Black Counselor Educator in a Predominantly White Institution

An informal interview approach was used to examine the status of the black counselor educator in predominantly white institutions of higher learning. Attention is given to alienation of black professionals, their relationship with white colleagues, and their interaction with both white and black students. Although different points of view are presented, the discussion is admittedly directed toward obtaining a black perspective of what it is like to work in a predominantly white educational setting.     

Perceptions of Financial Aid: Black Students at a Predominantly White Institution

This study provides qualitative context for statistics concerning Black college students and financial aid. Using the financial nexus model as a framework, this research draws upon interviews with 29 Black juniors and seniors at a selective, -private, and predominantly White university. The data suggest that students -generally exhibited high levels of financial aid knowledge, and that financial aid -office savvy is necessary to successfully navigate the financial aid process at the school.     

Perceptions of Black Student Athletes About Academic Mentorship at a Predominantly White Institution in Higher Education

The purpose of this study was to investigate and describe the mentorship experiences of Black student athletes attending undergraduate programs at a Predominantly White Institution in Higher Education (PWI-HE). The research site for this study was a co-educational public research institution (PWI-HE) with an approximate enrollment of 45,000 students. A total of six Black student athletes (five African American and one Jamaican) agreed to participate in this study. Four major interrelated and complex themes emerged from the data analyses. These themes were: (a) mentoring study habits and routines, (b) mentoring academic schedule and time management, (c) personal development within an isolated environment, and (d) family members’ support and encouragements. To better support Black student athletes at PWI-HEs, athletic department administrators, coaches, faculty, and all students should be encouraged to respect, value, and embrace the racial identities, origins, languages, and cultures of the student athletes that are being mentored.     

Mentoring African American Faculty in Predominantly White Institutions

Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.     

颜色文化——黑色

最深的颜色若考虑色彩的消极意义,黑色就代表着保守。它可以和深黑以外的任何颜色搭配。黑色有着相互矛盾的内涵:一方面,     

浅谈黑人英语和黑人文化的相互影响

该文希望通过对黑人英语和黑人文化的历史发展和活力源泉的探究可以更深刻的理解一种语言和其背后的文化那不易觉察而十分重要的关系。     

黑骏马

黑骏马受过良好的训练。他知道他永不能踢、咬或是逃跑,永远都得服从命令。不管多累多饿。他总是举止得体,但是当从一个主人被卖到另一个主人以后,他懂得了一匹马的悲哀。懂得了某些人是多么愚蠢与冷酷……     

Black Tea

嘿嘿，大家知道琪琪为何会如此尴尬吗？对了，原因就在这茶的“颜色”上。由于不同国家有不同的文化习俗，所以英语和汉语的语言习惯也就有所不同了。我们平时常喝的“红茶”，在英语中可不能叫red tea哦，应该叫black tea．琪琪没有再清楚这些文化差异，当然会闹笑话啦!     

Big Black

Big Black is a funny horse.He eats and eats and eats.One day, Mary's daddy said,"Come,Big Black.You have had your lunch. Now,you have work to do.Mary's friends want to ride you." Big Black is a big horse.Three people can ride on him.Then, Mary's daddy put Mary,Bill and Linda on the big black horse.     

Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls

ABSTRACT

Millennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins of school by a millennial Black woman teacher and other Black women teachers. Analysis of the SOP curriculum revealed that even with the best of intentions, and even for relatively self-aware millennial Black women teachers, it is possible to present Black girl students with contradictory messages, due to a lack of exposure to Black feminism, Black feminist pedagogy, and the work of Black women educational scholars, in their curriculum studies. Included are implications and recommendations for millennial Black women teachers creating curriculum for Black girls.     

黑米、黑豆、黑芝麻中几种微量元素含量的测定

采用火焰原子吸收法对黑米、黑豆和黑芝麻中的三种人体必需常量元素钾、钙、镁及四种微量元素铁、铜、锌、锰含量进行了分析测定。     

SPME-GC-MS联用分析川红、滇红和祁红香气成分

采用固相微萃取(SPME)结合气相色谱-质谱(GC-MS)联用法对川红、滇红和祁红香气成分进行分析.结果表明:共检测到150种香气化合物,其中川红和滇红均为79种,祁红为89种,共有芳樟醇及其氧化物、香叶醇、水杨酸甲酯、苯乙醇、橙花叔醇、苯乙醛等33种成分是三个红茶中的共有成分.在主体香气成分方面,川红中检出香叶醇、芳樟醇、苯乙醇、芳樟醇氧化物Ⅱ、水杨酸甲酯、δ-杜松萜烯等18种,滇红中检出芳樟醇、水杨酸甲酯、香叶醇、芳樟醇氧化物Ⅱ、芳樟醇氧化物Ⅳ、苯乙醇等16种,祁红中检出香叶醇、芳樟醇、芳樟醇氧化物Ⅱ、苯乙醇、水杨酸甲酯等26种.川红和祁红表现出花果香可能与香叶醇、芳樟醇、水杨酸甲酯等主体香气成分含量较高有关.川红、滇红和祁红的萜烯指数分别为0.47、0.72和0.40,表明川红和祁红香气高锐,属于高香型红茶,这与感官审评结果一致.