Literaturnachweis - Detailanzeige
| Autor/in | Satterfield, James |
|---|---|
| Titel | Separate and Unequal: Twenty-First Century Segregation of Historically Black Colleges and Universities through Academic Curriculum |
| Quelle | In: College Quarterly, 11 (2008) 2, S.1-11 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1195-4353 |
| Schlagwörter | African American Students; Black Colleges; Academic Education; Higher Education; School Segregation; Classification; Federal Legislation; Social Structure |
| Abstract | This study identifies discriminatory patterns within the curriculum of Historically Black Colleges and Universities. The current federal definition of Historically Black Colleges and Universities indicates that any institution founded prior to 1964, with the expressed purpose of educating Blacks, will be known as a Historically Black College or University. This study, redefines that definition to include any institution that has a predominantly Black student population. In addition, this study provides an understanding of African American higher education colleges and universities by examining the nature of the relationship between their technical core and the dominant social group's normative, regulative, and cognitive categories. The use of an occupational taxonomy provides an explanation of how students who attend African American colleges and universities are being educated. (Contains 1 figure and 1 table.) (As Provided). |
| Anmerkungen | Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
