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11 results on '"Nadrea R. Njoku"'

1. Adult Learner Initiative External Report

Author

UNCF, Frederick D. Patterson Research Institute (FDPRI), Lumina Foundation, Keeley Webb Copridge, Nadrea R. Njoku, Yanesia Norris, Kamia F. Slaughter, Josephy Emery-Kuaho, and Alexus Laster

Abstract

To support and enhance educational attainment in the United States, the Lumina Foundation established a national goal of 60% of adults earning a high-quality credential by 2025. To achieve this goal, the Lumina Foundation expanded its funding to the adult learner population in 2017 by establishing the Adult Promise Initiative. The organization recognizes and values diversity, equity, and inclusion in its work and understands how minority-serving institutions, such as Historically Black Colleges and Universities (HBCUs), are integral to the proliferation of Black adult learners. Recognizing the tremendous impact HBCUs have on the educational attainment of Black Adult Learners, we must identify their curricular and co-curricular best practices that are critical to the academic success of this population. This report will provide an overview of these best practices for faculty, staff, and students of the five HBCUs participating in the Lumina Adult Learner Initiative grant. The organization of this report will include a brief review of the Adult Learner Initiative grant and its components, followed by the best practices frequently discussed among faculty, staff, and students participating in the grant and recommendations. The authors will then review Lumina's philanthropic approach to the grant. Lastly, how staff and administrators define capacity-building for the adult learner population will be examined.

Published
2024

2. The Heart Work of Hard Work: Black Teacher Pipeline Best Practices at HBCU Teacher Education Programs

Author

UNCF, Frederick D. Patterson Research Institute (FDPRI), Keeley Copridge, Raeshan Davis, LaTasha Mosley, Brittny James, and Nadrea R. Njoku

Abstract

This report examines the best practices implemented at Historically Black Colleges and Universities (HBCUs) teacher preparation programs, which result in these institutions being significant producers of Black teachers for America's public education system. This report builds on the HBCU teacher preparation program scholarship by providing a snapshot of the recruitment, curricular, and co-curricular practices implemented at these institutions to strengthen the Black teacher pipeline. Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this report will introduce practices that support their Black pre-service teachers. [This report was funded by the Voya Financial Foundation.]

Published
2023

3. The Heart Work of Hard Work: Black Teacher Pipeline Best Practices at HBCU Teacher Education Programs

Author

Keeley Copridge, Keeley Copridge, Raeshan Davis, LaTasha Mosley, Brittny James, Nadrea R. Njoku, Keeley Copridge, Keeley Copridge, Raeshan Davis, LaTasha Mosley, Brittny James, and Nadrea R. Njoku

Abstract

This report by the UNCF Frederick D. Patterson Research Institute examines the best practices implemented at Historically Black Colleges and Universities (HBCUs) teacher preparation programs, which result in these institutions being significant producers of Black teachers for America's public education system.This report builds on the HBCU teacher preparation program scholarship by providing a snapshot of the recruitment, curricular, and co-curricular practices implemented at these institutions to strengthen the Black teacher pipeline. Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this report will introduce practices that support their Black pre-service teachers.

Published
2024

7. Theorizing Black women’s experiences with institution-sanctioned violence: a #BlackLivesMatter imperative toward Black liberation on campus

Author

Lori D. Patton and Nadrea R. Njoku

Subjects
Black women, Higher education, business.industry, media_common.quotation_subject, 05 social sciences, 050401 social sciences methods, 050301 education, Legislation, World history, Gender studies, African-American teachers, Education, 0504 sociology, Political science, Social attitudes, Institution, Racial bias, business, 0503 education, media_common
Abstract

Alicia Garza, Patrisse Cullors, and Opal Tometi are the three Black women and founders of #BlackLivesMatter (BLM). Despite being founded by Black women, public discourses about BLM often foreground...

Published
2019

8. Answering the Call: The Role of HBCUs in Engaging Black Women's Identity Politics

Author

Nadrea R. Njoku and Megan Covington

Subjects
Identity politics, Power (social and political), Educational research, Historically black colleges and universities, Gender studies, Context (language use), Narrative, Sociology, Black feminism, Call to action
Abstract

Nearly 45 years ago, the Combahee River Collective, a group of Black feminists, released their statement, which served as a call to action to address gaps in contemporary Black feminism by engaging in antiracist and antisexist identity politics. In 1983, Jacqueline Fleming explored the making of matriarchs at historically Black colleges and universities (HBCUs) and predominantly white institutions (PWIs). Since then, there have been few explorations into the construction of Black womanhood at HBCUs (Njoku, 2017). Educational research across contexts that explores the construction of gender among African-American women has also been limited. This demonstrates a need to speak truth to power, challenging existing power structures throughout the academy. The inadequacy of educational narratives from Sistas at HBCUs, and across all institutional contexts, has yielded a single story of resilience that is used to validate the need for research on Black men, yet ignore Black women. As we look upon the survival of HBCUs beyond 2020, we must reconsider the ways that HBCUs contribute to the idea of identity politics and the existing challenges to these identity politics within HBCUs. In this chapter, we argue the importance for HBCU leaders to engage the Combahee River Collective's call by intentionally investing in Black women and amplifying narratives that give depth and debunk the myths and ignorance of Black women's college experiences. Truth-telling in this case harnesses the voices of African-American women at HBCUs “in the specific goal of confronting existing power relations”. We provide an updated response to the Combahee River Collective Statement in which we delve into the ways HBCUs contribute to identity politics and the challenges to identity politics at HBCUs. This chapter challenges power relations not only within the context that the narratives occurred but also within an academy that has failed to excavate them, until now.

Published
2021

9. Embracing Queer Students’ Diverse Identities at Historically Black Colleges and Universities : A Primer for Presidents, Administrators, and Faculty

Author

Steve D. Mobley Jr, Nadrea R. Njoku, Jennifer M. Johnson, Lori D. Patton, Steve D. Mobley Jr, Nadrea R. Njoku, Jennifer M. Johnson, and Lori D. Patton

Subjects
African American universities and colleges--Admi, Sexual minority students--Education (Higher), Sexual minority college students--Identity, Belonging (Social psychology)
Abstract

Embracing Queer Students'Diverse Identities at Historically Black Colleges and Universities: A Primer for Presidents, Administrators, and Faculty is both a call to action and a resource for historically Black college and university (HBCU) leaders and administrators, focusing on historical and contemporary issues related to expanding inclusionary policies and practices for members of HBCU communities who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ+). The essays, by HBCU presidents, faculty, administrators, alumni, and researchers, explore the specific challenges and considerations of serving LGBTQ+ students within these distinct college and university settings, with the ultimate goal of summoning HBCU communities, higher education scholars, and scholar-practitioners to take thoughtful and urgent action to support and recognize LGBTQ+ students. With this book as a primary resource, HBCUs can work toward becoming fully inclusive campus communities for all of their students.

Published
2024

11. Reimagining the historically Black college and university (HBCU) environment: exposing race secrets and the binding chains of respectability and othermothering

Author

Nadrea R. Njoku, Cameron C. Beatty, and Malika Butler

Subjects
Sexual abuse, 050903 gender studies, 05 social sciences, Historically black colleges and universities, 050301 education, Gender studies, Sociology, 0509 other social sciences, Social science, 0503 education, Education
Abstract

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an envir...

Published
2017

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