Robert T. Palmer and Jameel Scott
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes…
Abstract
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.
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Tiffany Fountaine Boykin and Larry J. Walker
Although established for the purpose of educating Black Americans, recently, many HBCUs have been witness to a steady increase of White students (Shorette II & Arroyo, 2015). And…
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Although established for the purpose of educating Black Americans, recently, many HBCUs have been witness to a steady increase of White students (Shorette II & Arroyo, 2015). And, with projections that non-Black student enrollment will continue to increase at HBCUs (Palmer, Shorette II, & Gasman, 2015), strategies for supporting the changing demographics are needed. This chapter presents selected findings from a larger quantitative investigation examining the impact of faculty–student engagement on the experiences and perceived persistence, or belief that one will complete a doctoral program, of White doctoral students at HBCUs. Results indicated external engagement, i.e., social components for student success external to a student’s academic program and research practices, was a best predictor for optimal experiences and increased belief in self for program completion. Directions for future research and practice are offered.
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Steve D. Mobley, Nina Daoud and Kimberly A. Griffin
While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In…
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While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.
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Dr. EASTWOOD'S report to the Local Government Board on this subject is of special interest to the people of this country at the present time in view of the steps that are being…
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Dr. EASTWOOD'S report to the Local Government Board on this subject is of special interest to the people of this country at the present time in view of the steps that are being taken with the object of checking the spread of tuberculosis, and the undoubted connections that exist between that and other diseases, and the sources and character of the milk supply. In this country little attention has hitherto been paid to the condition of cows or cowsheds, except perhaps in rare instances where the former were obviously diseased, or the latter constituted a public nuisance; while the connection between milk supply and disease has scarcely been recognised by the Legislature and by public authorities, and has been entirely ignored by the general public. For some years past the health authorities in the United States, as well as those of some other countries, have been making very serious efforts to eradicate tuberculosis from dairy herds, if that be possible. The way in which some of the various States and Cities of the Union are attempting to do this is of importance and interest to us for various reasons. Their problems are very much the same as ours. The success or failure of milk regulations in the United States may, therefore, be taken as an indication of the probable success or failure of ours. Such methods are, therefore, valuable as broadly suggesting those which we may usefully adopt or avoid. The United States also send us a large proportion of our oversea meat supply, and any question relating to the general health of dairy herds cannot be dissociated from one affecting the general health of animals that are slaughtered for their meat. It may also be remarked that such questions relate not only to the meat supply from the States, but also to the great cattle ranches of the Southern American continent, in which British and American capital is becoming increasingly employed. The Americans are nothing if not practical. They are almost proverbially unhampered by tradition. They are quick to adopt what may prove to be new remedies for old evils. While the independent control exercised by each State of the Union over its own internal affairs results in the attempted solution of any general problem being presented in almost as many forms.
Robert T. Palmer and Janelle L. Williams
The purpose of this chapter is to share the varied experiences the two authors encountered as first-generation college students and scholars in higher education. The goal is to…
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The purpose of this chapter is to share the varied experiences the two authors encountered as first-generation college students and scholars in higher education. The goal is to provide insight into how minoritized students, particularly those who identify as Black, Black American or African American, can successfully navigate the doctoral process, be competitive on the faculty job market as newly minted PhD‘s, and navigate the tenure and promotion process. One perspective follows the traditional (tenure track) faculty career progression. Another perspective suggests creating your own path, considering administrative roles, research appointments, and non—tenure track teaching roles. This chapter will be largely autobiographical, with augmented supplementation from empirical research. The implications and lessons that will be shared in this chapter are beneficial to all students and young scholars as they embark upon similar trajectories in their professional and academic careers.
J. Luke Wood and Robert T. Palmer
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes…
Abstract
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.
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Dawn Y. Matthews and Tamara Bertrand Jones
Historically Black colleges and universities (HBCUs) have served as the foundation of Black education in the United States and have been instrumental in the social and economic…
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Historically Black colleges and universities (HBCUs) have served as the foundation of Black education in the United States and have been instrumental in the social and economic advances of the Black community since the Civil War. Students enrolled in and graduating from HBCUs develop and maintain a strong racial identity, a positive self-image, feel connected to others, and ultimately give back to their communities. HBCU students and alumni often challenge normative leadership paradigms to resist inequity and ultimately create social change. Unfortunately, HBCUs are missing from the leadership education conversations despite their historical contributions in teaching leadership and producing leaders. As such, the influence of Black colleges in the areas of social justice, leadership, and leadership development should be carefully examined by leadership educators and researchers. Using the Culturally Responsive Leadership Learning Model (Bertrand Jones, Guthrie, & Osteen, 2016), we consider the ways that HBCUs facilitate the development of students' leadership identity, capacity, and efficacy within the institutional contexts of (1) historical legacy of inclusion/exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural aspects. Providing examples of leadership education programs, practices, and policies from HBCUs, we will explore how HBCUs develop Black students' leadership identity, capacity, and efficacy to generate our country's most capable leaders for social justice.
This paper presents a review and classification of reported experiments in job design. The study is confined, in the main, to published experiments directed towards the…
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This paper presents a review and classification of reported experiments in job design. The study is confined, in the main, to published experiments directed towards the improvement of the motivational content of blue‐collar jobs, and is intended principally to provide a reference source to those researchers or practitioners engaged in work in this field. Before describing these experiments, we shall briefly review the methods available to the job designers who seek to restructure jobs. Much has been written on the subject and for this reason our discussion will be brief, nor will we discuss the history or development of job design principles which is adequately dealt with elsewhere.
Larry J. Walker and Ramon B. Goings
Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black…
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Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black colleges and universities (HBCUs) offer students safe spaces to deconstruct vital issues. However, they have struggled to keep pace with other colleges and universities committed to supporting LGBTQ students. As a result, LGBTQ students feel isolated and abandoned because of conservative ideas rooted in heteronormativity. This chapter will explore: (1) findings from a study that examined the perceptions and attitudes of undergraduate students from a public HBCU regarding the LGBTQ community; (2) how conservative tenets impacts LGBTQ students’ experiences; and (3) university support systems for LGBTQ students. In addition, the chapter includes recommendations and implications for HBCU administrators.
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Integration of the Resource-Based View of firm performance and the findings from Strategic Groups Research must allow for the separation of firm level effects from those of…
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Integration of the Resource-Based View of firm performance and the findings from Strategic Groups Research must allow for the separation of firm level effects from those of membership in a particular strategic group. These perspectives have focused on differing levels of analysis. Further integration requires combining variables from these different levels of analysis, recognizing the MESO nature of both the relationships among these variables as well as the fundamentally inter-level character of these variables themselves. It is shown that the meaning and measurement of these terms, as well as the statistical procedures used to test relationships among them, must be better understood in order to extend an initial integration of the RBV and SGR provided by Short, Palmer and Ketchen (2003). A framework for such an extension is discussed.