New Teachers and Old Pay Structures: An Analysis of How Teacher Pay Influences Job Acceptance of First-Year Teachers

This study identified whether compensation packages were a factor in first-year teacher’s decisions to accept a teaching position in the states of Colorado and Louisiana. This study involved (a) identifying the components of a school district’s compensation package that were factors in the job acceptance decisions as indicated by respondents and (b) indicating other factors besides compensation that played a major role in job acceptance decisions. The study surveyed a sample of 12 school districts in Colorado and Louisiana during the 2000-2001 academic school year. It included first-year teachers in the 12 approved school districts that had no previous teaching experience in other school districts. There were 229 first-year teachers from Colorado and Louisiana in the sample. Data was gathered through a survey instrument that was specifically designed for this study

Kindling the Spark of Black Male Genius through Education

This essay examines the nature of inopportunity associated with blackmaleness, synthesizes the narratives of the other contributors to this issue of the journal, and offers recommendations for how education can support Black males' academic, social, and cultural maturation. While African American males face daunting economic and educational challenges, James and Lewis argue that they can navigate through them to obtain academic and career success while still maintaining their identity as Black males

The Dilemmas of African-American Men from Historically Black Colleges and Universities in Completing Doctoral Degrees from Predominately White Institutions

This paper examines the experiences of two African-American men in their pursuit of doctoral degrees from predominantly white institutions. It presents an overview of other studies that discuss the unique challenges experienced by African American students enrolled in undergraduate and graduate programs at these institutions. It also includes a case study that describes the struggles and difficulties of these two men, who completed their undergraduate degrees from two separate Historically Black Colleges and Universities, and completed their Ph.D. programs in separate Predominately White Institutions (PWI’s). The authors share their thoughts on the factors they felt were instrumental to their success, such as overcoming social isolation, having caring mentors, and receiving financial support. The paper concludes by offering suggestions to doctoral programs and their administrators on recruiting and graduating African-Americans from their doctoral programs

The Role of Mentors/Advisors in the Doctoral Training of African American Students at Predominately White Universities: Implications for Doctoral Training

The purpose of this study is to examine the relationship and the importance of connecting the African American doctoral students and their advisors in the mentor roles. More specifically, this study brings to the forefront the importance as well as the impact of mentors/advisors and their roles in facilitating academic success for African American doctoral students. Many African American doctoral students are typically misunderstood and misdirected in the types of support that they may need to succeed in graduate school (Gallien & Peterson, 2005). Mentors/advisors and the roles that they have are essential to the success of African American doctoral students. The support structures surrounding the mentor/advisor relationship in this research are essential to how it relates to the needs of the African American doctoral student on a predominately White campus. Given the findings, recommendations are provided for future research and for administrators at predominately White Institutions

The Dilemmas of African-American Men from Historically Black Colleges and Universities in Completing Doctoral Degrees from Predominately White Institutions

This paper examines the experiences of two African-American men in their pursuit of doctoral degrees from predominantly white institutions. It presents an overview of other studies that discuss the unique challenges experienced by African American students enrolled in undergraduate and graduate programs at these institutions. It also includes a case study that describes the struggles and difficulties of these two men, who completed their undergraduate degrees from two separate Historically Black Colleges and Universities, and completed their Ph.D. programs in separate Predominately White Institutions (PWI’s). The authors share their thoughts on the factors they felt were instrumental to their success, such as overcoming social isolation, having caring mentors, and receiving financial support. The paper concludes by offering suggestions to doctoral programs and their administrators on recruiting and graduating African-Americans from their doctoral programs

Dispelling Disparities for African American Male Students: A Review of Three Successful Charter School Models

This research study provides a comprehensive review of the ways in which schools of choice can advance academic outcomes for students through charters, college preparation programs, and single gender models. It reports three school models that have demonstrated success, followed by a discussion regarding undergirding program themes. Key recommendations for administrators and policy makers include reform strategies for discipline-related infractions, a reevaluation of the role of culture and its significance in the classroom, and the continual collaboration amongst school, home, and community

Arizona’s Rising STEM Occupational Demands and Declining Participation in the Scientific Workforce: An Examination of Attitudes among African Americans toward STEM College Majors and Careers

According to the Bureau of Labor Statistics (2008), science, technology, engineering, and math (STEM) occupations constitute a growing sector of Arizona’s economy. However, the number of African Americans earning degrees related to these occupations has not kept pace with this growth. Increasing the participation of African Americans in STEM education fields and subsequent related occupations in Arizona is vital to growing and maintaining the state’s economic stature. This objective is made even more compelling given that each year, from 2008– 2018, there are 3,671 projected job openings in STEM fields in Arizona. This study explores the extent to which the attitudes held by African Americans in Arizona toward STEM related majors and careers influence their likelihood of joining the state’s scientific workforce. Our analyses reveal the importance of career consideration, confidence in one’s ability to be successful in a STEM related field, and family support of the pursuit of STEM education and careers.Educatio

Reversing the Tide in Science, Engineering, Technology and Mathematics (Stem): Academically Gifted African American Students in Historically Black Colleges & Universities

What started off as a national concern has escalated to the point of crisis (Bonner, Alfred, Lewis, Nave & Frizell, 2009; Chubin & Malcolm, 2008; Hrabowski, Summers & Hrabowski, 2006). The current state of affairs regarding African American participation in STEM disciplines has become one of the thorniest issues of contemporary focus. This article highlights data collected for a NSF Education Research grant. The focus of this HBCU-UP project was to uncover factors contributing to the success of academically gifted (high-achieving) African American students enrolled in engineering programs at the 12 ABET accredited four-year institutions in the U.S. Specifically, this research highlights qualitative case study data including key categories and themes identified as impacting the academic success of this high-achieving cohort across each of the 12 institutions included in this study. Based on the findings of this study, recommendations are provided to increase the success of African American gifted students in STEM fields at HBCUs

Electrocatalytic hydrogen evolution using amorphous tungsten phosphide nanoparticles

Amorphous tungsten phosphide (WP), which has been synthesized as colloidal nanoparticles with an average diameter of 3 nm, has been identified as a new electrocatalyst for the hydrogen-evolution reaction (HER) in acidic aqueous solutions. WP/Ti electrodes produced current densities of −10 mA cm^(−2) and −20 mA cm^(−2) at overpotentials of only −120 mV and −140 mV, respectively, in 0.50 M H_2SO_4(aq)

Reflecting Back to Forge the Path Forward

The JUME editorial team provides an update of the journal\u27s health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth