The gender ratio imbalance and its relationship to risk of HIV/AIDS among African American women at historically black colleges and universities

AIDS Care ◽  
2006 ◽  
Vol 18 (4) ◽  
pp. 323-331 ◽  
Author(s):  
Y. Owens Ferguson ◽  
S. Crouse Quinn ◽  
E. Eng ◽  
M. Sandelowski
Keyword(s):  
African American ◽  
African American Women ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Gender Ratio ◽  
American Women ◽  
Black Colleges And Universities ◽  
Hiv Aids

Smoking-Free Policies and Smoking Behaviors among Historically Black Colleges and Universities Students in the United States

2020 ◽  
Vol 4 (2) ◽  
pp. 187-199
Author(s):  
Elijah Martin ◽  
Lea Jacobson ◽  
Gopal Singh ◽  
Payam Sheikhatari ◽  
Mehrete Girmay
Keyword(s):  
African American ◽  
Historically Black ◽  
Smoking Behavior ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Smoke Free Policy ◽  
Smoking Behaviors ◽  
Students Attitudes ◽  
Black Colleges And Universities

Background: There is limited research on the impacts of smoke-free policies on students’ attitudes and smoking behaviors at Historically Black Colleges and Universities (HBCUs) in the United States. This study examined African American students’ attitudes toward differential smoke-free campus policies and their smoking behavior at two HBCUs in the Mid-Atlantic region. Methods: In this original study, 202 African American undergraduate and graduate students enrolled at two urban HBCUs participated and completed the online and in-person surveys conducted between October and December 2019. Descriptive statistics (Chi-square χ2 and t-statistics) and multivariable logistic regression were used to examine differences in smoking attitudes and behaviors by smoking-free policies. Results: One of the two surveyed HBCUs supported a comprehensive smoke-free policy (CSFP), which prohibits any tobacco use, including smoking, anywhere on campus at any time. The other HBCU followed a regular smoke-free policy (RSFP), which limits smoking to certain designated areas. The majority of students at the two schools reported that the smoke-free policy had not affected their smoking behavior. The multivariable analysis did not indicate a statistically significant association between students’ attitudes toward smoke-free policies and their smoking behavior. Furthermore, the difference in smoking prevalence between the two schools was not statistically significant by policy type. Conclusions and Implications for Translation: Smoke-free polices have the potential to educate about smoking and impact attitudes toward smoking. Implementing and enforcing a comprehensive or regular smoke-free policy is an essential initiative to ensure a healthy learning environment for students. Understanding the context-specific factors that contribute to smoking behaviors among African American students provides additional important insights into developing programs for students at HBCUs. Key words: • Comprehensive or Regular Smoke-Free Policy • Health Equity • Health Disparities • Historically Black Colleges and Universities (HBCU) • Tobacco Control • Student   Copyright © 2020 Martin, Jr. et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.

African American Students’ Perceptions of the Values of Basic Physical Education Activity Programs at Historically Black Colleges and Universities

1996 ◽  
Vol 15 (2) ◽  
pp. 188-204 ◽  
Author(s):  
Jerome Quarterman ◽  
Geraldine Harris ◽  
Rose M. Chew
Keyword(s):  
African American ◽  
Physical Education ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Social Benefits ◽  
Historically Black Colleges ◽  
American Students ◽  
Education Activity ◽  
Black Colleges And Universities

The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.

Advancing the Demarginalization of African American Students

2021 ◽  
pp. 73-96
Author(s):  
Annie Ruth Leslie ◽  
Kim Brittingham Barnett ◽  
Matasha L. Harris ◽  
Charles Adams
Keyword(s):  
African American ◽  
Historically Black ◽  
African American Students ◽  
Symbolic Interaction ◽  
Black Colleges ◽  
Colleges And Universities ◽  
American Education ◽  
Historically Black Colleges ◽  
American Students ◽  
Black Colleges And Universities

This chapter presents theoretical discussions about advancing the demarginalization of African American students at Historically Black Colleges and Universities (HBCUs) by bringing in insights from Afrocentric and symbolic-interaction perspectives. Here, the authors discuss demarginalization related to certain intra-racial and intersecting class, gender, and mental health issues emerging since COVID-19 and online learning. The ideas presented here are equally viable in student face-to-face and virtual learning environments. It begins with discussing marginalization and Afrocentric and symbolic-interaction theories. It reviews relevant literature about the history of African American education since the American Civil War, including 19th and 20th century reconstructions, Jim Crow, the rise of Historically Black Colleges and Universities, the Black student campus union and Black power movements, and other relevant happenings in Black American education.

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