Strengthening the African American Educational Pipeline

Sheila

Description

2008 CHOICE Outstanding Academic Title

Focusing on pre-K–12 schools, higher education, and social influences, this book examines the following question: What systemic set of strategies is necessary to improve the conditions for African Americans throughout the educational pipeline?

Acknowledgments

Foreword
Gloria Ladson-Billings

Preface
William B. Harvey

Introduction

A Systematic Analysis of the African American Educational Pipeline to Inform Research, Policy, and Practice
Jerlando F. L. Jackson

Part I: Pre-K–12 Schools

1. The Forgotten Link: The Salience of Pre-K–12 Education and Culturally Responsive Pedagogy in Creating Access to Higher Education for African American Students
Tyrone C. Howard

2. Teaching in “Hard to Teach in” Contexts: African American Teachers Uniquely Positioned in the African American Educational Pipeline
Jennifer E. Obidah, Tracy Buenavista, R. Evely Gildersleeve, Peter Kim, and Tyson Marsh

3. Bringing the Gifts That Our Ancestors Gave: Continuing the Legacy of Excellence in African American School Leadership
Linda C. Tillman

Part II: Higher and Postsecondary Education
 
4. Descriptive Analysis of African American Students’ Involvement in College: Implications for Higher Education and Student Affairs Professionals
Lamont A. Flowers

5. The Status of African American Faculty in the Academy: Where Do We Go From Here?
Barbara J. Johnson and Henrietta Pichon

6. A National Progress Report of African Americans in the Administrative Workforce in Higher Education
Jerlando F. L. Jackson and Brandon D. Daniels

Part III: Social Influences

7. Securing the Ties That Bind: Community Involvement and the Educational Success of African American Children and Youth
Mavis G. Sanders and Tamitha F. Campbell

8. How African American Families Can Facilitate the Academic Achievement of Their Children: Implications for Family-Based Interventions
Jelani Mandara and Carolyn B. Murray

 9. Addressing the Achievement Gap in Education with the Use of Technology: A Proposed Solution for African American Students
Jeffrey G. Sumrall and Ramona Pittman

Conclusion: Reconceptualizing the African American Pipeline: New Perspectives from a Systematic Analysis
Jerlando F. L. Jackson

About the Contributors
Index

Sujets

• Ethnic studies

Informations

• Publié par: State University of New York Press
• Date de parution: 01 février 2012
• Nombre de lectures: 0
• EAN13: 9780791480649
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

S TRENGTHENING THE A F R I C A N A M E R I C A N E DUCATIONAL P IPELINE

I NFORMING R ESEARCH , P OLICY , AND P RACTICE

J ERLANDO F. L. J ACKSON , EDITOR W ITH A F OREW ORD BY G LORIA L ADSON B ILLINGS

Strengthening the African American Educational Pipeline

This page intentionally left blank.

Strengthening the African American Educational Pipeline

Informing Research, Policy, and Practice

Edited by Jerlando F. L. Jackson

Foreword by Gloria LadsonBillings

State University of New York Press

Published by State University of New York Press, Albany

© 2007 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 194 Washington Avenue, Suite 305, Albany, NY 122102384

Production by Michel Haggett Marketing by Anne M. Valentine

Library of Congress CataloginginPublication Data

Strengthening the African American educational pipeline : informing research, policy, and practice / edited by Jerlando F. L. Jackson ; foreword by Gloria LadsonBillings. p. cm. Includes bibliographical references and index. ISBN13: 9780791469873 (hardcover : alk. paper) ISBN13: 9780791469880 (pbk. : alk. paper) 1. African Americans—Education (Higher) 2. Educational equalization— United States. I. Jackson, Jerlando F. L., 1973–

LC2781.S746 2007 378.1'982996073—dc22

10 9 8 7 6 5 4 3 2 1

2006007118

Contents

Acknowledgments Foreword Gloria LadsonBillings Preface William B. Harvey Introduction A Systematic Analysis of the African American Educational Pipeline to Inform Research, Policy, and Practice Jerlando F. L. Jackson

P ART I: P RE K–12 S CHOOLS Chapter 1 The Forgotten Link: The Salience of PreK–12 Education and Culturally Responsive Pedagogy in Creating Access to Higher Education for African American Students Tyrone C. Howard Chapter 2 Teaching in “Hard to Teach in” Contexts: African American Teachers Uniquely Positioned in the African American Educational Pipeline Jennifer E. Obidah, Tracy Buenavista, R. Evely Gildersleeve, Peter Kim, and Tyson Marsh

v

vii ix

xiii

1

17

37

vi

C ONTENTS

Chapter 3 Bringing the Gifts That Our Ancestors Gave: Continuing the Legacy of Excellence in African American School Leadership Linda C. Tillman

P ART II: H IGHER E DUCATION Chapter 4 Descriptive Analysis of African American Students’ Involvement in College: Implications for Higher Education and Student Affairs Professionals Lamont A. Flowers Chapter 5 The Status of African American Faculty in the Academy: Where Do We Go From Here? Barbara J. Johnson and Henrietta Pichon Chapter 6 A National Progress Report of African Americans in the Administrative Workforce in Higher Education Jerlando F. L. Jackson and Brandon D. Daniels

P III: S I ART OCIAL NFLUENCES Chapter 7 Securing the Ties That Bind: Community Involvement and the Educational Success of African American Children and Youth Mavis G. Sanders and Tamitha F. Campbell Chapter 8 How African American Families Can Facilitate the Academic Achievement of Their Children: Implications for Family Based Interventions Jelani Mandara and Carolyn B. Murray Chapter 9 Addressing the Achievement Gap in Education with the Use of Technology: A Proposed Solution for African American Students Jeffrey G. Sumrall and Ramona Pittman Conclusion Reconceptualizing the African American Pipeline: New Perspectives from a Systematic Analysis Jerlando F. L. Jackson About the Contributors Index

53

73

97

115

141

165

187

197

211 217

Acknowledgments

F ROM THE P ECAN O RCHARDS TO THE I VORY T OWERS : A T W CKNOWLEDGMENTS OF HOSE HO S M E P TRENGTHENED Y DUCATIONAL IPELINE

The journey from Ashburn, GA, to Madison, WI, is a long road. These two places are worlds apart, not only with regards to the approximate 17hour drive by car totaling 1,031 miles but also in regards to opportunity as it relates to ed ucation and social mobility. Ashburn, also known as the Peanut Capital of the World, has an estimated population of 4,435 compared to the population of the Madison area, which is approaching approximately 400,000 people. Ashburn’s small population is comprised of 65.2% African Americans, compared to 5.8% in Madison. The average income for residents in Ashburn is $18,702, while Madison has an average income of $41,941. Approximately 38% of Ashburn residents have a high school diploma or equivalent, 15.8% with some college or an associate’s degree, 5.4% with a bachelor’s degree, and 5.3% with a graduate degree. In contrast, Madison’s residents collectively have more bachelor’s (27.3%) and graduate degrees (20.9%) than Ashburn residents with high school diplomas. Lastly, the racial thermometer and social climate of Ashburn nicely registers within the conservative beliefs and ethos of the Deep South. Though Madison sits squarely in the Heartland of America, it refreshingly has cultivated a liberal community of thoughts, beliefs, and actions. Needless to say, these two worlds are in stark contrast. My traversing these worlds was made possible by a community of commit ted individuals, those who unselfishly gave of themselves to give me an opportu nity at success broadly defined. I would first like to thank Berta Mae and Minor Louis (Sonny Boy) Cushion who fought to desegregate the Turner County

vii

viii

A CKNOWLEDGMENTS

School District for my mother (Dorothy Jackson). She became the first African American student to attend the Turner County School District and later became the first African American cheerleader. I would be remiss if I did not thank Queen Ester Hudson and Lucious Cushion for raising my mother to be a com mitted and caring person, who in turn did the same for me. Also, I would like to thank Aretha and Will Jackson for working diligently with my father ( Jerry Jack son) to make sure he graduated from high school so he could join the army. My father joining the army represented the turning point for my family, which led to a life that presented more opportunities for success. After my father’s basic train ing, we relocated temporarily to Germany and finally to the Fort Benning/ Columbus, GA, area where I lived until leaving for college. I would like to thank the following individuals who took special interests in my development: McBride Elementary School (Mrs. Brownloe); E. A. White Elementary School (Mr. Ingram); Faith Middle School (Mrs. Hildebrand, who unintentionally participated in strengthening my educational pipeline because she scheduled a meeting with my mother to tell her that I would not graduate from high school. That meeting changed my life—from that point forward, I took my education serious. In fact, it motivated me to prove her wrong. As a result, not only did I receive the college preparatory diploma but went on to eventually receive a Ph.D.); W. H. Spencer High School (Vincent K. Rosse, Dr. Linda Skinner, Mrs. Janet Patresek, and Mrs. Dorothy Aniton); Edgewood Baptist Church (Reverend Dr. Howell); University of Southern Mississippi (Drs. Hong, Wooten, Fraschillo, and the Kappa Iota Chapter of Kappa Alpha Psi Fraternity Incorporated); Auburn University (Dr. James C. Brown, who shaped my understanding of the field of higher education); and Iowa State Uni versity (Drs. George A. Jackson, Larry H. Ebbers, Daniel C. Robinson, Walter H. Gmlech, John H. Schuh, and Mack Shelley). I also would like to thank the following individuals for their support throughout my educational process: LaShonda Irby, Chuck and Christie Odum, Larry Nelson, Linda Collier, Char lotte and Ronnie Jordan, and Tometta Walker. Lastly, as certainly not least, I would like to thank my Lord and savior—Jesus Christ. For the many others who strengthened my educational pipeline, I thank you as well. It is because of the individuals mentioned above that I have been afforded the opportunity to work as a professor at one of America’s most elite institutions, the University of WisconsinMadison. As I drive home from work every day to the suburbs of Madison, I cannot help but think how far I have come from the trailer home on the side of a dirt road that leads to the Pecan Orchards in Ashburn, GA.I do hope that I too one day can serve to strengthen the education pipeline for someone else.

Foreword

E NTERING THE P IPELINE : T P K–12 C E HE RE HALLENGE TO QUALLY P S H E REPARE TUDENTS FOR IGHER DUCATION

An interesting exercise to perform with undergraduate students in a diverse classroom is to ask them to describe how they got their first job. More often than not, middleincome students relate an experience where a family member or family friend helped them get a job. “My dad is a manager at suchandsuch firm, and he got me a job filing,” or, “My uncle owns a business, and he has hired me every summer since high school.” On the other hand, workingclass students—often students of color—report that their first job came as a result of answering “help wanted” signs in windows, perusing the newspaper want ads, or walking into an establishment and filling out an application. The point of the exercise is to demonstrate that even with something as simple as a first job, some people are already advantaged by birth. The same thing applies to access ing a college or university education. My own journey to college was very serendipitous. No one in my immedi ate family had ever attended college, and I was entirely dependent on the “kindness of strangers.” My high school college guidance counselor and mem bers of my church provided me with some ideas, but for the most part I was making selections in the dark. I chose two local schools (that I did not really want to attend) and two historically Black colleges. Additionally, because of my grades, I was being offered admittance to a number of schools that seemed des perate to increase their diversity. I ultimately chose one of the historically Black schools without realizing that I had been admitted to an Ivy League school (I still do not think I would have chosen that school). However, my point is that

ix