The Unique Challenges and Experiences of African¬-American Women Academicians at Predominantly White Institutions

This session addresses the unique challenges of African-American women academicians at predominantly white institutions. After assessing scholarly literature in this area, most research has and continues, to ignore the interrelationship between race, class and gender. This paper builds on existing literature by offering a discourse that addresses various challenges facing these women.

African American and Teaching in Higher Education IS a Course on Race and Culture

Using theoretical applications, the authors present an overview of theories that highlight approaches for teaching culturally sensitive content, personal experiences as educator and colleague in a predominantly white college campus and strategies for addressing culturally insensitive experiences in and outside the classroom. Presenters focus on the recruitment and retention of people of color and stress the need for today's predominantly white institutions to become more knowledgeable, tolerant and sensitive about their environments in an effort to make them more accepting.

The Importance of Community and Its Impact on the Quality of Campus Life and Success for African American Students

“While we are accustomed to viewing special programs as efforts to ensure the success of underrepresented students, we may overlook that what these programs communicate about these students are part of the structure of higher education that they must struggle against.”

African American Student Access To and Completion Of Higher Education, 1960-1992: A Correspondence Theory Analysis

“This presentation utilizes correspondence theory to analyze African American undergraduate student access to and completion of higher education in the United States. Findings from this research are presented and policy recommendations affecting Black student enrollment and graduation are discussed.”

"AFRICAN AMERICAN IDENTITY ISSUES AND ACADEMIC CLASSROOM PRACTICE"

"What my research revealed was that African American students who do not identify with the academic community do not see it as real; rather, they view their academic education as only a means to an end."

Measuring Success One Student At A Time

This presentation describes Murray State University's proactive efforts to enhance African¬-American students' preparation, recruitment/retention and graduation. Strategies utilized to create and maintain a positive/hospitable campus environment will be delineated. It is our campus-wide responsibility to "nurture" each student with personalized contact and carefully selected services to engender degree persistence.

Current Expressions of American Jewish Identity: An Analysis of 114 Teenagers

This chapter explores the characteristics of 114 American teenagers' Jewish identities using data from the National Study of Youth and Religion (NSYR). The NSYR includes a telephone survey of a nationally representative sample of 3,290 adolescents aged 13 to 17. Jewish teenagers were over-sampled, resulting in a total of 3,370 teenage participants. Of the NSYR teens surveyed, 141 have at least one Jewish parent and 114 of them identify as Jewish. The NSYR also includes in-depth face-to-face interviews with a total of 267 U.S. teens: 23 who have at least one Jewish parent and 18 who identify as Jewish. The following analysis draws upon quantitative data from the 114 teens who identified themselves as Jewish in the face-to-face interviews.