Historically Black colleges and universities (HBCUs) were created to provide educational opportunities for African Americans when other higher education venues restricted their participation. HBCUs are credited with nurturing and producing leaders who embraced W. E. B. Du Bois's concept of the "Talented Tenth," and exhibiting fortitude in advancing social equality for all. Over the years, as legalized segregation was overturned and efforts were made to expand opportunities for African Americans, some have questioned the continuing need for HBCUs. A study of 11 African American men attending a public, urban HBCU, indicated that the university's rich supply of social capital (a direct consequence of its mission and history) makes it a unique fixture in the landscape of higher education, one whose special features have not been replicated by historically White institutions. Comments
Historically, education has played a central role in the lives of Blacks. Although Blacks continue their penchant for education, Black males have not fared as well in the educational pipeline. Data for this study emerged from a qualitative investigation of factors that promote success for academically underprepared Black males at a historically Black college and university (HBCU). Although all of the participants persisted to graduation, the participants discussed challenges that threatened to impede their academic success. This article discusses those challenges and outlines recommendations for the ways in which colleges and universities can work more effectively toward preventing attrition for Black males in higher education, particularly at HBCUs.
Abstract:We demonstrate frequency comb sources based on siliconorganic hybrid (SOH) electro-optic modulators. Frequency combs with line spacings of 25 GHz and 40 GHz are generated, featuring flat-top spectra with less than 2 dB power variations over up to 7 lines. The combs are used for WDM data transmission at terabit/s data rates and distances of up to 300 km.
References and links1. I. Coddington, W. C. Swann, L. Nenadovic, and N. R. Newbury, "Rapid and precise absolute distance measurements at long range," Nat. Photonics 3(6), 351-356 (2009). 2. S. T. Cundiff and A. M. Weiner, "Optical arbitrary waveform generation," Nat. Photonics 4(11), 760-766 (2010
Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.
Human Immunodeficiency Virus (HIV) infection and disease progression create imbalance in long-term, HIV-serodiscordant, gay male relationships, particularly in sexual relations and issues of physical and emotional intimacy. Stage of disease progression and worldview of the couple both affect the relationship and its survival. To redress imbalance, partners employ a range of coping strategies and techniques. This article explores these issues in the context of HIV serodiscordant gay couples and how they preserve their relationships in the face of these unique challenges. For workers who provide psychotherapeutic and community support for people with HIV and for their partners, the results of this study may be helpful in recognizing stress factors for couples, and tailoring support services to the needs of both partners. Overall, this study provides a basis for further work examining the dynamics of serodiscordant relationships.
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