Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Ndumu, Ana; Walker, Shaundra

doi:10.3233/efi-211511

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…This is also highlighted by Caidi and Dali (2015) who recommend a holistic approach whereby LIS schools should consider the influence of their marketing and student recruitment on developing more diverse culture. Although Historically Black Colleges and Universities (HBCU) are particular to the US, there are lessons to be learned from their efforts in LIS education such as pathways and radical pedagogy (Cooke, 2019; Ndumu and Walker, 2021), while online professional training could be developed to be more inclusive (Moorefield-Lang et al, 2016).…”

Section: Nine Repertoiresmentioning

confidence: 99%

“…It means making social justice and cultural competence course content visible, including in learning outcomes (Jones, 2020), educating all in issues of marginalisation (Gibson and Hughes-Hassell, 2017), developing teaching skills enabling the delivery of inclusive services for all abilities (Moorefield-Lang et al, 2016). It means looking closely at how we have addressed issues of race and inequality (Chancellor et al, 2021) and making the effort to learn from colleagues with lived experience (Ndumu and Walker, 2021). It means recognising that there is work to be done (Maestro et al, 2018) and engaging with the wider profession (Moen et al, 2020).…”

Section: The Lis Education Repertoire (2012-2018) Emergingmentioning

confidence: 99%

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What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

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2022

Journal of Librarianship and Information Science

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This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.

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Section: Nine Repertoiresmentioning

confidence: 99%

Section: The Lis Education Repertoire (2012-2018) Emergingmentioning

confidence: 99%

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Inskip

2022

Journal of Librarianship and Information Science

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“…They also valued and relied on mentorship and emotional support and faculty support for student engagement (Baker & Moore, 2015). Black students might find it easier to obtain these experiences at HBCUs, as HBCUs have been at the frontline where antiracism pedagogy is practiced (Ndumu & Walker, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Phenomenological understanding of Black counselor education students at Predominately White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions

Brooks

Whittaker

Wang

et al. 2023

Couns Edu & Supervision

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The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real‐life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research.

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“…Contrarily, the culture of STEM programs at HBCUs have been found to approach the socialization process differently, focusing on socializing students in STEM and leveraging student's social capital to help integrate them into engineering [22]. Due to the circumstances under which they were established, HBCU's have historically provided Black students with safe learning environments which affirm their talents in the context of their race, especially in STEM subjects [6], [23]. Students are also supported along their journey toward the doctorate by more readily receiving advising and mentorship from faculty who are of their same race, which matters in the mentorship and advising of Black students.…”

Section: Introductionmentioning

confidence: 99%

Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies

Greene,

Coley

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD) Proceedings

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Little is known about how black engineering students experience graduate engineering programs, and even less is known about how they experience the transitions between undergraduate and graduate engineering education. Common graduate student challenges can be further exacerbated when microaggressions, prejudice, and systemic racial barriers are daily experiences, as they are in the case of many Black graduate students attending historically white institutions (HWI). This work explores how different aspects of the black academic experience can converge to impact the experiences of Black doctoral students during their matriculations from undergraduate to graduate studies. The research question addressed by this work is: How do Black engineering students experience the shift in institutional type when transitioning to a graduate program at an HWI from an undergraduate program at an HBCU? This study utilizes narrative interview methodology to capture stories of the lived experience of Black graduate students in engineering. Specifically, there were three inclusion criteria for participants: (1) they had to identify as Black, and (2) be a graduate student currently enrolled in a doctoral program in engineering at a historically white institution in the United States, and (3) attended an HBCU for undergraduate engineering studies. A phenomenographic lens was used during the analysis process to organize and code salient themes identified in the interviews. Pilot study results show that through the process of transitioning from an HBCU, an environment where participants felt valued, and supported, to an HWI for graduate studies brought about a feeling of "culture shock". Having to reform systems of support that provided ample resources for their success was a necessary undertaking for the participants because they were used to the types of support available at the HBCU. Faculty and advisor relations were also very impactful in the process of socializing Black doctoral students in the academy. Understanding the process of how these students identify, and address difficulties and stressors during their transitional period from undergraduate studies to graduate studies in engineering could be particularly insightful in developing effective countermeasures for falling enrollment and persistence rates of Black students in engineering graduate programs

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Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Cited by 4 publications

References 29 publications

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Phenomenological understanding of Black counselor education students at Predominately White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions

Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies

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