JAAME – Vol. 6, No. 1
This case study explores an often overlooked phenomenon in the higher education literature: Students transitioning from prison to college. The case presents the unique story of an African American male who made a series of life transitions from federal prison to homelessness to community college to a historically Black university, and finally to a predominantly White institution for graduate school. These transitions came as the result of successful coping strategies, which included social learning, hope, optimism, information seeking, and meaning-making. Some of the policy and research implications of ex-convicts returning to higher education after imprisonment are also considered.
Rebecca L. Brower
Florida State University
This study explored the relationship between ethnic identity development status and the academic achievement of 127 African-American adolescent male students. A mixed research paradigm utilizing a mixed-methods type approach with an equal status, sequential design was deployed. Identity development was based in Erikson’s theory of psychosocial development and Phinney’s ethnic identity theory. The study used academic achievement data, a survey, and interviews to examine the relationship between the two variables. The results of this study suggest that there is a possible relationship between the ethnic identity development status and the academic achievement among participants.
John Wills Hatcher III
To distinguish the similarities and differences in coping strategies of African American engineering students, a quantitative study was conducted which examined their perceptions of stereotype threat at three academic institution types: predominantly White institutions, ethnically diverse, and Historically Black Colleges and Universities (HBCUs). The researcher collected demographic information as well as survey data using the Stereotype Vulnerability Scale (SVS). Results were analyzed using a one-way ANOVA and Pearson’s correlational statistical analyses. Findings revealed that no statistical differences exist between students’ scores on an assessment of stereotype vulnerability at the three university types, nor did the percentage of African American students at a university correlate with their scores on the SVS. Future research should expand the number of survey participants at the current universities, add more HBCUs to the study population, run similar experiments in different parts of the country, and compare stereotype threat in private and elite universities.
University of Texas at Arlington
Healthy faculty and student interactions have been found to positively affect students’ satisfaction with their collegiate experience. Positive and frequent out-of-class faculty and student interaction has long been documented as being important to the academic viability and personal development of college students. This article will attempt to provide some insight into ways that historically black colleges and universities could improve their graduation rates by increasing students’ connectedness to their institutions. Faculty-student relationships will be examined in the context of othermothering. Critical factors that foster positive educational outcomes for Black students will be elucidated.
Alonzo M. Flowers III
University of New Orleans
Jameel A. Scott
Lucille Education Solutions Consulting, LLC
Jamie R. Riley
University of California, Berkeley
Robert T. Palmer
State University of New York, Binghamton
This research is based on the premise that a culturally relevant focus on enhancing literacy skills is needed to help Black males thrive. The study explores masculine practices of literacy in a group of first and second grade students attending a summer academic enrichment program. This exploration of masculine literacy practices is based in part on a sociocultural perspective of literacy and on Kirkland and Jackson’s (2009) theorization of Black masculine literacies. Connecting theory on Black masculine literacy to the reading and writing practices the authors observed in the study illuminated the following findings: (1) the young Black males demonstrated fluency and an understanding of linguistic complexities as they encoded and decoded social texts; and (2) students engaged in multiple expressions of Black masculine literacy; while all of these expressions served a functional purpose, only some of the expressions of Black masculine literacy were linked to academic achievement.
Georgia Southern University
Georgia Southern University
While many initiatives have emerged to increase the presence of Black males in schools, there is still little known about our experiences. Through the use of autoethnographic vignettes and counterstorytelling, I highlight the successes and challenges Black male educators may face during the hiring process as well as in the classroom. While this account cannot be generalized for all Black male educators, this study emphasizes the important role they play in the lives of their students. I conclude the article with an argument for the use of counterstorytelling in research as a transformative and therapeutic method for Black male educators and scholars to analyze their experiences and challenge deficit narratives.
Ramon B. Goings
Morgan State University
The editorial staff would like to thank Soua Xiong, a PhD student at San Diego State University and Claremont Graduate University, who served as guest managing editor for this issue.