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The Journal of Negro Education has been published continuously since its inception in 1932 and has been devoted to the illustration of Black scholarship. It appears quarterly (winter, spring, summer, and fall) and is published for the Howard University School of Education with assistance from a national editorial/advisory board. The summer issue is an annual yearbook devoted to providing a comprehensive focus on a major subject or issue of timely concern. The Journal encompasses the area of professional education as well as social sciences, physical and natural sciences, the arts, and technology concerned with the successes, virtues, and problems of education of Black people in the U.S. and throughout the world. Moreover, The Journal serves as a vehicle for publishing significant research on the status of Black education.
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Journal of Negro Educationviewing issue
Volume 79, Number 1, Winter 2010Table of Contents
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View Summary of Editor's Comment: Education Parity and Economic Disparities: Correcting Education-Attainment Discrepancies among Black People in the United States
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Editor's Comment: Education Parity and Economic Disparities: Correcting Education-Attainment Discrepancies among Black People in the United States
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View Summary of The Way We Learned: African American Students' Memories of Schooling in the Segregated South
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The Way We Learned: African American Students' Memories of Schooling in the Segregated South
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View Summary of "I'm Not Afraid to Come into Your World": Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms
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"I'm Not Afraid to Come into Your World": Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms
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View Summary of Counter-memory and Race: An Examination of African American Scholars' Challenges to Early Twentieth Century K-12 Historical Discourses
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Counter-memory and Race: An Examination of African American Scholars' Challenges to Early Twentieth Century K-12 Historical Discourses
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View Summary of Expanding Research Opportunities: Making the Argument for the Fit between HBCUs and Community-based Participatory Research
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Expanding Research Opportunities: Making the Argument for the Fit between HBCUs and Community-based Participatory Research
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View Summary of School Matters: Why African American Students Need Multiple Forms of Capital by RoSusan D. Bartee, M. Christopher Brown, II (review)
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School Matters: Why African American Students Need Multiple Forms of Capital by RoSusan D. Bartee, M. Christopher Brown, II (review)
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| ISSN | 2167-6437 |
|---|---|
| Print ISSN | 0022-2984 |
| Launched on MUSE | 2022-01-01 |
| Open Access | No |
Copyright
Copyright © Journal of Negro Education
