Literaturnachweis - Detailanzeige
| Autor/inn/en | Malone, Rubie M.; Malone, James A. |
|---|---|
| Titel | African American Faculty as Part of the Problem or Part of the Solution in the Retention of African American Students on "White" College Campuses. |
| Quelle | (2001), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Persistence; Afrocentrism; Black Culture; Black Students; Black Teachers; College Faculty; College Students; Cultural Awareness; Higher Education; School Holding Power; Student Attrition; Student Needs; Teacher Role |
| Abstract | The extent to which African American faculty provide support and mentoring to African American students determines the ease of students' transition to predominantly white colleges. This paper examines the role of both white and African American faculty in responding to the needs of African American students. Two ways that white institutions responded to African American students following the civil rights movement was to develop Afrocentric courses and to establish African American social clubs. Currently, African American students need to participate in a wide array of activities within their academic institutions in order to prepare for success beyond college, and they need to learn how to present their view of academic material from Afrocentric and Eurocentric perspectives. African American students require social and academic support in order to make the necessary adjustments to the white campus environment, with African American administrators, faculty, and staff involved in this effort. All members of the African American college community should meet and develop a campus organization that can respond to faculty, staff, and student needs within the organizational structure. This organization can also relate to the city's social and political organizations in which the college resides so that information, support, and expertise can be transmitted back and forth. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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