136–62. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197518465.003.0007.

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This chapter covers events of the 20th century and a confluence of trends that lead to the launching of the School. The Roaring Twenties, the Harlem Renaissance, the 18th and 19th Amendments, the beginning of the ongoing fight for the vote, and the intensification of racism in the South are examined as contributing factors leading to the final launch. The many individuals who participated in the launch and their works are identified, among them Jesse O. Thomas’s speech given at the 1920 meeting of the National Social Work Conference on the need for a training school for Negro social workers and the subsequent partnering of the faculty and community leaders to develop a plan for educational policies and the design of the inaugural curriculum. The School opened with the support of a number of individuals including John Hope, the president of Morehouse College, who provided space at Morehouse to hold classes, a roster of social welfare leaders as volunteer faculty. Morehouse professor of sociology Gary Moore was appointed director, and the first classes were held on October 14, 1920 with an enrollment of 14 students under the official name of the Atlanta School of Social Work.

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Lischer, Richard. "Apprenticed to the Word." In The Preacher King, 30–66. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190065119.003.0002.

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This chapter describes the individuals who influenced Martin Luther King, Jr. as a preacher. It was from Benjamin E. Mays, president of Morehouse College, that King first heard the challenge “Clearly, then, it isn’t how long one lives that is important, but how well he lives, what he contributes to mankind and how noble the goals toward which he strives. Longevity is good . . . but longevity is not all-important.” King paraphrased this sentiment many times in his career, perhaps most poignantly in his speech in Memphis the night before his death. King also discovered three mediating influences who, like Mays, appreciated a good theological argument and, like King Sr., sat astride enormous urban congregations. These influences were William Holmes Borders, Sandy Ray, and Gardner C. Taylor.

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Lee, John W. I. "Nursed in the Arms of Poverty." In The First Black Archaeologist, 8–39. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197578995.003.0002.

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This chapter traces John Wesley Gilbert’s family origins (noting the possibility that one or more of his enslaved ancestors came to Georgia from Antigua), then examines his birth into slavery in 1863. It reconstructs his childhood and family life in Augusta, Georgia, and his early education in the public schools of that city. It examines his studies at the Baptist-sponsored Augusta Institute, a training school for black ministers and teachers. When the school moved to Atlanta and became the Atlanta Baptist Seminary, Gilbert moved to Atlanta with it to continue his studies but was forced to return home by lack of funds. The chapter then traces Gilbert’s work as a teacher in Augusta, followed by his enrollment at Paine Institute, a joint foundation of the white Methodist Episcopal Church, South (MECS) and the Colored Methodist Episcopal (CME) Church. The chapter focuses on Gilbert’s relationship with Paine president George Williams Walker, who would become Gilbert’s lifelong colleague and father figure. It also introduces other key figures in Gilbert’s life, including John Hope (later the first black president of what is today Morehouse College). The chapter ends in 1886, with Gilbert’s completing school as one of Paine’s first seven graduates.

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6

Winford, Brandon K. "Conclusion." In John Hervey Wheeler, Black Banking, and the Economic Struggle for Civil Rights, 244–52. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178257.003.0008.

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The conclusion seeks to understand the last decade of John Hervey Wheeler’s life through a discussion about his lasting legacy as a banker and civil rights lawyer. It explains that Wheeler received a number of accolades ranging from honorary doctorates to a building named in his honor on the campus of his alma mater, Morehouse College, in 1976. Wheeler’s children, Julia Wheeler Taylor and Warren Hervey Wheeler, became the ultimate beneficiaries of their father’s “black business activism,” and they went on to have pioneering careers in banking and aviation. The conclusion identifies some of the black leaders that Wheeler mentored who went on to have successful careers in politics, business, and law in the decades that followed, taking up the mantle of leadership from Wheeler. Moreover, North Carolina congressman G. K. Butterfield from the state’s First District, which includes Durham, pushed through Congress H.R. 3460 to name the federal courthouse in Durham the John Hervey Wheeler United States Courthouse.

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Hobson, Maurice J. "The Brawn of the Black Mecca and the Black New South." In The Legend of the Black Mecca. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469635354.003.0003.

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Chapter 2 focuses on the emergence of a feisty black lawyer named Maynard Holbrook Jackson Jr., who became Atlanta’s first black Vice-Mayor and subsequently Atlanta’s first black mayor. Jackson’s mayoral tenure marked the first of its kind in terms of black big city leadership and bolstered the black Mecca image. Jackson’s emergence was the fruition of caste and class within black Atlanta. He was a fifth generation Georgian, born into two of Atlanta’s prominent black families. As the grandson of prominent black Atlantans Andrew Jackson and John Wesley Dobbs, Jackson graduated Morehouse College at age 18 and went on to receive legal training in Durham, North Carolina. Jackson cut his teeth as a champion for the people and made headlines as the people’s politician with his quixotic 1968 run for the U.S. Senate against Senator Herman Talmadge. Jackson’s first term as mayor of Atlanta was full of political success. However, during his second term as mayor, many of his working class and poor black constituency felt as if he sacrificed them to play politics.

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Conference papers on the topic "Morehouse College"

1

Clark, Tanya, Ovell Hamilton, Muhsinah Morris, and Ethell Vereen. "TRANSFORMING UNDERGRADUATE EDUCATION IN THE SCIENCES AND HUMANITIES WITH VIRTUAL REALITY: THE CASE AT MOREHOUSE COLLEGE (ATLANTA, GA, USA)." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0848.

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Rivera, William M. "Report on the implementation of NSF-SFS scholarship grant #0210644 and NSF-SFS capacity grant # 0210147 from 2002-2004 at Morehouse College." In the 1st annual conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1059524.1059556.

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