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Kasule, Sabirah N., Michael Apolinario, Christopher Saling, Janis E. Blair, Lisa Speiser, and Holenarasipur R. Vikram. "692. Coccidioides sp. Infective Endocarditis: A Review of the Literature." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S448. http://dx.doi.org/10.1093/ofid/ofab466.889.
Повний текст джерелаАнотація:
Abstract Background Despite the endemic nature of Coccidioides sp. to the American Southwest, the incidence Coccidioides sp. infective endocarditis (CIE) is rare. Following successful treatment of a patient with CIE at our institution, we reviewed the literature to identify trends in disease presentation, patient characteristics, and outcomes. Methods We reviewed all cases of CIE reported since 1938. Details including patient demographics, underlying immunodeficiency, time to diagnosis, treatment, and outcome were collected for analysis of diagnostic challenges and survival. Results Including ours, we identified 11 published cases of CIE. The majority (7) occurred in men. 5 patients were of either African American or Hispanic descent. Of the 10 patients with reported ages, the median age was 35.5 years (range 3 weeks – 61 years). 5 patients had a previous diagnosis of coccidioidomycosis and only 3 had an immunocompromising condition. These comprised pregnancy, heart transplant, and juvenile inflammatory arthritis. Three cases had multi-valvular involvement, but the majority affected the mitral (5) and the aortic (4) valves. Only 2 of the 11 cases involved a prosthetic valve. Of the 8 cases with reported blood cultures, only 2 were positive. Ten of the 11 cases had extra-cardiac disease. Complement fixation (CF) titers were heterogenous with a median of 1:32 and a range of 1:1 to 1:2048. There was no obvious correlation between a patient’s CF titer and their survival. Average time to diagnosis was 3.5 months (range 2.5 – 36 months). Diagnosis was made post-mortem in 4 of the 11 cases. 6 patients (54%) did not survive. Notably, 2 of the fatal cases preceded the discovery of amphotericin B (1969) and 4 occurred prior to the discovery of fluconazole (1990). Of the five patients that survived, four required surgical intervention in addition to azole therapy. Conclusion CIE is a diagnostic and therapeutic challenge. The diagnosis itself is rare, culture incubation times are long, and the symptoms are often non-specific thus delaying definitive therapy. The introduction of azole therapy appears to have had significant impact on rates of survival. Despite this, successful management of CIE still requires concurrent surgical intervention with aggressive, indefinite anti-fungal therapy. Disclosures All Authors: No reported disclosures
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Cruz, MaryCarmen, and Ogle Burks Duff. "RainbowTeachers/Rainbow Students: Celebrating Heritage through Literature." English Journal 86, no. 5 (September 1, 1997): 78–79. http://dx.doi.org/10.58680/ej19973417.
Повний текст джерелаАнотація:
Describes ways to promote literacy and appreciation for heritage by celebrating the literacy contributions of authors of color, such as Heritage Readings and African American Read–Ins. Offers suggestions of favorite selections by Hispanic, African American, Native American, and Asian American authors.
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Marinšek, Darja. "Female genital mutilation in African and African American women's literature." Acta Neophilologica 40, no. 1-2 (December 15, 2007): 129–46. http://dx.doi.org/10.4312/an.40.1-2.129-146.
Повний текст джерелаАнотація:
The article builds on the existing dispute between African and African American women writers on the competence of writing about female genital mutilation (FGM), and tries to determine the existence and nature of the differences between the writings of these two groups. The author uses comparative analysis of two popular African and African American novels, comparing their ways of describing FGM, its causes and consequences, the level ob objectivity and the style of the narrations.This is followed by a discussion on the reasons for such differences, incorporating a larger circle of both African and African American women authors, at the same time analysing the deviance within the two groups. While the differences between African American writers are not that great, as they mostly fail to present the issue from different points of view, which is often the result of their lack of direct knowledge of the topic, African authors' writing is in itself discovered to be ambivalent and not at all invariable. The reasons for such ambivalence are then discussed in greater context, focusing on the effect of the authors' personal contact with circumcision as well as their knowledge and acceptance of Western values. The author concludes by establishing the African ambivalent attitude towards FGM, which includes different aspects of the issue, as the most significant difference between their and African American writers' description of this practice.
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Bowman, Lisa. "Juvenile Delinquencyamong African-American Males: Implications for Special Education." Multiple Voices for Ethnically Diverse Exceptional Learners 4, no. 1 (November 1, 2000): 62–72. http://dx.doi.org/10.56829/muvo.4.1.ph3t453174541283.
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Juvenile delinquency is a pervasive and costly problem. As a society, we are losing too many youth to substance abuse, gang involvement, and criminal activity. The toll delinquency places on families, educational systems, and social welfare systems costs monetarily and socially. In this article, I review the research literature on juvenile delinquency among African-American males to determine (a) the quantity of research on this topic, (b) the quality of research, and (c) topics that have been investigated in this area. In particular, I sought to determine the degree to which researchers have focused on delinquency within the context of race and disability. In addition, I provide implications for future research with a focus on delinquency and disability.
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Stulov, Yuri V. "Contemporary African American Historical Novel." Literature of the Americas, no. 14 (2023): 75–99. http://dx.doi.org/10.22455/2541-7894-2023-14-75-99.
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The paper discusses the works of African American writers of the end of the 1960s — the end of the 2010s that address the historical past of African Americans and explores the traumatic experience of slavery and its consequences. The tragedy of people subjected to slavery as well as their masters who challenged the moral and ethical norms has remained the topical issue of contemporary African American historical novel. Pivotal for the development of the genre of African American historical novel were Jubilee by the outstanding writer and poet Margaret Walker and the non-fiction novel Roots by Alex Haley. African American authors reconsider the past from today’s perspective making use of both the newly discovered documents and the peculiarities of contemporary literary techniques and showing a versatility of genre experiments, paying attention to the ambiguity of American consciousness in relation to the past. Toni Morrison combines the sacred and the profane, reality and magic while Ishmael Reed conjugates thematic topicality and a bright literary experiment connecting history with the problems of contemporary consumer society; Charles Johnson problematizes history in a philosophic tragicomedy. Edward P. Jones reconsiders the history of slavery in a broad context as his novel’s setting is across the whole country on a broad span of time. The younger generation of African American writers represented by C. Baker, A. Randall, C. Whitehead, J. Ward and other authors touches on the issues of African American history in order to understand whether the tragic past has finally been done with. Contemporary African American historical novel relies on documents, new facts, elements of fictional biography, traditions of slave narratives and in its range makes use of peculiarities of family saga, bildungsroman, political novel, popular novel enriching it with various elements of magic realism, parodying existing canons and sharp satire.
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Neupane, Khagendra. "Africa's Portrayal in African-American Writing." Patan Gyansagar 6, no. 1 (July 9, 2024): 64–72. http://dx.doi.org/10.3126/pg.v6i1.67409.
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The depiction of Africa in African-American literature constitutes a nuanced and dynamic exploration, unveiling the intricate rapport between African-American writers and the African continent. Over centuries, Africa's portrayal has assumed myriad forms, serving as a symbolic homeland, a locus of struggle, and a wellspring of cultural inspiration. Imbued within these representations is a profound quest for identity and a yearning for belonging. Prestigious African-American authors, including Langston Hughes, Zora Neale Hurston, and Maya Angelou, adeptly interlace African culture, folklore, and history into the tapestry of their works. In so doing, they delve into themes of heritage, resilience, and cultural pride, presenting Africa not merely as a nostalgic ideal but as a vibrant tapestry of traditions intricately shaping the African-American experience. This representation transcends sentimentality, offering a palpable connection to ancestral roots and cultural heritage. Yet, the portrayal of Africa in African-American literature transcends idyllic visions of a distant homeland. Renowned authors such as Toni Morrison, Chinua Achebe, and Chimamanda Ngozi Adichie confront the harsh realities of colonization, slavery, and oppression in their narratives. In their hands, Africa becomes a complex terrain of struggle and resistance, where characters grapple with the enduring legacies of colonialism and the intricate dynamics of post-colonial identity. The representation of Africa in African-American literature reflects broader historical and political dynamics. During the Harlem Renaissance, there was a surge of interest in Pan-Africanism, as African-American writers actively sought connections with counterparts on the continent in the fight against racism and imperialism. This period witnessed an embrace of African art, literature, and culture, as writers sought to reclaim and celebrate their African heritage.
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Nishikawa, Kinohi. "Driven by the Market: African American Literature after Urban Fiction." American Literary History 33, no. 2 (May 1, 2021): 320–49. http://dx.doi.org/10.1093/alh/ajab008.
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Abstract Kenneth W. Warren’s What Was African American Literature? (2011) compelled literary historians to question deeply held assumptions about periodization and racial authorship. While critics have taken issue with Warren aligning African American literature with Jim Crow segregation, none has examined his account of what came after this conjuncture: namely, the market’s wholesale cooptation of Black writing. By following the career of African American popular novelist Omar Tyree, this essay shows how corporate publishers in the 1990s and 2000s redefined African American literature as a sales category, one that combined a steady stream of recognized authors with a mad dash for amateur talent. Tyree had been part of the first wave of self-published authors to be picked up by major New York houses. However, as soon as he was made to conform to the industry’s demands, Tyree was eclipsed by Black women writers who developed the hard-boiled romance genre known as urban fiction. As Tyree saw his literary fortunes fade, corporate publishing became increasingly reliant on Black book entrepreneurs to sustain the category of African American literature, thereby turning racial authorship into a vehicle for realizing profits.
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King, William R., Stephen T. Holmes, Martha L. Henderson, and Edward J. Latessa. "The Community Corrections Partnership: Examining the Long-Term Effects of Youth Participation in an Afrocentric Diversion Program." Crime & Delinquency 47, no. 4 (October 2001): 558–72. http://dx.doi.org/10.1177/0011128701047004004.
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Using Afrocentric techniques has recently emerged as a promising way of delivering services to African Americans. Briefly, a number of authors have argued that African Americans are better served, especially by substance abuse services, when service delivery utilizes Afrocentric techniques. This study reports an evaluation of an Afrocentric treatment program for male, juvenile, felony offenders in one city. The evaluation uses a two-group, quasi-experimental design to compare the 281 African American youths in the Afrocentric treatment program (called the Community Corrections Partnership) with a comparison group of 140 probation youths. Overall, the youths assigned to the Afrocentric treatment program performed slightly better than the probationers on 4 out of 15 measures of juvenile and adult criminality.
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Leviton, Susan, Marc A. Schindler, and Renee S. Orleans. "African-American Youth: Drug Trafficking and the Justice System." Pediatrics 93, no. 6 (June 1, 1994): 1078–84. http://dx.doi.org/10.1542/peds.93.6.1078.
Повний текст джерелаАнотація:
Objective. To examine the role of the legal system in adolescent drug trafficking. Methods. Descriptive and analytic review of the literature and relevant legislation. Findings. Utilization of young adolescents by drug "kingpins" in drug trafficking is a new practice that is highly advantageous to the employer for several legal and economic reasons. From the perspective of the drug kingpins, juveniles are particularly useful in drug trafficking because they work for lower wages. Further, even if the youth are arrested, the juvenile justice system enables their rapid return for continued service in the drug trade. From the perspective of the youth, drug trafficking offers one of the few economic opportunities available to them. Further, the numbers suggest a tremendous racial disparity in the juvenile justice system. Conclusions. The mutual advantages to both employer and employee of using youths in drug trafficking increases the likelihood that this new practice will continue to flourish and with increasingly young children. Effective prevention and treatment interventions will need to be multifaceted, addressing the economic, educational, and social issues that have permitted the rapid emergence of adolescent drug trafficking. Finally, further investigation of the apparent racial disparities is necessary.
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Bassett, John. "AFRICAN AMERICAN AUTHORS, 1745–1945: A BIO-BIBLIOGRAPHICAL CRITICAL SOURCEBOOK." Resources for American Literary Study 28, no. 1 (January 1, 2002): 170–71. http://dx.doi.org/10.2307/26366940.
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Bassett, John. "AFRICAN AMERICAN AUTHORS, 1745–1945: A BIO-BIBLIOGRAPHICAL CRITICAL SOURCEBOOK." Resources for American Literary Study 28, no. 1 (January 1, 2002): 170–71. http://dx.doi.org/10.2307/resoamerlitestud.28.2002.0170.
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Batho, Nick. "Art and Storytelling on the Streets: The Council on Interracial Books for Children’s Use of African American Children’s Literature." Humanities 12, no. 4 (July 25, 2023): 69. http://dx.doi.org/10.3390/h12040069.
Повний текст джерелаАнотація:
From 1970 until 1974, the Council on Interracial Children’s Books (CIBC) ran the Arts and Storytelling in the Streets program throughout New York City. This program involved African American and Puerto Rican artists and storytellers bringing children’s literature directly to children in the streets. This occurred amid a rise in African American children’s literature and educational upheavals in the city as local communities demanded oversight of their schools. Originating in the Ocean Hill-Brownsville district in New York City, the Arts and Storytelling on the Streets program helps to underscore the interrelation between African American children’s literature and educational activism. This article examines how storytelling sessions run by authors and illustrators became extensions of African American children’s literature and educational activism in the city as Black American children’s books became key tools in a fight for a more representative and relevant education. Storytelling teams hoped to use African American children’s literature to help engage children in reading and provide a positive association with literature among local children. The Art and Storytelling program mirrored ideas and themes within African American children’s literature including Black pride, community strength, and resisting white supremacy. The program also became a key extension of the literature as the locations, storytellers, and the audiences all helped to expand upon the impact and many meanings inherent in contemporary African American children’s literature.
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Kennedy, James H. "Recent Afro-Brazilian Literature: A Tentative Bibliography." A Current Bibliography on African Affairs 17, no. 4 (June 1, 1985): 327–45. http://dx.doi.org/10.1177/001132558501700403.
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In recent years, increased interest in black studies in the U.S. has fostered an upswing in research in Afro-Latin American literature. The explicit focus of most studies, however, has been the works of Afro-Hispanics, while in most instances literature by Brazilians of African descent has been treated only marginally, if at all. This study delineates the factors which have caused literature by Afro-Brazilian authors to remain at the fringes of Afro-Latin American studies in the U.S. and presents an important corpus of literature written by Brazilians of African descent and published since 1960. The study of these works should not only ameliorate the general approach to Afro-Latin American literature current in the U.S. but should at the same time add a new dimension to the field of African diaspora studies as well.
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Llopart Babot, Sandra. "Reading Black Female Voices in Spain: Towards a translation history of African American women’s literature." TRANS. Revista de Traductología, no. 25 (December 30, 2021): 245–64. http://dx.doi.org/10.24310/trans.2021.v1i25.11447.
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This paper presents a descriptive approach to the reception of African American women’s literature in Spain through the study of its translation history. In this context, the first part of the paper describes the endeavor of developing AfroBib, a bibliographical tool that compiles exhaustive data about translations of African American women authors published in Spain. The second part of the paper discusses the translation history of African American women’s literature in the target country based on the statistical analysis of the data provided by our main research tool. The results display clear evidence of the increase in the circulation of African American women’s works and illustrate a complex network of social and literary factors that have influenced choices and strategies governing the translation of African American women writers in the country. This study offers unprecedented data, thereby holding out the prospect of encouraging parallel research lines.
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Indriyanto, Kristiawan. "ARTICULATING THE MARGINALIZED VOICES: SYMBOLISM IN AFRICAN AMERICAN, HISPANIC, AND ASIAN AMERICAN LITERATURE." British (Jurnal Bahasa dan Sastra Inggris) 9, no. 2 (September 26, 2020): 20. http://dx.doi.org/10.31314/british.9.2.20-36.2020.
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The present study contextualizes how symbolism is employed by writers of ethnically minority in the United States as an avenue of their agency and criticism against the dominant white perspective. The history of American minorities is marred with legacy of racial discrimination and segregation which highlights the inequality of race. Literature as a cultural production captures the experiences of the marginalized and the use of symbolism is intended to transform themes into the field of aesthetics. This study is a qualitative research which is conducted through the post-nationalist American Studies framework in order to focus on the minorities’ experience instead of the Anglo-Saxon outlook. The object of the study is three playscripts written from authors from Mexican-American, African-American and Asian-American to emphasize how discrimination is faced by multi-ethnic. The finding suggests how symbolism in these literary works intends to counter the stereotypical representation of Mexican-American, aligns with the passive resistance of the Civil Right Movement and subvert binary opposition of East and West which exoticizing the East. Keywords : minority literature in the U.S , symbolism, post-national
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Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.
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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.
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Khristenko, Dmitrii N. "“Double-Voice” and the Dynamics of National Identity in Russian and African-American Literature." Two centuries of the Russian classics 6, no. 2 (2024): 224–45. http://dx.doi.org/10.22455/2686-7494-2024-6-2-224-245.
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This review is dedicated to the book by the American researcher, a famous specialist in the field of literary comparative studies, Dale Peterson, “Up from Bondage. The Literatures of Russian and African American ʽSoul’.” D. Peterson’s work represents the first study that draws a parallel between the evolution of Russian and African-American cultural identities in literary works and analyzes the phenomenon of the “folk soul.” The study is distinguished not only by its innovative approach and high scientific significance but also by its careful research of archival materials, manuscripts, and letters from the authors, which creates a solid basis for subsequent theoretical generalizations. Using the concept of the “polyphonic novel” by M. M. Bakhtin and the theory of culturally embedded speech acts he developed, Peterson concludes that the dynamics of development and deep mentality of Russian and African-American literature are similar.
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Saillant, John. "Sexuality at the Northern Border of Early African American Print Culture." New England Quarterly 90, no. 2 (June 2017): 162–97. http://dx.doi.org/10.1162/tneq_a_00602.
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This essay attributes an 1815 condemnation of fornication, published in Vermont, to Lemuel Haynes (1753-1833). Redressing a deficit of scholarly attention to sexuality in early African American print culture, it contextualizes Haynes's document within a spectrum of similar texts, and notes the variety of print culture instruments available to early African American authors, including anonymous publication, financial subscription, and publishing under a white author's name.
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Klein, Benjamin R., Mareshah N. Sowah, and Allan D. Levi. "The role of limited access to students from more diverse nonfeeder medical schools in creating diversity inequities in neurosurgical residency." Neurosurgical Focus 55, no. 5 (November 2023): E13. http://dx.doi.org/10.3171/2023.8.focus23458.
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OBJECTIVE Improving racial/ethnic diversity in neurosurgery is a long-standing issue that needs to be addressed. The positive correlation between medical students with home neurosurgery programs and successful matriculation into neurosurgical residency is well documented. In this article, the authors explored the relationship between decreased racial/ethnic diversity in neurosurgery residency programs and racial/ethnic diversity in feeder medical schools. METHODS The authors conducted a standardized review of the literature to evaluate potential causes for decreased racial/ethnic diversity within neurosurgery. Additionally, they calculated the average enrollment of Black/African American medical students at the top 5 neurosurgery feeder medical schools (determined by Antar et al. following the 2014–2020 match cycles) during the 2021–2022 school year and compared that with the enrollment at US allopathic medical schools with the highest enrollment of Black/African American students. They also compared these two groups in terms of how many students they sent into neurosurgery residency programs from 2014 to 2020. For each of these comparisons, the authors conducted a two-sample t-test to evaluate correlation between these two variables. RESULTS There was significantly lower average enrollment of Black/African American students at the top 5 feeder medical programs into neurosurgery residency (80.6 ± 8.32) compared with the top 5 medical schools with Black/African American enrollment in the 2021–2022 school year (279 ± 122.00, p < 0.05). The authors also found a significant increase in the number of students entering neurosurgery residency programs between the top 5 feeder medical programs into neurosurgery residency (30.8 ± 6.06) and the top 5 medical programs for Black/African American enrollment (6 ± 6.16, p < 0.0001). CONCLUSIONS In this paper, the authors examined, through a Black/African American lens, the role of racial/ethnic diversity in medical schools that historically send many students to neurosurgery residency. This study sought to provide insight into this problem and examine how Black/African American students from nonfeeder medical schools are disproportionately affected. The authors’ findings suggest that the lack of Black/African American representation in neurosurgery is strongly correlated with the diversity efforts of medical schools. Lastly, the authors highlight the University of Miami’s Summer Research Scholarship in Neurosurgery for Medical Students and other programs as potential solutions to combat the lack of racial/ethnic diversity in neurosurgery.
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Al-Qubati, Safa'a Tawfik Abdulrashid. "Exploring the Depths of the Afro - American Literary Heritage: Yaa Gyasi's Homegoing as a Case study." مجلة جامعة صنعاء للعلوم الإنسانية 3, no. 2 (June 29, 2024): 526–41. http://dx.doi.org/10.59628/jhs.v3i2.208.
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African American history is the black spot in the history of humanity since it represents mankind as monsters who enjoy hurting others and feel the pleasure of looking at them crying loudly due to pain. Thus, the main purpose of this paper is to shed light on the history of Afro-American literature to know why African American history is full of gloomy memories and to highlight the well-known figures in it. This paper is an analytical and descriptive study and the data are taken from relevant books, theses, essays, and journals. The cultural and historical aspects of this data through close reading and by using comparative and critical methods are studied. Since Yaa Gyasi is one of the African American authors who wants to show the real picture of black people suffering during and after slavery. It was decided to analyze her novel Homegoing. This paper ends up proving that the Afro-Americans faced without any mercy all kinds of oppression, horrors, and pains from slavery, segregation, and the white community discrimination due to their color and ethnicity as it was protruded in Homegoing. As a result, literature was seen as a perfect tool to tell the world what happened to black people and many black authors like Yaa Gyasi became famous icons in the world of literature because of their massive contributions in the field of Afro-American Literature.
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Lepley, William, Robert Nagy, and Mussie Teclezion. "Impact of the 2008-2009 recession on African-American owned US banks." Managerial Finance 41, no. 4 (April 13, 2015): 385–95. http://dx.doi.org/10.1108/mf-06-2014-0172.
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Purpose – The purpose of this paper is to contribute to the literature on minority-owned commercial banks in the USA. Design/methodology/approach – The authors examine performance differences between African-American (AA) commercial banks and other minority (OM)-owned banks. Also, the authors compare AA bank performance with that of their peer-group banking institutions. Findings – Employing data both before and after the recessionary period of 2008-2009, the authors find significant performance differences between minority ownership categories. For example, prior to 2008, AA banks held a significant advantage over OM-owned banks in net interest income as a percentage of average assets. This competitive advantage was somewhat offset by relatively weak loan portfolios and failure to contain costs. The 2008 crisis served to exacerbate the negatives of African-American banks while their positive differences essentially disappeared. Originality/value – The focus is different than the previous studies on minority-owned banks. The authors are especially interested in how AA banks have fared – relative to banking industry peer institutions, but also, relative to OM-owned banks.
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Mufwene, Salikoko S. "John Russell Rickford & Russell John Rickford, Spoken soul: The story of Black English. New York: John Wiley & Sons, 2000, xii + 267 pp. Hb. $24.95." Language in Society 30, no. 3 (July 2001): 479–87. http://dx.doi.org/10.1017/s0047404501213050.
Повний текст джерелаАнотація:
Spoken Soul is a very stimulating book to read, informative and solidly grounded in scholarship from several disciplines, including quantitative sociolinguistics, sociology, socioeconomic history, and African American literature. It exemplifies the contribution that linguistic research on African American English (AAE) can make to African American studies. It is also a model for how scholarly findings can be shared with the lay public in a language that is vivid and accessible. Those who are familiar with AAE will appreciate the fact that this vividness is borrowed from the subject matter itself. Thus, the authors demonstrate implicitly that AAE is not an impoverished vernacular, and even scholarly discourse can benefit from it.
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Barrett, Thomas Gregory, and Theophus Smith. "Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University." American Educational Research Journal 45, no. 4 (December 2008): 946–73. http://dx.doi.org/10.3102/0002831208321445.
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Competition for highly qualified African American faculty members among elite universities in the United States remains keen. Two of the most successful research universities at recruiting African American faculty members are located in the Southeast. Employing a conceptual framework grounded in organizational culture and climate literature, in this qualitative study the authors identified sets of tangible, intangible, and non-work-related factors that influenced the decisions of 12 African American faculty members in several disciplines to accept positions at an elite private research university in the Southeast. Study participants identified other factors not included in the original conceptual framework that also played significant roles in their decisions to accept positions at this university. Understanding such factors may assist other elite research universities in developing recruiting strategies to compete more effectively for African American faculty members.
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Goodloe, Angela Renee Whi, and Jillian N. Ardley. "Social Justice: A Missing Link in A Literary Review of Successful Strategies Utilized by Principals for Retaining African American Teachers." Journal of Culture and Values in Education 4, no. 2 (October 11, 2021): 105–19. http://dx.doi.org/10.46303/jcve.2021.9.
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Perceptions on leadership training to sustain teachers of color vary in approaches, ideologies, and values. However, what evidence is within the literature to depict what effective principals do to retain, in particular, African American teachers? In the present study, the authors have reviewed the literature from 2011-2020 through the lens of Critical Learning Theory. This examination led to an extrapolation of categories that indirectly embed social justice as a tool utilized for retaining African American teachers. Nevertheless, many well-known strategies utilized to promote the retention of present-day African American teachers do not include this motivating call-to-action within the parameters of their approach or training of principals. Social justice is an effective tool for supporting Generation X students who willfully and actively participate in digital and physical campaigns against systematic racial injustice. Therefore, educational leaders should transcend authoritative leadership and systematic racism with social justice as a pivotal strategy for teachers of color.
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Lewis Ellison, Tisha, Bradley Robinson, and Tairan Qiu. "Examining African American Girls’ Literate Intersectional Identities Through Journal Entries and Discussions About STEM." Written Communication 37, no. 1 (November 20, 2019): 3–40. http://dx.doi.org/10.1177/0741088319880511.
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This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.
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Hasan, Sami Abed. "Racism in August Wilson’s Selected Plays: A Historical Background." Manar Elsharq Journal for Literature and Language Studies 1, no. 2 (July 26, 2023): 14–26. http://dx.doi.org/10.56961/mejlls.v1i2.426.
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Racism is a dominant them in the African American literature. Many writers and authors attempted to focus on this theme in their works. August Wilson, as a an American author and citizen, display the effect of this dangerous societal blight on the norms and cultural issues of the American society in general and African American in particular. His plays Fences, Two Trains Running and Piano Lesson treated this theme by offering some solutions for such problem. The paper displays the root of racism in the American society and define racism according to the norms and culture of the American. The paper also finds that Wilson traced the appearances of racism in the American society after the great migration and how the migration of the Black from the south to the North motivated the rise of racism in the American society.
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DeVane-Johnson, Stephanie, Cheryl Woods-Giscombé, Suzanne Thoyre, Cathie Fogel, and Ronald Williams. "Integrative Literature Review of Factors Related to Breastfeeding in African American Women: Evidence for a Potential Paradigm Shift." Journal of Human Lactation 33, no. 2 (April 5, 2017): 435–47. http://dx.doi.org/10.1177/0890334417693209.
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Background: Human milk has widespread health benefits for infants, mothers, and society. However, not all populations of women, particularly African American women, engage in human milk feeding at high rates. Research aim: The purpose of this integrative literature review is twofold: (a) to examine factors that influence low rates of human milk feeding among African American women and (b) to introduce a need for a methodological paradigm shift to develop culturally relevant and effective interventions. Methods: The authors searched four electronic social science databases for peer-reviewed journal articles pertaining to human milk among African American women published from 1990 to 2015. Both coauthors independently assessed these articles using thematic analysis and validation. The database search yielded 47 peer-reviewed articles. Results: Three main themes emerged explaining the human milk feeding disparity: (a) the social characteristics of women likely not to feed human milk (e.g., low socioeconomic status, single); (b) women’s perceptions of human milk feeding; and (c) the quality of human milk feeding information provided by health care providers (i.e., limited human milk information). Conclusion: Current literature does include sociohistorical factors that have shaped current norms. Adding sociohistorical frameworks, paying particular attention to the embodied experience of historical trauma, could lead to the development of new evidence-based, culturally sensitive interventions to enhance human milk feeding in the African American community.
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Ahmed, Abrar, Faisal Sajjad, and Nabeela Gul. "ANALYZING RACIAL PROPAGANDA AGAINST SOCIO-CREATIVE PERSPECTIVE IN SELECTED POEMS OF COUNTEE CULLEN AND LANGSTON HUGHES." JUNE 4, no. 2 (June 30, 2023): 262–73. http://dx.doi.org/10.53664/jsrd/04-02-2023-03-262-273.
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The social purpose of art expands its value and significance to problematize many social and political situations of day rather than limiting it to idea of aesthetic pleasure alone. African American philosophers, poets, and authors also attempt to project the issues of race and culture country is facing. They made an effort to create a strong literary framework despite various attempts at discrediting the significance of art and artists on global scale. Considering Alain Lock's idea of ‘Real art or Propaganda’ this paper examines true values of African American literature and takes it a step further to recognize the attempts made via literature to project their rights and preserve their culture and history. This influence never strays from true purpose of art and results in meaningful poems that appeal to human emotion and feelings on a universal level. They have historically given more weight to universal purpose of art, which is to arouse pleasure, and have utilized this as a platform to expose the systematic goal that disadvantages and presents negative picture of African American community.
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Rambsy II, Howard. "African American Scholars and the Margins of DH." PMLA/Publications of the Modern Language Association of America 135, no. 1 (January 2020): 152–58. http://dx.doi.org/10.1632/pmla.2020.135.1.152.
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Let's Cut to the Chase: African American Scholars Occupy the Margins of this Expansive Realm Known as Digital Humanities. Do well-intentioned people want more diversity in DH? Sure, they do. Do black folks participate in DH? Of course, we do. But we've witnessed far too many DH panels with no African American participants or with only one. We've paid close attention to where the major funding for DH goes. Or, we've carefully taken note of who the authors of DH-related articles, books, and bibliographies are. We've studied these things closely enough to realize who resides in prime DH real estate and who doesn't. We could speak defiantly about our marginal status the way Toni Morrison once did when she quipped, “I'm gonna stay out here on the margin, and let the center look for me” (87). Yaasss!At the same time, though, it's worth thinking about some of the reasons why African American scholars dwell on the margins of the DH field. The processes by which we pursue graduate study and become participants in the field of African American literary studies account for why we are slow or reluctant to embrace DH. There's also the matter of segregation—our persistent exclusion from projects and opportunities that are ostensibly open to all but invariably involve primarily white scholars. Immersion in the field of African American literary studies and conversations with senior and emergent scholars reveal some of the reasons why we stand so far from the center of the DH community.
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S, Mrs Jeni, and Dr J. G. Duresh. "The Problematical Portrayal of Racial Discrimination in Jacqueline Woodson’s novel “The Brown Girl Dreaming”." Think India 22, no. 3 (September 27, 2019): 865–74. http://dx.doi.org/10.26643/think-india.v22i3.8406.
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African American Literature can be defined as writings by people of African decent living in the United States. The genre began during the 18th and 19th centuries with writers such as poet phillis Wheatley and Orator Frederick Douglass reached as an early highpoint with the Harlem Renaissance and continues with the authors such as Toni Morrison, Maya Angelou and Walter Mosley, James Baldwin etc. The themes and issues explored in African American literature are tradition, culture, racism, religion, slavery, segregation, migration, and feminism and more. This paper deals with the perspectives of clashes between black and white communities through the novel The Brown Dreaming girl by Jacqueline Woodson. It clearly explains about the Whites ill-treatment and how the blacks suffer under the hands of white people. The essential part of human kind is Identification and Freedom which has been completely wiped off from the hearts and minds of the black people.
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Gabrielle, Cindy. "Re-membering the Clichés." English Text Construction 2, no. 1 (March 24, 2009): 146–56. http://dx.doi.org/10.1075/etc.2.1.09gab.
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These days authors who use stereotypical characters such as the African woman warrior or the old field slave smoking his pipe and humming blues songs would probably be considered as intellectually biased or mentally colonized. Yet, for some African American writers like Amiri Baraka, Charles Fuller and Lorraine Hansberry, these characters represent a link between Black people and their past or, to use Pierre Nora’s term, they are lieux de mémoire. This is why these authors oppose the more or less general attitude which consists in dismissing these clichéd-figures from the field of representation, for this would amount to erasing an entire segment of African American history. Going against the trend of the time, these playwrights thus give a voice to those silenced by normative history and, to decolonize symbols which after all belong to the past of Black people, Baraka in The Slave (1964), Fuller in A Soldier’s Play (1981) and Hansberry in Les Blancs (1966) also invest these characters with a new significance.
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Mellis, James. "Continuing Conjure: African-Based Spiritual Traditions in Colson Whitehead’s The Underground Railroad and Jesmyn Ward’s Sing, Unburied, Sing." Religions 10, no. 7 (June 26, 2019): 403. http://dx.doi.org/10.3390/rel10070403.
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In 2016 and 2017, Colson Whitehead’s The Underground Railroad and Jesmyn Ward’s Sing, Unburied, Sing both won the National Book Award for fiction, the first time that two African-American writers have won the award in consecutive years. This article argues that both novels invoke African-based spirituality in order to create literary sites of resistance both within the narrative of the respective novels, but also within American culture at large. By drawing on a tradition of authors using African-based spiritual practices, particularly Voodoo, hoodoo, conjure and rootwork, Whitehead and Ward enter and engage in a tradition of African American protest literature based on African spiritual traditions, and use these traditions variously, both as a tie to an originary African identity, but also as protection and a locus of resistance to an oppressive society. That the characters within the novels engage in African spiritual traditions as a means of locating a sense of “home” within an oppressive white world, despite the novels being set centuries apart, shows that these traditions provide a possibility for empowerment and protest and can act as a means for contemporary readers to address their own political and social concerns.
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M. Hines, Erik, L. DiAnne Borders, Laura M. Gonzalez, José Villalba, and Alia Henderson. "Parental involvement in college planning." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 249–60. http://dx.doi.org/10.1108/jme-06-2014-0025.
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Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Corkin, Stanley, and Phyllis Frus. "An Ex-centric Approach to American Cultural Studies: The Interesting Case of Zora Neale Hurston as a Noncanonical Writer." Prospects 21 (October 1996): 193–228. http://dx.doi.org/10.1017/s0361233300006530.
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The authors of these passages share more than a belief in the efficacy of the category of “race” and a need to assert pride in their African-American heritage. Both have, of late, experienced notable recognition and affirmation from constituencies that typically evince little interest in black Americans and their culture. Zora Neale Hurston is one of only three or four 20th-century writers who have achieved canonical status, with the result that her works invariably appear in courses offered in American literature or American Studies, not just in more narrowly de-fined courses, such as African-American Writers or American Women Writers. Clarence Thomas, as the second black Supreme Court Justice, holds the highest position in government ever held by an African American. Arguably, his judicial position and her supreme reputation are the result of the affirmative action and desegregation programs (and in his case, the “multicultural” mandate) they oppose. Perhaps their opposition to these programs is what fits them for this crossover appeal. In effect, they deny the reality of the effects of segregation – unequal funding, and therefore poorer education and continuing secondary employment, housing, and so on – on most black Americans.
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Avery, Tamlyn. "“Split by the Moonlight”: Beethoven and the Racial Sublime in African American Literature." American Literature 92, no. 4 (October 6, 2020): 623–52. http://dx.doi.org/10.1215/00029831-8780863.
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Abstract As Nathan Waddell has recently argued of the literary modernists whose aesthetic incorporation of the Beethovenian legend complicates the dominant view of modernism as an antitraditionalist enterprise, Ludwig van Beethoven’s music has in fact left a more significant and complicated mark on African American literature relating to the sublime properties of his musical aesthetic than has previously been recognized. As a point of departure, I apply Michael J. Shapiro’s definition of the racial sublime as a confrontation with the “still vast oppressive structure that imperils black lives” to the setting of twentieth-century African American literature, where Beethoven’s Romantic sublime often stands in for the racial sublime. This transference, I argue, is not an expression of the artist’s repressed instinctual conflict, the mere sublimation of their devotion to “white” culture and the cult of genius, as Amiri Baraka once suggested. Rather, Beethoven’s music formed a persistent and powerful political allegory of the racial sublime for many prominent twentieth-century authors in their literary works, where the sublime constitutes a sublimation of direct forms of power into a range of aesthetic experiences. This can be observed in the Beethovenian ekphrasis featured in prose works by James Weldon Johnson, Langston Hughes, James Baldwin, and Ralph Ellison—four writers whose works have also been considered indebted to blues and jazz musical influences and who approach the racial sublime not through language but by appealing to music’s nonsignifying suggestiveness, in order to capture the intensities that radiate out of these encounters. As this article reveals, their allegorical uses for Beethoven are not unitary. The forcefield of the racial sublime is registered allegorically through the performative sublime of Sonata “Pathétique” in Johnson’s The Autobiography of an Ex-Colored Man (1912); the sublime melancholy of the “Moonlight” Sonata in Hughes’s tragic short story “Home” (1934); the spiritual sublime of Beethoven’s piano concerti and the Ninth Symphony in Baldwin’s short story “Previous Condition” (1948); and the heroic sublime of the Fifth Symphony in Ellison’s bildungsroman Invisible Man (1952).
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Smith, Lindsey Claire. "Transcending the ‘Tragic Mulatto’: The Intersection of Black and Indian Heritage in Contemporary literature." Ethnic Studies Review 26, no. 1 (January 1, 2003): 45–66. http://dx.doi.org/10.1525/esr.2003.26.1.45.
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The supposed plight of multi-racial persons is widely depicted in modern American literature, including the works of William Faulkner, whose stories follow the lives of multi-racial characters such as Joe Christmas and Sam Fathers, who, reflecting characteristics of “tragic mulatto” figures, search for acceptance in a racially polarized Mississippi society. Yet more contemporary literature, including works by Michael Dorris, Leslie Marmon Silko, Toni Morrison, and Clarence Major, reference the historical relationship between African Americans and American Indians, featuring multi-racial characters that more successfully fit the fabric of current American culture than do more “traditional” works such as Faulkner's. While an outdated black-white binary still lingers in American perceptions of race, increasingly, racial identity is now informed by self-identification, community recognition, and acculturation. As a result, black and Indian characters, as well as multi-racial authors, provide varied and insightful glimpses into the complexity of America's racial landscape.
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Sapozhnikova, Yulia L. "Dark-Skinned Servants Through the Eyes of a White Author: a case study of K. Stockett’s Novel “The Help”." Observatory of Culture 17, no. 3 (August 6, 2020): 306–18. http://dx.doi.org/10.25281/2072-3156-2020-17-3-306-318.
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If white authors speak on behalf of dark-skinned characters in their texts, African-American critics and writers often accuse them of attempting cultural appropriation. In this case, according to African-Americans, white people describe them only stereotypically and thus deprive them of a voice. Despite this, such attempts continue. In 2009, K. Stockett released her novel “The Help”, which is narrated by three women, including two dark-skinned maids (Aibileen Clark and Minny Jackson). These characters tell about their experiences working for white masters in the early 1960s, in the city of Jackson, Mississippi, during a time of severe racial segregation. Newly arising after every release of such literary or film texts (just remember the recent film “Green book”), the ongoing controversy over cultural appropriation determines the relevance of addressing this topic. K. Stockett presents these characters as anti-racism fighters, with the word as their main weapon. Minny bluntly tells her employers what she thinks of them, which is in line with how African-American authors describe in their texts a way of speaking boldly to those you obey, called “to sass”. On the other hand, Aibileen tries not to show her attitude to white people and, in conversations with them, encodes the true content of her statements as much as possible, in fact using the practice of “signifying”, also characteristic of African-American culture: persuading other maids to tell a white girl about the relationship between masters and servants in their city, in order for it to be published. She deems the written preservation of an ethnic group history as a way to fight against racism. The author comes to the conclusion that K. Stockett follows, consciously or not, the traditions of African-American literature, in which many dark-skinned characters appear as tricksters.
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Shrivastava, Dr Ku Richa. "Black Feminism as a Literary Tradition." SMART MOVES JOURNAL IJELLH 7, no. 8 (July 27, 2019): 13. http://dx.doi.org/10.24113/ijellh.v7i8.9277.
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The research paper posits to detail the black literary tradition.When the American art is viewed as a whole, the contribution of blacks is found in a miniature fraction, if we exclude their folk tradition of melody and dances. Merely, three generations have been passed of blacks’ early years. The black literary tradition has immediately passed its immaturity. At first, the silent era subsequent to slavery has existed. Folk tales and music inform readers about these black writers and artists who have lived and died. African - American literature has propagated the fact that blacks have been repressed. They resisted against relentless repression. After reconstruction period black lips became verbal. This new black man took two to three generations to expand his inspirations and contemplations to correspond to his own sentiments. Those black male authors have no evidence to converse for blacks who took three quarters of a century (75 years) to visible them in a literary tradition.
Black women voices have been suppressed in context of black women’s literature and black cultural tradition. African - American women have been excluded from western writings in historical period. Both African American men and White men have denied African - American women a platform in literary tradition. Reading text has influenced African - American women to raise voice against racism. The institutional practices of racism by white patriarchal power structure have rebuffed to acknowledge black women historically. The racism and gender oppression practiced against black women persuaded them to write with reference to the perspectives of black women. After 1960’s, the black writings flourished. In Reading Black Reading Feminist a Critical Anthology (1990) edited by Henry Louis Gates, states expression of Anna Julia Cooper. She lays emphasis on recognition of black women literary tradition was in need to claim authority. Since 1970, with the publication of literary artifacts of African tradition, black women have come in the vanguard of African - American literary tradition. Several Black women writers works are studied and intertwined into a literary tradition like, Anna Julia Cooper, Zora Neale Hurston, Barbara Christian, Alice Walker, Patricia Hills Collins, Bell Hooks and Angela Y. Davis. Social animosities have been made between black women and black men with black women’s success of literary tradition and black men sexism towards them.
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Farmer-Hinton, Raquel L., Joi D. Lewis, Lori D. Patton, and Ishwanzya D. Rivers. "Dear Mr. Kozol…. Four African American Women Scholars and the Re-Authoring of Savage Inequalities." Teachers College Record: The Voice of Scholarship in Education 115, no. 5 (May 2013): 1–38. http://dx.doi.org/10.1177/016146811311500501.
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Background In 1991, Savage Inequalities quickly became the most riveting assessment of the inequalities in U.S. public schools. When Kozol visited East St. Louis for his book, the authors of this paper lived and attended schools there. As Kozol's readers in their respective graduate and undergraduate classes, the authors found it difficult to merge his outsider views with their insider experiences because their backgrounds included many unnamed human and structural resources, valuable beyond a dominant and patriarchal framework. Objective The objective of this paper is to resituate Jonathan Kozol's Savage Inequalities by critiquing Kozol's caricaturization of East St. Louis and its schools as places where students and community members lack communal agency and resources. Through the lens of each form of capital from Yosso's (2005) Community Cultural Wealth Model, the authors show how their stories reflected access to various forms of capital as K-12 students in East St. Louis. Research Design The methodological framework for this study is narrative inquiry. The authors storied their East St. Louis experiences by generating a narrative protocol and using the protocol to share their backgrounds, historical and contemporary understandings of East St. Louis, and each author's educational and professional trajectories. Once the narratives were completed, the authors shared and analyzed the narrative texts to identify patterns and emergent themes. Findings The narratives revealed how families, teachers, community centers, churches, and extracurricular programs were sources of familial, aspirational, resistant, navigational, and social capital. The narratives also provided clarity on the power and dignity of “unnamed” family and community structures, even though these forms of capital are rarely explored in the dominant literature. Conclusion The narratives complicate Kozol's interpretation and prompt readers to look at East St. Louis (and other urban communities) with a more paradoxical frame. This study is important for future educators who read Savage Inequalities and misunderstand urban students and families as subjects who need to be saved. Educators and potential educators require a much more complicated view of urban school districts and school children since scholarship can often provide a one-sided picture of inadequacy and despair. The authors contend that although East St. Louis indeed faces critical challenges fueled by racism and classism, the authors re-storied Kozol's narrative to expose the very rich source of community cultural capital that exists in East St. Louis and other urban centers very much like it.
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Ahmed, Shokhan Rasool. "A Feminist study of Female Bildungsroman in Toni Cade Bambara’s “The lesson”." Journal of University of Raparin 10, no. 2 (June 29, 2023): 467–75. http://dx.doi.org/10.26750/vol(10).no(2).paper19.
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Every literary text can be considered as effective cultural and historical evidence to show human experiences in different ages. Likewise, African American Literature becomes a major tool to portray racial segregation and marginalizing women of colour. African American novelists have allowed women of colour to have their voices heard and their identities found.
Toni Cade Bambara is among the best Afro-American authors who has displayed the difficulties that women of colour such as racism, sexism, racial discrimination, ethnic segregation, gender inequality and loss of identity. This study principally analyzes Bambara’s “The Lesson” by considering a Feminist Bildungsroman approach to deal with gender roles and gender inequality of the female characters.
This paper investigates some questions such as: how does “The Lesson” ascribe to the beliefs of the Black Power Movement? What types of dialects have been used in the text to picture the life and culture of African American women? How is Female Bildungsroman employed by Bambara to build and reconstruct a new image for the characters to enable them to fulfil their dreams? The current study delineates the oppression and segregation of African American people under a white-dominated society. However, the author attempts to deconstruct the life of the characters again so that they can have a better and healthy life.
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Davis, Andrew M., Lisa M. Vinci, Tochi M. Okwuosa, Ayana R. Chase, and Elbert S. Huang. "Cardiovascular Health Disparities." Medical Care Research and Review 64, no. 5_suppl (October 2007): 29S—100S. http://dx.doi.org/10.1177/1077558707305416.
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Racial and ethnic disparities in cardiovascular health care are well documented. Promising approaches to disparity reduction are increasingly described in literature published since 1995, but reports are fragmented by risk, condition, population, and setting. The authors conducted a systematic review of clinically oriented studies in communities of color that addressed hypertension, hyperlipidemia, physical inactivity, tobacco, and two major cardiovascular conditions, coronary artery disease and heart failure. Virtually no literature specifically addressed disparity reduction. The greatest focus has been African American populations, with relatively little work in Hispanic, Asian, and Native American populations. The authors found 62 interventions, 27 addressing hypertension, 9 lipids, 18 tobacco use, 8 physical inactivity, and 7 heart failure. Only 1 study specifically addressed postmyocardial infarction care. Data supporting the value of registries, multidisciplinary teams, and community outreach were found across several conditions. Interventions addressing care transitions, using telephonic outreach, and promoting medication access and adherence merit further exploration.
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Arain, F., N. Chavannes, C. C. Corona, A. Tohid, H. Arain, M. Jennings, and A. Sanchez-Lacay. "The enduring effects of adverse childhood experiences (ACES) on mood dysregulation in children: A literature review." European Psychiatry 64, S1 (April 2021): S211. http://dx.doi.org/10.1192/j.eurpsy.2021.561.
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IntroductionBehavioral dysregulation is a common presentation of children in the Emergency-Room (ER)1. A 10-year-old African-American boy with attention-deficit/hyperactivity disorder, oppositional defiant disorder with poor treatment adherence, two previous psychiatric hospitalizations and multiple ER visits, presented with dysregulation and aggressive behavior. He had inconsistent parenting and poor attachment with present involvement of child protective services. We did a systematic review to interpret associations between adverse childhood experiences (ACEs) and the development of behavioral dysregulation in later life.ObjectivesTo see associations between ACEs and the development of behavioral dysregulation in later life.Methods We searched PsycINFO, APA PsycNet, PubMed, and Medline. Among 35 articles, five were included: 1) a meta-analysis of health consequences and ACEs1; 2) a data analysis of 64,329 youth from the Florida Department of Juvenile Justice that focused on suicide attempts and ACEs2; 3) a systematic review of 42 articles related to ACEs 3; 4) data from 22,575 youth for childhood abuse, trauma and neglect 4 and 5) a multimodal logistic regression study on 64,000 juvenile offenders focused on ACE scores and latent trajectory.5ResultsThere is increased risk of substance use, mental and physical health problems, and violence associated with ACEs1, 2. The relationship between childhood difficulties and suicide is interceded by adolescent’s maladaptive behaviors3. By age 35, ACEs increase the risk of becoming a serious juvenile offender4. Increased exposure to ACEs differentiates early-onset and sustained criminality from other forms of criminality5.ConclusionsACEs can affect the development of a child in multiple ways including suicidal behavior, aggression, impulsivity, criminality, academic difficulties and substance abuse
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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.
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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.
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Dylewski, Radosław, and Piotr Jagodziński. "Lexical Borrowings and Calques From African American Slang in Polish Youth Slang – A Study Based on A Selected Internet Forum." Studia Anglica Posnaniensia 47, no. 4 (December 1, 2012): 113–32. http://dx.doi.org/10.2478/v10121-012-0014-8.
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Abstract The aim of the article is to present a very preliminary chunk of a wider study of Polish slang, whose aim is to pinpoint lexical influence of American English in broad terms and the usage and understanding among Polish youngsters of various types of borrowings. More specifically, the authors have concentrated on the borrowings of words, phrases and meanings from a sociolect known as African American English to the language of Polish youngsters. To this end, the largest Polish hardcore punk Internet forum has been scrutinized. The conducted analysis points to a discernible, albeit not significant lexical influence of the sociolect on the Polish youth slang, which calls for a more nuanced, survey-based analysis the authors wish to undertake as part of their research project.
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Arens, Sarah. "Killer Stories: 'Globalizing' the Grotesque in Alain Mabanckou's African Psycho and Leïla Slimani's Chanson douce." Irish Journal of French Studies 20, no. 1 (November 1, 2020): 143–72. http://dx.doi.org/10.7173/164913320830841692.
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Focusing on Leïla Slimani's Chanson douce (2016) and Alain Mabanckou's African Psycho (2003), this article traces a grotesque aesthetics that draws on other globally circulated texts, such as North American crime fiction, the literary trope of the serial killer and the 'evil mother', as well as on the recognition value of the city of Paris to appeal to a global, and in particular Western readership. While this new aesthetics is clearly informed by previous generations of African literature, such as the texts that have served to illustrate Achille Mbembe's articulation of the grotesque, the 'commandement' in Slimani and Mabanckou's novels is exercised by less tangible dynamics of transnational capitalism, class differentiation, gender stereotypes, and social marginalisation. The article considers the ways in which both Slimani and Mabanckou's narratives place a new importance on, and instrumentalize the role of the audience — as readership — by making them a central element of their representation of the grotesque. The writers' public performance of their identities as celebrity literary authors then serves to better understand how their re-configuration of the grotesque as a 'globalized' aesthetic extends to a re-thinking of what African literature in French and its authors are today on the world literary market.
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Stanley, Ben Jamieson, Desiree Lewis, and Lynn Mafofo. "South African Food Studies." Matatu 54, no. 1 (November 29, 2023): 1–15. http://dx.doi.org/10.1163/18757421-05401001.
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Abstract Introducing a special issue of Matatu titled “South African Food Studies,” this essay argues for the importance of food as a lens for understanding contemporary culture and society. More specifically, the essay advocates for recentring Global South contexts—in this case South Africa—in a ‘food studies’ conversation that has often been dominated by the American academy; it also underscores the vitality of the humanities, qualitative social sciences, and creative arts for transcending reductive ‘food security’ paradigms often applied in the Global South. The essay first examines the short story “Water No Get Enemy” by South African writer Fred Khumalo, introducing how a focus on food and eating can illuminate globalisation, xenophobia, resource conflict, and environmental change. From here, the authors introduce the evolving field of ‘food studies,’ then outline the eight academic, personal, and creative pieces that constitute this special issue, all authored by contributors from the African continent. Issues raised include the gendered and queer politics of food, breastmilk, and soil; the ongoing coloniality of neoliberal approaches to food inequality; the burdening of Black bodies; the role of so-called ‘ethnic restaurants’ in building transnational and multi-ethnic communities; and the heightened stakes of food access during the COVID-19 pandemic.
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Davis, Rosemary A., Gwendolyn J. Horton, Dwan V. Robinson, and Susan K. Johnsen. "Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow." Gifted Child Today 47, no. 1 (November 24, 2023): 14–39. http://dx.doi.org/10.1177/10762175231205907.
Повний текст джерелаАнотація:
This article describes the cultural characteristics of four elite African American high schools, initiated prior to Brown v. Board of Education, that produced outstanding graduates. Positive school culture characteristics examined were leadership, faculty, curriculum and instruction, student qualities, the environment, and internal and external relationships. The authors posed questions investigating how educators and alumni of Gary, Indiana’s Theodore Roosevelt High School viewed the characteristics of its culture and how the culture compared to other elite African American high schools in the extant literature. Using surveys, archival information, and the research literature, the authors collected information describing the high school’s distinctive features. Comparing the results of Rooseveltwith the other exemplary high school cultures of Dunbar, Sumner, and Terrell, they reported these insights about their cultural characteristics: (a) high caliber and sustained leadership of individuals who cultivated positive school environments and created institutions that were a distinctive blend of school and community; (b) highly educated and qualified faculty members; (c) a rigorous and challenging curriculum emphasizing the preparation of students for higher education; (d) students who exhibited a strong sense of self-esteem, self-efficacy, and a rejection of the concept of inferiority; (e) a family-like environment that was welcoming, inclusive, and receptive to individuals from varied backgrounds that fostered a strong sense of pride and efficacy; and (f) a family climate experienced by internal and external stakeholders that created a sense of belonging and place.
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Steele, Janeé M., and Charmeka S. Newton. "Culturally Adapted Cognitive Behavioral Therapy as a Model to Address Internalized Racism Among African American Clients." Journal of Mental Health Counseling 44, no. 2 (March 28, 2022): 98–116. http://dx.doi.org/10.17744/mehc.44.2.01.
Повний текст джерелаАнотація:
Internalized racism is a significant source of psychological distress and low self-esteem among African Americans. Yet many counselors are challenged in their ability to address race and internalized racism in their work with clients, as there are few theoretically based approaches within the counseling literature to assist counselors with addressing internalized racism during therapy. In this article, the authors describe how culturally adapted cognitive behavioral therapy may be used to address internalized racism among this population. Core beliefs, schemas, and compensatory strategies that characterize internalized racism are first identified. Application of these constructs during case conceptualization and treatment planning is then illustrated through a case study. The article concludes with a discussion of implications for counselor training and supervision.
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Gates, Henry Louis. "Introduction: “Tell Me, Sir, … What Is ‘Black’ Literature?”." Publications of the Modern Language Association of America 105, no. 1 (January 1990): 11–22. http://dx.doi.org/10.1632/s0030812900069431.
Повний текст джерелаАнотація:
For those of us who were students or professors of African or African American literature in the late sixties or through the seventies, it is a thing of wonder to behold the various ways in which our specialties and the works we explicate and teach have moved, if not exactly from the margins to the center of the profession of literature, at least from defensive postures to a position of generally accepted validity. My own graduate students often greet with polite skepticism an anecdote I draw on in the introduction to my seminars. When I was a student at the University of Cambridge, Wole Soyinka, recently released from a two-year confinement in a Nigerian prison, was on campus to deliver a lecture series on African literature (collected and published by Cambridge in 1976 under the title Myth, Literature, and the African World). Soyinka had come to Cambridge in 1973 from Ghana, where he had been living in exile, ostensibly to assume a two-year lectureship in the faculty of English. To his astonishment, as he told me in our first supervision, the faculty of English apparently did not recognize African literature as a legitimate area of study within the “English” tripos, so he had been forced to accept an appointment in social anthropology, of all things! (Much later, the distinguished Nigerian literary scholar Emmanuel Obiechina related a similar tale when I asked him why he had taken his Cambridge doctorate in social anthropology.) Shortly after I heard Soyinka's story, I asked the tutor in English at Clare College, Cambridge, why Soyinka had been treated this way, explaining as politely as I could that I would very much like to write a doctoral thesis on “black literature.” To which the tutor replied with great disdain, “Tell me, sir, … what is black literature?” When I responded with a veritable bibliography of texts written by authors who were black, his evident irritation informed me that I had taken as a serious request for information what he had intended as a rhetorical question.
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Kruger, Loren. "Black Irony: Modernism, Mimicry, and African America in Lewis Nkosi’s Drama." Research in African Literatures 54, no. 1 (March 2023): 1–17. http://dx.doi.org/10.2979/ral.2023.a915636.
Повний текст джерелаАнотація:
ABSTRACT: Like many Black intellectuals that came of age as apartheid was tightening its grip in the 1950s, Lewis Nkosi (1936–2010) left South Africa on a one-way ticket. Although he outlived apartheid and returned to his native land on and off after 1991, he lived abroad in the United States in the 1990s and in Europe in the 2000s. Although allied with the African National Congress in exile, he wrote skeptically about emphatic anti-apartheid writing. His essays from the 1950s on reflect his preference for cosmopolitan and experimental authors from Dostoyevsky to Kafka, in other words for modernism broadly speaking, and his creative writing reflects this preference in the ironic and satirical rather than the usual earnest treatment of the struggle. While several critics have noted this modernist preference, none have examined the influence of Black American authors on Nkosi’s writing. This omission demands attention, as Nkosi’s creative writing, especially drama for stage and radio, draws deeply from Black Americans, even when he steals themes, phrases, and characters without acknowledging sources. The Rhythm of Violence written and performed during his first US sojourn 1960–61, borrows style and phrasing from Black Beat poet Ted Joans, the radio drama “We Can’t All Be Martin Luther King,” broadcast on BBC 4 in 1971, lifts title and tone—unacknowledged—from activist-writer Julian Bond’s ironic poem responding to expectations that all Black intellectuals emulate Dr. King, and The Black Psychiatrist borrows from the decidedly unironic Black nationalist Amiri Baraka. Like Bond and essayist James Baldwin, Nkosi balanced a commitment to struggle—in his case, presenting Black African and Caribbean writers to the BBC and to readers abroad—with an ironic attitude to what he called the absurdity of apartheid and other forms of racism.