Explorations of Respectability and Resistance in Constructions of Black Womanhood at HBCUs

Somewhere in her college experience she must have an opportunity to develop poise, to increase her self-esteem and to establish a sense of her worth and dignity as an individual. She must experience peace and beauty in her environment and she must be accorded the respect and courtesy, which is so lacking in her life on the outside. The education of the Negro woman should give her an opportunity to exhaust to the fullest her powers of expression and creativit

Critical Perspectives on Undergraduate Black Women

This project is one of reclamation, an attempt to explore and name Black undergraduate women’s experiences in higher education scholarship. As a Black queer trans person, Audre Lorde knew all too well the ways in which society defined Black women and the dangers associated with the confinement embedded in those definitions. Today, there are many fantasies about Black women in higher education that must be critically interrogated and examined to illuminate the complexities of our experiences across the higher education landscape. This project is one effort devoted to the interruption of epistemic violence enacted to silence, marginalize, and dehumanize Black women, particularly at the undergraduate level. Scholars and practitioners know little about the experiences of Black undergraduate women, and what is presumed to be known has in large part been constructed outside Black women’s communities, devoid of a critical lens, and treated as insignificant

Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts

Investigating the Effect of Galaxy Interactions on Star Formation at 0.5<z<3.0

Observations and simulations of interacting galaxies and mergers in the local universe have shown that interactions can significantly enhance the star formation rates (SFR) and fueling of Active Galactic Nuclei (AGN). However, at higher redshift, some simulations suggest that the level of star formation enhancement induced by interactions is lower due to the higher gas fractions and already increased SFRs in these galaxies. To test this, we measure the SFR enhancement in a total of 2351 (1327) massive ($M_*>10^{10}M_\odot$) major ($1<M_1/M_2<4$) spectroscopic galaxy pairs at 0.5<z<3.0 with $\Delta V <5000$ km s$^{-1}$ (1000 km s$^{-1}$) and projected separation <150 kpc selected from the extensive spectroscopic coverage in the COSMOS and CANDELS fields. We find that the highest level of SFR enhancement is a factor of 1.23$^{+0.08}_{-0.09}$ in the closest projected separation bin (<25 kpc) relative to a stellar mass-, redshift-, and environment-matched control sample of isolated galaxies. We find that the level of SFR enhancement is a factor of $\sim1.5$ higher at 0.5<z<1 than at 1<z<3 in the closest projected separation bin. Among a sample of visually identified mergers, we find an enhancement of a factor of 1.86$^{+0.29}_{-0.18}$ for coalesced systems. For this visually identified sample, we see a clear trend of increased SFR enhancement with decreasing projected separation (2.40$^{+0.62}_{-0.37}$ vs.\ 1.58$^{+0.29}_{-0.20}$ for 0.5<z<1.6 and 1.6<z<3.0, respectively). The SFR enhancement seen in our interactions and mergers are all lower than the level seen in local samples at the same separation, suggesting that the level of interaction-induced star formation evolves significantly over this time period.Comment: 23 pages, 13 figures, Accepted for publication in Ap

Nice White men or social justice allies?: Using critical race theory to examine how White male faculty and administrators engage in ally work

Numerous scholars have offered definitions and perspectives for White people to be or become social justice allies. The purpose of this study was to examine the complicated realities that social justice allies in higher education face when working on campus. Using a critical interpretivist approach grounded in critical race theory, the authors interpret participants constructions of allies and ally work and draw larger implications for these constructions and their capacity to disrupt and uphold systems of oppression and injustice. In examining the experiences of White male faculty and administrators who shared how they constructed and made meaning of the complexities embedded in ally work, we found that participants situated ally work at individual, rather than institutional levels. Findings also revealed the paradox of engaging in ally work, which involved few risks and sacrifices, but greater rewards for being perceived as “good” people. Finally, ally work was viewed as aspirational for the participants. Recommendations for future research and scholarship are offered

New directions for student services

Publ. comme no 120, winter 2007 de la revue New directions for student services.Index.Bibliogr. à la fin des textes

Student development in college: Theory, research, and practice

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