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Journal articles on the topic 'Morehouse College'

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Published: 10 December 2022

Last updated: 29 January 2023

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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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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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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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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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"Margaret Mitchell's Renewed Role as Benefactor of Morehouse College." Journal of Blacks in Higher Education, no. 36 (2002): 58. http://dx.doi.org/10.2307/3133940.

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Chartier, Courtney. "Digitizing the Morehouse College Martin Luther King, Jr. Collection." Primary Source 29 (July 24, 2015). http://dx.doi.org/10.18785/ps.2901.03.

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Duckworth, Angela. "Intelligence Plus Character." Character Lab Tips, June 2019. http://dx.doi.org/10.53776/tips-intelligence-plus-character.

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When you walk into the Character Lab office, the very first thing you'll see are the words of Martin Luther King, Jr.: “Intelligence plus character—that is the goal of true education.” The quote comes from an essay King published in the Morehouse College campus newspaper around his 18th birthday. King opens his argument with an observation: “I too often find that most college men have a misconception of the purpose of education.” A common mistake, he says, is in seeing only one of two aims. The more obvious goal of education is “to become more efficient,” particularly in “thinking logically and scientifically.” Today, we might say we send our kids to school to become critical thinkers. “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.” Another—perhaps less obvious—goal is to cultivate character: “But education which stops with efficiency may prove the greatest menace to society,” King wrote. “The most dangerous criminal may be the man gifted with reason, but with no morals.”

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Lindsay, Arturo. "Toward an Understanding of "Ashé" as an Aesthetic Condition." Journal of Global Postcolonial Studies 8, no. 1 (July 9, 2020). http://dx.doi.org/10.5744/jgps.2020.1004.

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As an artist and cultural investigator specializing in contemporary art theory and practice, my area of research is centered on African spiritual and aesthetic retentions, rediscoveries and reinventions in the African diaspora. As an educator, my pedagogical interest is in constructing new and innovative teaching methods to critically analyze works of art. I was therefore eager to introduce the concept of ashé as an aesthetic criterion to my students and colleagues but needed to test my hypothesis. To that end I created a research project to assess the viabilityof my hypothesis. The results of my investigation led to the creation of a series of four weekly workshops that challenge participants to conduct critical analyses of works of art using ashé as a criterion along with the accepted formal elements of art and principles of design. To date, I have conducted these workshops with a diverse population of students from Spelman College, Morehouse College, Clark Atlanta University, Emory University and Colgate University. Spelman College’s African Diaspora and the World program (ADW)1 has embraced my project and a number of faculty members have used it in the classroom with promising results. The primary purpose of this essay is to introduce the project to a broader audience of students, educators, and scholars.

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Carter-Ényì, Aaron, and Quintina Carter-Ényì. "Melodic Language and Linguistic Melodies: Text Setting in Igbo." Society for Music Theory Videocast Journal 6, no. 5 (August 2020). http://dx.doi.org/10.30535/smtv.6.5.

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There are no other sense-altering aspects of culture that equate with language’s effect on aural perception (hearing). Increased sensitivity to pitch is a cognitive characteristic in the 60% of the world’s ethnolinguistic cultures that speak tone languages (Yip 2002). Lexical tone is a pitch contrast akin to the contour of a melody that distinguishes between words. An example is [íké] (high-high, like a repeated note) and [íkè] (high-low, like a falling interval) which forms a minimal pair between the Ìgbò words for strength and buttocks. Being a tone language speaker also impacts ways of musicking, especially singing. This is the case in sub-Saharan Africa, where “language and music are tied, as if by an umbilical cord” (Agawu 2016:113). A favorite tool for evangelism among 19th- and 20th-century European missionaries in West Africa was to translate European hymn texts into the language of the missionized and teach them to sing the translation to the original hymn tune. An example included in the video is “All hail the power of Jesus’ name” which is often sung to the Coronation hymn tune by Oliver Holden (1792). Unfortunately, early missionaries would translate the texts metrically (to preserve the number of syllables) but had no understanding of the necessary tone. Because of the link between lyrics and melody in tone languages, composers of vocal music in tone languages have argued that one should not compose vocal music in isolation from text or vice-versa. In 1974, Laz Ekwueme, a doctoral advisee of Allen Forte, published an article on Ìgbò text setting and harmonization. In addition to parallel harmony, Ekwueme recommends staggering text (as in European polyphony or African call-and-response) and using alliterative sounds (vocables and onomatopoeia) in subordinate voices. Drawing on field recordings gathered in Nigeria from 2011–2020 by the authors, and commentary by Ekwueme and Dr. Christian Onyeji, this SMT-V article studies the phenomenon of “tone-and-tune” in Ìgbò culture. Compositions by Laz Èkwúèmé, Sam Òjúkwū, Christian Ònyéji, Joshua Úzọ̀ígwē Commentary by Laz Èkwúèmé, Christian Ònyéjì Performances by Ogene Uzodinma, Laz Ekwueme Chorale, Agbani-Nguru Ikorodo, Lagos City Chorale, Elizabeth Ime Ònyéjì, University of Lagos Choir, Morehouse College Glee Club Video scores by Ebruphiyor Omodoro Field recordings and interviews are provided by the Africana Digital Ethnography Project (ADEPt), with support from the American Council of Learned Societies (ACLS), the Fulbright Program, and the National Endowment for the Humanities (NEH).

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