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  • 1
    Online Resource
    Online Resource
    The Pennsylvania State University Press ; 2021
    In:  Journal of Minority Achievement, Creativity, and Leadership Vol. 1, No. 2 ( 2021-12-13), p. 274-300
    In: Journal of Minority Achievement, Creativity, and Leadership, The Pennsylvania State University Press, Vol. 1, No. 2 ( 2021-12-13), p. 274-300
    Abstract: In 2020, multiracial coalitions in major cities throughout the world took to the streets to express their anger and frustration regarding the senseless murders of Ahmaud Arbury, Breonna Taylor, George Floyd, Rayshard Brooks, Tony McDade, and the continued pervasive impact of systemic racism resulting in Black folx disproportionately suffering the negative impact of the coronavirus. In response to this challenging context, this essay provides some direction as to how traditionally white institutions (TWIs) can move away from superficial enactments of diversity, equity, and inclusion (DEI) initiatives and instead adopt a racial equity strategy that nurtures and values Black Excellence. Specifically, the essay begins with a critical analysis of the current context of education facing Black folx in TWIs by highlighting the conditions that serve as barriers to Black Excellence and concludes with some concrete suggestions as to how higher education institutions can move beyond performative DEI efforts to demonstrate a real commitment to nurturing and valuing Black lives.
    Type of Medium: Online Resource
    ISSN: 2688-7991 , 2688-7983
    Language: English
    Publisher: The Pennsylvania State University Press
    Publication Date: 2021
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  • 2
    Online Resource
    Online Resource
    SAGE Publications ; 2012
    In:  Journal of Black Studies Vol. 43, No. 2 ( 2012-03), p. 186-206
    In: Journal of Black Studies, SAGE Publications, Vol. 43, No. 2 ( 2012-03), p. 186-206
    Abstract: Using critical race theory as a framework and methodology, this qualitative study of 10 Black graduate students examines how teaching and learning in the racialized context of a predominantly White institution affects the pedagogical interaction between Black faculty and Black students in the classroom. The findings of this study suggest that some Black graduate students enter classrooms taught by professors who are Black like them with the perception that Black faculty (a) are innocent until proven guilty, (b) will serve as role models who hold them to higher standards, and (c) will view Black students and be viewed by these same students as representatives of their race. This manuscript concludes that Black professors must be aware of such perceptions and discover how to navigate this racial paradox if they are to successfully fulfill their responsibility to lift up the souls of Black graduate students in the presence of their academic experience.
    Type of Medium: Online Resource
    ISSN: 0021-9347 , 1552-4566
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 1499073-8
    SSG: 7,26
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  • 3
    Online Resource
    Online Resource
    Hindawi Limited ; 2011
    In:  Canadian Journal of Gastroenterology Vol. 25, No. 11 ( 2011), p. 609-614
    In: Canadian Journal of Gastroenterology, Hindawi Limited, Vol. 25, No. 11 ( 2011), p. 609-614
    Abstract: Measurement of the impact and influence of medical/scientific journals, and of individual researchers has become more widely practiced in recent decades. This is driven, in part, by the increased availability of data regarding citations of research articles, and by increased competition for research funding. Digestive disease research has been identified as a particularly strong discipline in Canada. The authors collected quantitative data on the impact and influence of Canadian digestive health research. The present study involved an analysis of the research impact (Hirsch factor) and research influence (Influence factor) of 106 digestive health researchers in Canada. Rankings of the top 25 researchers on the basis of the two metrics were dominated by the larger research groups at the University of Toronto (Toronto, Ontario), McMaster University (Hamilton, Ontario), and the Universities of Calgary (Calgary, Alberta) and Alberta (Edmonton, Alberta), but with representation by other research groups at the Universities of Manitoba (Winnipeg, Manitoba), Western Ontario (London, Ontario) and McGill University (Montreal, Quebec). Female and male researchers had similar scores for the two metrics, as did basic scientists versus clinical investigators. Strategic recruitment, particularly of established investigators, can have a major impact on the ranking of research groups. Comparing these metrics over different time frames can provide insights into the vulnerabilities and strengths of research groups.
    Type of Medium: Online Resource
    ISSN: 0835-7900
    Language: English
    Publisher: Hindawi Limited
    Publication Date: 2011
    detail.hit.zdb_id: 2762184-4
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  • 4
    Online Resource
    Online Resource
    SAGE Publications ; 2018
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 120, No. 14 ( 2018-12), p. 1-20
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 120, No. 14 ( 2018-12), p. 1-20
    Abstract: Overcoming the deeply embedded anti-Black racism and colonial heritage of North America is an ongoing project. Scholars have yet to explicate fully the ways that racism and colonialism are foundational to the construction of institutions of higher education. Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. To better explore the applicability of this theory, the authors share an example of the parallel between slave plantations and contemporary universities called “The Oxymoronic Social Existence of Whites (or Neoliberalism as the New Slave Code)” and its implications for campus practice toward racial liberation. The authors argue that the institutional logics of colonialism and imperialism— which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2018
    SSG: 5,3
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  • 5
    Online Resource
    Online Resource
    University of Michigan Library ; 2018
    In:  To Improve the Academy Vol. 37, No. 1 ( 2018-01), p. 63-76
    In: To Improve the Academy, University of Michigan Library, Vol. 37, No. 1 ( 2018-01), p. 63-76
    Type of Medium: Online Resource
    ISSN: 2334-4822
    URL: Issue
    Language: English
    Publisher: University of Michigan Library
    Publication Date: 2018
    detail.hit.zdb_id: 2847176-3
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  • 6
    Online Resource
    Online Resource
    Informa UK Limited ; 2011
    In:  Equity & Excellence in Education Vol. 44, No. 1 ( 2011-02-10), p. 40-56
    In: Equity & Excellence in Education, Informa UK Limited, Vol. 44, No. 1 ( 2011-02-10), p. 40-56
    Type of Medium: Online Resource
    ISSN: 1066-5684 , 1547-3457
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2011
    detail.hit.zdb_id: 2070099-4
    SSG: 5,3
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  • 7
    Online Resource
    Online Resource
    University of Michigan Library ; 2018
    In:  To Improve the Academy Vol. 37, No. 1 ( 2018-01-01)
    In: To Improve the Academy, University of Michigan Library, Vol. 37, No. 1 ( 2018-01-01)
    Type of Medium: Online Resource
    ISSN: 2334-4822
    Language: English
    Publisher: University of Michigan Library
    Publication Date: 2018
    detail.hit.zdb_id: 2847176-3
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