Project MUSE®: Journal of Negro Education - Latest Articles
https://muse.jhu.edu/journal/794
Project MUSE®: Latest articles in Journal of Negro Education.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 78 (2009) through current issueLatest Articles: Journal of Negro EducationTWOProject MUSE®Journal of Negro Education2167-64370022-2984Latest articles in Journal of Negro Education. Feed provided by Project MUSE®The Architecture of Black Educational Flourishing: (Editor's Commentary)
https://muse.jhu.edu/article/986185
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There is a moment—quiet yet seismic—when a young Black scholar enters a classroom and scans the room for someone who looks like them. The fluorescent lights hum overhead, indifferent to the existential arithmetic happening in real time: How many faces reflect mine? How many syllabi contain my story? This ritual of counting, of measuring belonging against the cold metrics of representation, is not paranoia but survival—an inheritance passed down through generations of Black students navigating institutions never architected with them in mind.The scholarship assembled in this issue of The Journal of Negro Education confronts this reality with empirical precision and moral clarity. As W.E.B. Du Bois (1903) reminded
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallThe Architecture of Black Educational Flourishing: (Editor's Commentary)2026-03-27text/htmlen-USThe Architecture of Black Educational Flourishing: (Editor's Commentary)2026-03-272026TWOProject MUSE®187892026-05-11T00:00:00-05:002026-03-27Using a Multi-Tiered System of Support to Dismantle the Wicked Problem of Chronic Absenteeism Among Black School-Aged Youth
https://muse.jhu.edu/article/986186
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The phenomenon of children being absent from school is a major social problem in modern society. During the 2015-16 school year, it was estimated that more than seven million children (16% of the student population), missed 15 or more days from school (U.S. Department of Education, 2019), making them chronically absent. Studies have shown that over the course of their lifetimes, students who are chronically absent from school are at greater risk of experiencing a myriad of challenges including substance use disorders, mental health problems, and social-economic difficulties (Kearney, 2008, as cited in Keppens & Spruyt, 2020). Additional compounding factors that impact attendance include individual student
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallUsing a Multi-Tiered System of Support to Dismantle the Wicked Problem of Chronic Absenteeism Among Black School-Aged Youth2026-03-27text/htmlen-USUsing a Multi-Tiered System of Support to Dismantle the Wicked Problem of Chronic Absenteeism Among Black School-Aged Youth2026-03-272026TWOProject MUSE®822762026-05-11T00:00:00-05:002026-03-27Academic Excellence: The Cultural and Black Identity Experiences of African American Adolescent Males within the School Context
https://muse.jhu.edu/article/986187
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National attention associated with African American student academic achievement, especially African American males, has focused on the underperformance of African American students on standardized tests as compared with their White and Asian American peers; low rate of high school completion (Harper & Davis, 2012), and low rate of college attendance (Harper, 2007). Despite national attention on underperformance, African American adolescent males have been successful in school (Oyserman et al., 1995; Smith & Hope, 2020; Williams et al., 2019; Wright, 2011). Literature has shown that academically successful African American students perform at or above grade level when they have a sense of determination to succeed
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallAcademic Excellence: The Cultural and Black Identity Experiences of African American Adolescent Males within the School Context2026-03-27text/htmlen-USAcademic Excellence: The Cultural and Black Identity Experiences of African American Adolescent Males within the School Context2026-03-272026TWOProject MUSE®1155112026-05-11T00:00:00-05:002026-03-27Uplifting Voices: Black Student Unions, Positive Youth Development, and Equity
https://muse.jhu.edu/article/986188
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Student organizations offer opportunities to promote civic engagement in students as a way to cultivate American democratic values (e.g., Mitra & Gross, 2009; Morgan & Steb, 2001). Scholars have researched the inception, development, and evolving purpose of student organizations (Bowman et al., 2015; Bundy, 2017; Chang, 2002; Museus, 2008; Preus et al., 2016). However, most of this research has focused on student organizations in postsecondary institutions; specifically, how college student organizations function and their impacts on institutional structures, student retention, and other protective factors for college persistence (e.g., Taylor & Howard-Hamilton, 1995). College student organizations provide safe
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallUplifting Voices: Black Student Unions, Positive Youth Development, and Equity2026-03-27text/htmlen-USUplifting Voices: Black Student Unions, Positive Youth Development, and Equity2026-03-272026TWOProject MUSE®934352026-05-11T00:00:00-05:002026-03-27An Empirical Analysis of HBCU Attendance on Black Students' Graduation Rates
https://muse.jhu.edu/article/986189
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Although Historically Black Colleges and Universities (HBCUs) have played a vital role in providing access to college education and economic mobility for the Black population, only approximately 10% of Black students are enrolled at HBCUs. Despite these lower numbers, HBCUs produce 20% of Black college graduates. Although more Blacks attend Traditionally White Institutions (TWIs), compared to other racial and ethnic groups, those attending four-year public institutions have relatively low retention rates. Do Black students have higher graduation rates at HBCUs? How important are HBCUs in producing more Black college graduates in STEM fields? This paper attempts to provide answers to these questions.The benefits of
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallAn Empirical Analysis of HBCU Attendance on Black Students' Graduation Rates2026-03-27text/htmlen-USAn Empirical Analysis of HBCU Attendance on Black Students' Graduation Rates2026-03-272026TWOProject MUSE®571612026-05-11T00:00:00-05:002026-03-27Anti-Black Racism at a Public HSI: Black Students, Staff, and Faculty
https://muse.jhu.edu/article/986190
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What does anti-Blackness in higher education look like? It is the absence of attention to Blackness, the absence of Black bodies, and the absence of Black curriculum. It is the experience of Black bodies, expression, and ideas under attack, regardless of student, staff, or faculty status; it is violence. A research note from our field data reveals that attacks on Blackness are not just a "feeling":When a staff member says, "She ripped the phone from my hand and yelled at me," that happened. "She threw a stack of papers at me." That also happened. When students, staff and faculty share stories about being punished for being authentically Black or rewarded when they conform to white standards, that is also happening.
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallAnti-Black Racism at a Public HSI: Black Students, Staff, and Faculty2026-03-27text/htmlen-USAnti-Black Racism at a Public HSI: Black Students, Staff, and Faculty2026-03-272026TWOProject MUSE®613612026-05-11T00:00:00-05:002026-03-27Using Ecological Systems Theory to Examine the Underrepresentation of Black Women in STEM
https://muse.jhu.edu/article/986191
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The concern about the gender gap and the underrepresentation of Black women in science, technology, engineering, and math (STEM) careers is related to gender diversity, equity, social justice, and the "correct use of social and individual investment in human capital, talent, socio-economic development, and competitiveness" (Avolio et al., 2020, p. 774). Organizations that embrace gender diversity, according to Settles (2014), are associated with improved productivity and creativity, translating to increased profits. In addition, several researchers, such as Fuller et al. (2021) and Cheryan et al. (2013), have pointed out the positive influence of diversity on the growth of societies, replacing stagnation and
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallUsing Ecological Systems Theory to Examine the Underrepresentation of Black Women in STEM2026-03-27text/htmlen-USUsing Ecological Systems Theory to Examine the Underrepresentation of Black Women in STEM2026-03-272026TWOProject MUSE®1680292026-05-11T00:00:00-05:002026-03-27Sisterlocking Discoarse: Race, Gender, and the Twenty-First Century Academy by Valerie Lee (review)
https://muse.jhu.edu/article/986192
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Dr. Valerie Lee is a Professor Emerita of English at The Ohio State University. This book chronicles her life in academia through essays that highlight the ways in which her race (and thus her hair) affected her throughout her career. Dr. Lee recounts the triumphs and challenges of being a Black woman at a large, predominantly White university. That appears to be the point of this book: to support readers who share this same struggle and to educate readers who have no idea about such struggles. According to the National Center for Education Statistics (2020), only 4% of full-time faculty are Black women. This implies that many of those women are the only, or one of few, Black faculty at their entire institution.
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallSisterlocking Discoarse: Race, Gender, and the Twenty-First Century Academy by Valerie Lee (review)2026-03-27text/htmlen-USSisterlocking Discoarse: Race, Gender, and the Twenty-First Century Academy by Valerie Lee (review)2026-03-272026TWOProject MUSE®105392026-05-11T00:00:00-05:002026-03-27"I Woke up Feeling Bad": How Africana/Black Studies can inform a Pedagogy of Emotion
https://muse.jhu.edu/article/986193
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March 13, 2020, will be forever marked in the lives of many of us. We are two Black women who teach Africana Studies (Black Studies)1, and on that day, we were asked to pivot our teaching from face-to-face to online due to an impending virus. While coronavirus (COVID-19) was believed to have originated in China, its global migration to the United States was declared a national crisis. By the end of March 2020, there were over 192,000 documented cases of the virus in the United States, and 5,334 individuals had perished (Pereira & Mitropoulos, 2021). Eventually, we would learn of Black individuals' vulnerability to the virus. News outlets reported that "despite broad understanding that more men are dying of
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmall"I Woke up Feeling Bad": How Africana/Black Studies can inform a Pedagogy of Emotion2026-03-27text/htmlen-US"I Woke up Feeling Bad": How Africana/Black Studies can inform a Pedagogy of Emotion2026-03-272026TWOProject MUSE®1016082026-05-11T00:00:00-05:002026-03-27Contributors Biographies: The Architecture of Black Educational Flourishing
https://muse.jhu.edu/article/986194
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Dr. Tom Alexander Jr. earned his Ed.D. from the George Washington University School of Education and Human Development, where he focused his research on the academic achievement of African American adolescent males in public schools. With over a decade of experience in public education, he currently serves as an Assistant Principal at Rippon Middle School in Prince William County Public Schools. His work reflects a deep commitment to equity, student success, and culturally responsive leadership.Dr. Mhd Hasan Almekdash, PhD, PSTAT® (Accredited Professional Statistician, American Statistical Association), is a quantitative scientist and biostatistician specializing in oncology survival modeling, high-dimensional
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/794/image/coversmallContributors Biographies: The Architecture of Black Educational Flourishing2026-03-27text/htmlen-USContributors Biographies: The Architecture of Black Educational Flourishing2026-03-272026TWOProject MUSE®121932026-05-11T00:00:00-05:002026-03-27