The Education of Blacks in the South, 1860-1935

Anderson, James D.

doi:10.5149/uncp/9780807842218

Cited by 1,171 publications

(342 citation statements)

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“…Such findings indicate that total number of educational years does not capture educational experience in a consistent manner across groups. In fact, accumulating research has now quite clearly outlined the striking differences in the quality of education delivered in ethnic minority versus primarily Caucasian school systems, such that one year of education likely represents different levels of instruction and learning across multiethnic groups, particularly in elders (Anderson, 1988;Coleman, 1966). Adjusting raw scores for years of education alone introduces systematic bias into multiethnic research as ethnic minority groups have traditionally been at a disadvantage in terms of student-teacher ratio, per pupil expenditures, and length of school year.…”

Section: Introductionmentioning

confidence: 99%

Do reading tests measure the same construct in multiethnic and multilingual older persons?

Cosentino

Manly

Mungas

2007

J. Inter. Neuropsych. Soc.

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A critical focus of neuropsychological research is to identify unbiased ways to compare heterogeneous groups on background variables relevant to neuropsychological performance. While recent work has pointed to single word reading as a less culturally biased measure of educational experience than years of education, the extent to which reading score captures a broad range of educational experience, and does so consistently across ethnic and language groups is unknown. The current study evaluated reading in relation to years of education in English-speaking Caucasian, African American, and Hispanic elders, and Spanish-speaking Hispanic elders (n=342). Consistent with previous work, reading scores at each grade level were lower in English speaking ethnic minorities than in Caucasians, supporting the idea that variables related to lifetime educational experience are often confounded with ethnicity. Standardized reading scores were highest in the Spanish speakers; however, interpretation of this difference is limited as scores were necessarily derived using separate normative samples. Importantly, the slopes of reading score by years of education were comparable across all groups. That is, reading scores rose consistently with years of education independently of ethnicity or language, suggesting that such scores can be treated comparably for theoretical and statistical purposes in multiethnic and multilingual samples.

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Section: Introductionmentioning

confidence: 99%

Do reading tests measure the same construct in multiethnic and multilingual older persons?

Cosentino

Manly

Mungas

2007

J. Inter. Neuropsych. Soc.

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“…43 In pursuing this topic, Anderson delves deeply into the cross-race relationships of the men involved with black colleges and black education in general but neglects to tease out any gender issues pertaining to administrators, students, or external constituents. He mentions women only a few times throughout the still remarkable book.…”

Section: Philanthropic Outside Controlmentioning

confidence: 99%

Swept Under the Rug? A Historiography of Gender and Black Colleges

Gasman

2007

American Educational Research Journal

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This historiography of gender and black colleges uncovers the omission of women and gender relations. It uses an integrative framework, conceptualized by Evelyn Nakano Glenn, that considers race and gender as mutually interconnected, revealing different results than might be seen by considering these issues independently. The article is significant for historians and non-historians alike and has implications for educational policy and practice in the current day.

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“…Many Black victims of these and other contracts deeply believed that through literacy development they could better preserve their freedom and protect themselves from White landowners who sought to exploit and disenfranchise them (Anderson, 1988). The pervasive and widespread use of exploitative work contracts caused newly-freed slaves to adopt strong beliefs about education and its relation to freedom.…”

Section: The Withholding Of Funding From Black Schoolsmentioning

confidence: 99%

“…White Southerners were fearful of losing income and their position in a racist hierarchical society, and White landowners were wary of the implications of an educated labor force. Instead of coming together as a larger community to find a new way forward that included Black members of society, they ensured that plantation work disrupted and hindered educational endeavors and developed exploitative labor contracts for Black workers that explicitly required the entire family (including school-age children) to work the plantations they owned (Anderson, 1988).…”

Section: The Withholding Of Funding From Black Schoolsmentioning

confidence: 99%