Contact us: hazelrountree@wright.edu
Links to Events listed on other websites:
This Year's Summer Institute for Intercultural Communication (SIIC)
Additional Events
Census Bureau Facts for Features: American Indian and Alaska Native Heritage Month: November 2009
Black History Month 2010
Black (African-American) History Month:
February 2010
To commemorate and celebrate the contributions to our nation made by people
of African descent, American historian Carter G. Woodson established Black
History Week. The first celebration occurred on Feb. 12, 1926. For many
years, the second week of February was set aside for this celebration to
coincide with the birthdays of abolitionist/editor Frederick Douglass and
Abraham Lincoln. In 1976, as part of the nation’s bicentennial, the week
was expanded into Black History Month. Each year, U.S. presidents proclaim
February as National African-American History Month.
Population
41.1 million
As of July 1, 2008, the estimated population of black residents in the
United States, including those of more than one race. They made up 13.5
percent of the total U.S. population. This figure represents an increase of
more than a half-million residents from one year earlier. Source:
Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013733.html
>
65.7 million
The projected black population of the United States (including those of
more than one race) for July 1, 2050. On that date, according to the
projection, blacks would constitute 15 percent of the nation’s total
population.
Source: Population projections
<
http://www.census.gov/Press-Release/www/releases/archives/population/012496.html
>
18
Number of states with an estimated black population on July 1, 2008, of at
least 1 million. New York, with 3.5 million, led the way. The other 17
states on the list were Alabama, California, Florida, Georgia, Illinois,
Louisiana, Maryland, Michigan, Mississippi, New Jersey, North Carolina,
Ohio, Pennsylvania, South Carolina, Tennessee, Texas and Virginia. Source:
Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
38%
Percentage of Mississippi’s population that was black in 2008, highest of
any state. Blacks also made up more than a quarter of the population in
Louisiana in 2008 (32 percent), Georgia (31 percent), Maryland (30
percent), South Carolina (29 percent) and Alabama (27 percent). They
comprise 56 percent of the population in the District of Columbia. Source:
Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
67,000
The increase in Georgia’s black population between July 1, 2007, and July
1, 2008, which led all states. Texas (64,000), North Carolina (45,000) and
Florida (41,000) also recorded large increases. Source: Population
estimates <
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
24
Number of states or equivalents in which blacks were the largest minority
group in 2008. These included Alabama, Arkansas, Delaware, District of
Columbia, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland,
Michigan, Minnesota, Mississippi, Missouri, New York, North Carolina, Ohio,
Pennsylvania, South Carolina, Tennessee, Virginia, West Virginia and
Wisconsin. (Note: Minorities are part of a group other than single-race
non-Hispanic white.) Source: Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
1.4 million
The number of blacks in Cook County, Ill., as of July 1, 2008, which led
the nation’s counties in the number of people of this racial category.
Orleans Parish, La., had the largest numerical increase in the black
population between July 1, 2007, and July 1, 2008 (16,400). Source:
Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
Among counties with total populations of at least 10,000, Claiborne County,
Miss., had the largest percent of population that was black (84.4 percent).
Claiborne led 77 majority-black counties or equivalents, all of which were
in the South. Source: Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013734.html
>
30%
The proportion of the black population younger than 18 as of July 1, 2008.
At the other end of the spectrum, 8 percent of the black population was 65
and older. Source: Population estimates
<
http://www.census.gov/Press-Release/www/releases/archives/population/013733.html
>
Note: Unless otherwise noted, the estimates in this section refer to the
population that was either single-race black or black in combination with
one or more other races.
Serving Our Nation
2.3 million
Number of single-race black military veterans in the United States in 2008.
More military veterans are black than any other minority group. Source:
2008 American Community Survey <http://factfinder.census.gov>.
Education
83%
Among blacks 25 and older, the proportion who had at least a high school
diploma in 2008.
Source: Educational Attainment in the United States: 2008
<
http://www.census.gov/Press-Release/www/releases/archives/education/013618.html
>
20%
Percentage of blacks 25 and older who had a bachelor’s degree or higher in
2008.
Source: Educational Attainment in the United States: 2008
<
http://www.census.gov/Press-Release/www/releases/archives/education/013618.html
>
1.4 million
Among blacks 25 and older, the number who had an advanced degree in 2008
(e.g., master’s, doctorate, medical or law). In 1998, 857,000 blacks had
this level of education. Source: Educational Attainment in the United
States: 2008
<
http://www.census.gov/Press-Release/www/releases/archives/education/013618.html
>
2.5 million
Number of black college students in fall 2008. This was roughly double the
corresponding number from 15 years earlier. Source: School Enrollment –
Social and Economic Characteristics of Students: October 2008 <
http://www.census.gov/Press-Release/www/releases/archives/education/014354.html
>
Voting
The increase in the number of black voters between the 2004 and 2008
presidential elections, to 16.1 million. The total number of voters rose by
5.4 million, to 131.1 million. Source: Voting and Registration in the
Election of 2008 <
http://www.census.gov/Press-Release/www/releases/archives/voting/013995.html
>
55%
Turnout rate in the 2008 presidential election for the 18- to 24-year-old
citizen black population, an 8 percent increase from 2004. Blacks had the
highest turnout rate in this age group. Source: Voting and Registration in
the Election of 2008 <
http://www.census.gov/Press-Release/www/releases/archives/voting/013995.html
>
65%
Turnout rate among black citizens in the 2008 presidential election, up
about 5 percentage points from 2004. Looking at voter turnout by race and
Hispanic origin, non-Hispanic whites and blacks had the highest turnout
levels.
Source: Voting and Registration in the Election of 2008
<
http://www.census.gov/Press-Release/www/releases/archives/voting/013995.html
>
Income, Poverty and Health Insurance
$34,218
The annual median income of single-race black households in 2008, a decline
of 2.8 percent (in 2008 constant dollars) from 2007. Source: Income,
Poverty, and Health Insurance Coverage in the United States: 2008
<
http://www.census.gov/Press-Release/www/releases/archives/income_wealth/014227.html
>
24.7%
Poverty rate in 2008 for single-race blacks, statistically unchanged from
2007.
Source: Income, Poverty, and Health Insurance Coverage in the United
States: 2008 <
http://www.census.gov/Press-Release/www/releases/archives/income_wealth/014227.html
>
19.1%
The percentage of single-race blacks lacking health insurance in 2008, not
statistically different from 2007.
Source: Income, Poverty, and Health Insurance Coverage in the United
States: 2008 <
http://www.census.gov/Press-Release/www/releases/archives/income_wealth/014227.html
>
Families and Children
63%
Among households with a single-race black householder, the percentage that
contained a family. There were 8.5 million black family households. Source:
2008 American Community Survey <http://factfinder.census.gov>
44%
Among families with single-race black householders, the percentage that
were married couples.
Source: 2008 American Community Survey <http://factfinder.census.gov>
1.2 million
Number of single-race black grandparents who lived with their own
grandchildren younger than 18. Of this number, 50 percent were also
responsible for their care. Source: 2008 American Community Survey <
http://factfinder.census.gov>
Homeownership – the American Dream
46%
Nationally, the percentage of households with a householder who was
single-race black who lived in owner-occupied homes. Source: 2008 American
Community Survey <http://factfinder.census.gov>
Jobs
The percentage of single-race blacks 16 and older who worked in management,
professional and related occupations. Source: 2008 American Community
Survey <http://factfinder.census.gov>
Businesses
$88.6 billion
Revenues for black-owned businesses in 2002. The number of black-owned
businesses totaled nearly 1.2 million in 2002. Black-owned firms accounted
for 5 percent of all nonfarm businesses in the United States.
129,329
The number of black-owned firms in New York in 2002, which led all states.
New York City alone had 98,080 such firms, which led all cities.
10,716
The number of black-owned firms operating in 2002 with receipts of $1
million or more. These firms accounted for 1 percent of the total number of
black-owned firms in 2002 and 55 percent of their total receipts, or $49
billion.
969
The number of black-owned firms with 100 or more employees in 2002. Firms
of this size accounted for 24 percent of the total revenue for black-owned
employer firms in 2002, or $16 billion.
Source: Black-Owned Firms: 2002 <
http://www.census.gov/prod/ec02/sb0200csblk.pdf>
--
Tom Mortenson
Higher Education Policy Analyst, Postsecondary Education OPPORTUNITY
P.O. Box 415, Oskaloosa, IA 52577
V: (641) 673-3401, F: (641) 673-3411
Mailto: tom@postsecondary.org
Web: www.postsecondary.org
Blog: postsecondaryopportunity.blogspot.com
Web: www.snakerivermn.org
Senior Scholar, The Pell Institute for the Study of Opportunity in
Higher Education
1025 Vermont Avenue, NW, Washington, DC 20005
V: (202) 347-7430, F: 347-0786
THIS WEDNESDAY – AFRO-BRAZILIAN MARTIAL ARTS
Capoeira Workshop with Renata Rado
Wednesday, November 18th from 6-8pm
Center for Workforce Development
315 Cleveland Avenue, 4th Floor (Room 409)
Get ready to see first-hand the thrilling play of Capoeira, the Afro-Brazilian art form that combines elements of martial arts, music, and dance. Capoeira is a Brazilian martial art that grew out of the African slaves and their quest for freedom in the 1600’s. It looks like a dance, can be a fight, but is always a celebration of freedom and life. Join Zumba and Capoeira Instructor, Renata Rado (www.yourbrazilianfitness.com) as she teaches us some history and perhaps a couple moves from the beautiful Brazilian tradition. This event is family-friendly, FREE and open to the public.
THIS THURSDAY – OPEN STAGE, KARAOKE AND SALSA!
International Talent Night and Salsa with MAS y Mambo
Thursday, November 19th from 6-8pm
Columbus Hall ERC Library
Multimedia Studio on the lower level (back and right)
Bring your dancing shoes, your vocals, your instrument or just your undivided attention and readiness to relax and have a good time! The CSCC International Enrollment Office, International Student Association and Diversity, Study Abroad and TRIO Programs Department invite you to conclude the 2009 celebration of International Education Week with a night of talent and dancing. This event is family-friendly, FREE and open to the public.
For more information on these events, contact Kim Brazwell at kbrazwel@cscc.edu or 614.287.2426.
Promoting the Development, Achievement and Persistence of
Latino College Students: Persons, Principles and Programs
Friday, November 6th & Wednesday, November 11th
You may also be interested in:
In the Classroom: Strategies that Promote Latino Student Involvement and Success
Tuesday, November 17th ~ 1-2:30 EST
If you can not make this date and time, you can watch the recording. The recording is included at no extra charge.
Free Events
- What Works in Student Retention at Four-Year Public Colleges: November 4th
- What Works in Student Retention at Four-Year Private Colleges: November 10th
- What Works in Student Retention at Community Colleges: December 17th
Free Resources
- Violence Goes to College - On-Demand Training - Sign up to watch this for free!
- Top 25 Community Colleges Enrolling Latinos
- Top 25 Colleges & Universities Enrolling Latinos
- 2009 What Works for Latino Students
Overview
This intensive two-part workshop will share effective theory-based programmatic and individual interventions that have resulted in campus environments of support that increase persistence for students of color, in general, and Latino students, in particular. In addition to providing an overview of theories that are critical to student success (e.g., Racial Identity Development, Attribution Theory, Gestalt Educational Counseling Theory), this session will provide concrete, tangible strategies that enable educators to motivate and support Hispanic/Latino/a students to take greater responsibility for their own learning, development, and persistence.
This workshop is based on an invited presentation developed for the national conference of the Hispanic Association of Colleges and Universities (HACU). The session was one of the best attended and most highly rated sessions at the 2005, 2007, and 2008 HACU national conferences.
Objectives
In addition to being provided with a wide range of information regarding demographic, educational attainments and other issues related to Hispanic/Latino/a college students, participants will be provided with strategies that will allow them to:
Develop and utilize culturally appropriate individual and programmatic interventions based on theory and effective practices.
Assist students to shift attributions from ability to background as a critical element in student success.
Assist students to shift from being ego involved to becoming task involved.
Assist students to achieve a strong sense of their own identity and capacity to develop and actualize their personal, educational, and career goals.
Assist students and faculty to employ the 0-100% Teaching and Advising Method as a means for promoting greater student responsibility for learning.
Who should attend?
Instructional faculty
Counselors
Academic advisors
Coaches
Administrators
Resident hall staff
Educators working to support student engagement, learning, and success beyond the classroom
Who are the speakers?
Thomas Brown and Mario Rivas served as chairs and co-chairs of the Multicultural Concerns Commission of the National Academic Advising Association (NACADA) and have also co-authored several chapters and articles focused on improving the achievement and success of students of color.
Brown and Rivas have also consulted with numerous Hispanic Serving Institutions (HSIs) as well as worked with Educational Opportunity (EOP), PUENTE, Mathematics, Engineering and Science Achievement (MESA), and other programs seeking to support Hispanic/Latino/a students across the nation and in Puerto Rico. They have also facilitated leadership development programs for the US Department of Agriculture Hispanic Serving Institutions National Programs (HSINP) Office.
Thomas Brown--a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, where he developed an implemented a wide range of services and programs for students of color, including the Office of Hispanic/Latino student Programs. He also was a member of the Board of Directors and Vice President of the National Academic Advising Association, and served as chair of the Prelaw Advisors National Council.
Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
Mario Rivas, Ph.D., earned his doctorate in Counseling Psychology at the University of Minnesota, Minneapolis campus. Dr. Rivas has taught at the community college, undergraduate, and graduate levels of higher education. Dr. Rivas was also Associate Dean of Undergraduate Studies at San Francisco State University, and Vice President of Student Services at Berkeley City College. Currently, Dr. Rivas is a permanent Psychology Professor at Merritt College in Oakland, California. Dr. Rivas has also served as co-chair of the Multicultural Concerns Commission of the National Academic Advising Association (NACADA) and has authored and co-authored several chapters and articles focused on improving the achievement and learning success of students of color..
Dr. Rivas is a first-generation to college Latino who was raised in a single parent home, welfare-assistance home. Initially, Mario was disqualified from community college, but found his way in U.S. society through having had an initial success experience as a radar air traffic controller in the United States Air Force. Subsequently, he re-entered college as an Educational Opportunity Program (EOP) student and completed a B.A. in Psychology, a Master’s degree in Counseling, and a Ph.D. at the University of Minnesota in Counseling and Student Personnel Psychology. Dr. Rivas’ dissertation was entitled “An Exploratory Study of a Group Intervention with Underprepared Minority Students in University.” In this study, Dr. Rivas found that “Task-involved” college students of color performed more effectively than ego-involved students. Dr. Rivas served as Assistance Director of the Martin Luther King Undergraduate Leadership Advising Office, which served as the primary advising department for students of color. Following completion of his doctorate, he assumed the position of Director of the Undergraduate Advising Center at San Francisco State University, where he also developed the Learning Assistance Center. Dr. Rivas left SFSU to become Vice-President of Student Services at Berkeley City College, a position he held for seven years.
Currently, Dr. Rivas is a full-time professor of Psychology at Merritt College in Oakland, California, where he teaches a full-range of Psychology courses. As part of his assignment at Merritt College, he is responsible for working with local high schools to increase the enrollment of Latino/a college students. One of Dr. Rivas’ foci in working with Latino/a students is to use Gestalt Educational Counseling Methods to empower them to understand experientially how their early emotional learning lessens their ability to be effective high school and college students..
Troy- Hayner Cultural Center
301 W. Main St.
Troy, Ohio 45373
Greetings~
I hope all is well. I wanted to share with you a great opportunity for your current and future student leaders. The 2010 Carroll FS Hardy national Black Student Leadership Development Conference will be held January 7-10, 2009 at the Sheraton Premiere at Tyson’s Corner in Vienna, VA. By attending this conference your students will have the opportunity to learn tactics and strategies that will:
· Enhance their leadership skills
· Provide cultural awareness and self development
· Raise social and academic consciousness
· Further career enrichment and professional development
They will also have the opportunity to connect with over 1000 collegiate Black student leaders and meet nationally renowned leaders, educators, activist, entrepreneurs and politicians. Students also have the opportunity to be nominated for leadership awards. There are also professional development opportunities for advisors as well. I strongly recommend you consider attending this conference. I encourage folks who may have attended to share your insights with others.
For more information about the conference visit www.selg.com.
LGBT Professional Mixer at Columbus State Community College (Cols. OH)"Experiences in LGBT: Faith, Race and Gender for Community and Higher Education Professionals"Thursday, October 22, 2009530pm - 9pm in the Center for Workforce Development315 Cleveland Avenue | 4th Floor Ballroom
![[]](EventsDocuments/septemberdocuments/UCLAJobOpportunityBanner.jpg)
![[]](EventsDocuments/septemberdocuments/UCLAJobOpportunityLogo.jpg)
Job Opportunity
Manager, Outreach & Diversity Initiatives
UCLA Graduate Division
Payroll title: Student Affairs Officer IV
Classification: PSS 4
Hiring range: $50,244 - $60,000 annually
Full range: $50,244 - $90,468 annually
Closing Date: 9/27/09
About UCLA: Founded in 1919, UCLA is one of the ten campuses of the University of California system. The campus has a current enrollment of more than 35,000 undergraduate and graduate students in over 100 areas of study. As a leading public research university located in Los Angeles, one of the most heterogeneous regions in the world, UCLA is dedicated to teaching, research and public service while creating an environment that celebrates the rich diversity of our campus and the communities we serve.
About the Graduate Division: The UCLA Graduate Division ( www.gdnet.ucla.edu) is responsible for the overall quality and progress of graduate education at UCLA. As the administrative core for graduate programs, the Division oversees all processes concerning graduate student fellowships/scholarships, admissions and outreach; oversees student and academic affairs for continuing graduate students; conducts institutional research; and provides services for postdoctoral and visiting scholars. The division manages a budget of $37 million for student support needs and $3 million in operating funds and is comprised of approximately 40 full-time employees.
The Position: This is a full-time contract position, for a 12-month period, ending in October 2010, with possibility of contract renewal pending funding. The Manager of Outreach and Diversity Initiatives must work both independently and collaboratively, using initiative, originality, independent judgment, and networking skills to explore and implement ways to increase the numbers of underrepresented students in Ph.D. programs and to develop a comprehensive retention program that will help students from varied backgrounds adjust to graduate student life. Appointee will have programmatic authority and responsibility over a range of diversity activities entailing outreach, recruitment, and retention. Provide direct services to prospective, newly enrolled and continuing students. As a member of the Graduate Division management team, collect and share information and data for planning and analysis in support of the overall outreach, recruitment, retention, and professional development strategies of the Graduate Division.
Take direction, provide assistance, consult, and work closely and collaboratively with the Associate Dean who is responsible for diversity initiatives in the Graduate Division. Appointee will also work collaboratively and meet regularly with the Assistant Vice Chancellor for Graduate Studies and will be a member of the Executive Staff of the Vice Chancellor and Dean of Graduate Studies.
Qualifications:
- Master’s degree in STEM (science/technology/engineering/mathematics) and/or SBE (social/behavioral/economic) sciences field required; doctorate preferred.
- Experience in graduate education and student affairs.
- Excellent organizational and administrative skills to manage multiple tasks, projects, and responsibilities involving different constituencies.
- Demonstrated leadership abilities with diplomacy, high productivity and effective time management skills.
- Thorough understanding of the needs of underserved and underrepresented students and commitment to building bridges of educational opportunity.
Benefits: The University offers a competitive benefits package, which includes full medical, dental, and vision coverage, life insurance, and participation in the UC Retirement Plan. As an added benefit, appointee will accrue hours for vacation and sick leave use each month. The Graduate Division also provides funding for staff development. For further information, please visit www.chr.ucla.edu, contact our Budget & Personnel Office at (310) 825-2755, or email tmonsanto@gdnet.ucla.edu.
Apply: For a more complete job description and to apply for this position please visit our Campus Human Resources website at www.chr.ucla.edu and look for requisition # 13829 in the job listings.
The University of California is an affirmative action/equal opportunity employer. The University undertakes affirmative action to assure equal employment opportunity for minorities and women, for persons with disabilities, and for covered veterans. University policy is intended to be consistent with the provisions of applicable State and Federal laws. Inquiries regarding the University's equal employment opportunity policies may be directed to the UCLA Staff Affirmative Action Office (310) 794-0691. Under Federal law, the University of California may employ only individuals who are legally able to work in the United States as established by providing documents specified in the Immigration Reform and Control Act of 1986.
STUDY ABROAD IN CHINA IN SPRING 2010!
Go global on an 11-day education abroad course in China!
The Social and Behavioral Sciences Department is leading a trip to China in March of 2010. As participants in the course Business and Culture in China, students will gain firsthand knowledge of globalization and related issues. You’ll also explore why China in particular is at the leading edge of the globalization movement. This is a 5-credit course.
Program Costs:
- $2848.50 for students under age 23; $3273.50 for students age 23 and over
- Prices include:
- Round-trip airfare from Columbus to China
- Ground transportation
- Lodging and majority of meals
- Entrance/admission to museums and historical sites
- Supplemental health insurance
- PRICE DOES NOT INCLUDE COLUMBUS STATE COURSE TUITION, TEXTBOOKS, TIPS, PASSPORT OR REQUIRED VISA
Deadline for application is November 30, 2009. Applications are available in the Social and Behavioral Sciences Department at Columbus State Community College in the Center for Technology and Learning (TL) Rm. 309. Applications must be accompanied by a $95 application fee. For more information on the course/trip or eligibility requirements, contact Erica Swarts at 614.287.5041 / eswarts@cscc.edu or Rebecca Mobley at 614.287.5582 / rmobley@cscc.edu.
SCHOLARSHIPS FOR AFRICAN AMERICAN AND UNDERREPRESENTED STUDENTS
1) BELL LABS FELLOWSHIPS FOR UNDER REPRESENTED MINORITIES http://www.bell-labs.com/fel lowships/CRFP/info.html <http://www.bell-labs.com/fel%20lowships/CRFP/info.html>
2) Student Inventors Scholarships http://www.invent.org/collegiate <http://www.invent.org/collegiate> http://www.invent.org/collegiate/ <http://www.invent.org/collegiate/>
3) Student Video Scholarships http://www.christophers.org /vidcon2k.html <http://www.christophers.org%20/vidcon2k.html>
4) Coca-Cola Two Year College Scholarships http://www.coca-colascholars.org/programs.html <http://www.coca-colascholars.org/programs.html>
5) Holocaust Remembrance Scholarships http://holocaust.hklaw.com/ <http://holocaust..hklaw.com/>
6) Ayn Rand Essay Scholarships http:/ /www.aynrand.org/contests/ <http://www.aynrand.org/contests/%3e;
7) Brand Essay Competition http://www.instituteforbrandleadership.org/IBLEssayContest-2002Rules.htm <http://www.instituteforbrandleadership.org/IBLEssayContest-2002Rules.htm>
8) Gates Millennlum Scholarships (major) http://www.gmsp.org/nominationmaterials/read.dbm?ID=12 <http://www.gmsp.org/nominationmaterials/read.dbm?ID=12>
9) Xerox Scholarships for Students http://www2..xerox.com/go/xrx/about_xerox/about_xerox_detail.jsp <http://www2.xerox.com/go/xrx/about_xerox/about_xerox_detail.jsp>
10) Sports Scholarships and Internships http://www.ncaa.org/about/scholarships..html <http://www.ncaa.org/about/scholarships.html>
11) National Assoc.. of Black Journalists Scholarships (NABJ) < /FONT>http://www.nabj.org/html/studentsvcs.html <http://www.nabj.org/html/studentsvcs.html>
12) Saul T. Wilson Scholarships (Veterinary) http://www.aphis.usda.gov/mb/mrphr/jobs/stw.html
13) Thurgood Marshall Scholarship Fund http://www.thurgoodmarshallfund.org/sk_v6.cfm <http://www.thurgoodmarshallfund.org/sk_v6.cfm>
14) FinAid: The Smart St udents Guide to Financial Aid scholarships) http://www..finaid.org/ <http://www.finaid.org/>
15) Presidential Freedom Scholarships http://www.nationalservice.org/scholarships/ <http://www.nationalservice.org/scholarships/>
16) Microsoft Scholarship Program http://www.microsoft.com/college/scholarships/minority.asp <http://www.microsoft.com/college/scholarships/minority.asp>
17) WiredScholar Free Scholarship Searchhttp://www.wiredscholar.com/paying/scholarship_search/pay_scholarship _searc <http://www.wiredscholar.com/paying/scholarship_search/pay_scholarship_searc>
h.jsp
18) Hope Scholarships &Lifetime Credits http://www.ed.gov/inits/hope/ <http://www.ed.gov/inits/hope/>
19) William Randolph Hearst Endowed Scholarship for Minority Studentshttp://www.apsanet.org/PS/grants/aspen3.cfm <http://www.apsanet.org/PS/grants/aspen3.cfm>
20) Multiple List of Minority Scholarships http://gehon.ir.miami.edu/financial-assistance/Scholarship/black.html <http://gehon.ir.miami.edu/financial-assistance/Scholarship/black.html>
21) Guaranteed Scholarships http://www.guaranteed-scholarships.com/ <http://www.guaranteed-scholarships.com/>
22) BOEING scholarships (som e HBCU connects)http://www.boeing.com/companyoffices/educationrelations/scholarships <http://www.boeing.com/companyoffices/educationrelations/scholarships>
23) Easley National Scholarship Program http://www.naas.org/senior.htm
24) Maryland Artists Scholarships http://www.maef.org/ <http://www.maef.org/>
26) Jacki Tuckfield Memorial Graduate Business Scholarship (for AA students in South Florida )http://www.jackituckfield.org/ <http://www.jackituckfield.org/>
27) Historically Black College & University Scholarships http://www.iesabroad.org/info/hbcu.htm <http://www.iesabroad.org/info/hbcu.htm>
28) Actuarial Scholarships for Minority Studentshttp://www.beanactuary.org/minority/scholarships.htm <http://www.beanactuary.org/minority/scholarships.htm>
29) International Students Scholarships &Aid Help http://www.iefa.org/ <http://www.iefa.org/>
30) College Board Scholarship Searchhttp://cbweb10p.collegeboard.org/fundfinder/html/fundfind01..html <http://cbweb10p.collegeboard.org/fundfinder/html/fundfind01.html>
31) Burger King Scholarship Program http://www.bkscholars.csfa.org/ <http://www.bkscholars.csfa.org/>
32) Siemens Westinghouse Competition http://www.siemens-foundationorg/ <http://www.siemens-foundation.org/>
33) GE and LuLac Scholarship Funds http://www.lulac.org/Programs/Scholar.html <http://www.lulac.org/Programs/Scholar.html>
34) CollegeNet ' s Scholarship Database < U>http://mach25.collegenet.com/cgi-bin/M25/index <http://mach25.collegenet.com/cgi-bin/M25/index>
35) Union Sponsored Scholarships and Aid http://www.aflcioorg/scholarships/scholar.htm <http://www.aflcio.org/scholarships/scholar.htm>
36) Federal Scholarships &Aid Gateways 25 Scholarship Gateways from Black Excelhttp://www.blackexcel.org/25scholarships.htm <http://www.blackexcel.org/25scholarships.htm>
37) Scholarship &Financial Aid Help http://www.blackexcel.org/fin-sch.htm <http://www.blackexcel.org/fin-sch.htm>
38) Scholarship Links (Ed Finance Group) http://www.efg.net/link_scholarship.htm <http://www.efg.net/link_scholarship.htm>
39) FAFSA On The Web (Your Key Aid Form &Info) http://www.fafsa.ed.gov/ <http://www.fafsa.ed.gov/>
40) Aid &Resources For Re-Entry Students http://www.back2college.com/ <http://www.back2college.com/>
41) Scholarships and Fellowships http://www.osc..cuny.edu/sep/links.h tml <http://www.osc.cuny.edu/sep/link%20s.html>
42) Scholarships for Study in Paralegal Studies http://www.paralegals.org/Choice/2000west.htm <http://www.paralegals..org/Choice/2000west.htm>
43) HBCU Packard Sit Abroad Scholarships (for study around the world)http://www.sit.edu/studyabroad/packard_nomination.html <http://www.sit.edu/studyabroad/packard_nomination.html>
44) Scholarship and Fellowship Opportunities http://ccmi.uchicago.edu/schl1.html <http://ccmi.uchicago.edu/schl1.html>
45) INROADS internships http://www.inroads.org/ <http://www.inroads.org/>
46) ACT-SO bEURoeOlympics of the Mind 'A Scholarships'ttp://www.naacp.org/work/actso/act-so.shtml <http://www.naacp.org/work/actso/act-so.shtml>
47) Black Alliance for Educational Options Scholarships'ttp://www.baeo.org/options/privatelyfinanced.jsp <http://www.baeo.org/options/privatelyfinanced.jsp>
48) ScienceNet Scholarship Listing'ttp://www.sciencenet.emory.edu/undergrad/scholarships.html <http://www.sciencenet.emory.edu/undergrad/scholarships.html>
49) Graduate Fellowships For Minorities Nationwide'ttp://cuinfo.cornell.edu/Student/GRFN/list.phtml?category=MINORITIES <http://cuinfo.cornell.edu/Student/GRFN/list.phtml?category=MINORITIES>
50) RHODES SCHOLARSHIPS AT OXFORD 'ttp://http://www.rhodesscholar.org/ /info.html <http://www.rhodesscholar.org/info.html>
51) The Roothbert Scholarship Fund 'ttp://www.roothbertfund.org/schol <http://www.roothbertfund.org/schol>
Scholarship to Build Leadership in the Field of African American Women's Health
The Master of Arts in Women's Health (MAWH) program at Suffolk University ( Boston ) is pleased to offer a competitive, annual, full tuition scholarship to a student committed to working in the field of Black women's health. Funded by the Suffolk University College of Arts and Sciences, this scholarship is designed to develop leadership in an area that will contribute to the health and well-being of African American women and girls.
By virtually every marker of health and health care status, African American women suffer unjustly. African American women are less likely than white women to have health insurance and are more likely to be dependent upon the political vagaries of Medicaid policies. African American women confront particularly high rates of cervical cancer, diabetes, hypertension, breast cancer, HIV/AIDS infection, and maternal mortality. For these patterns to change:
- Government policies need to redress longstanding racial disparities in health care access.
- Medical institutions need to develop programs that improve patient care for Black women.
- Health care providers need to cultivate communication skills that show respect for the strengths and diversity of Black women and that acknowledge financial limitations that may interfere with health maintenance.
- Community leaders need to work towards building environments that are safe and healthy for Black women and their families.
- Educators need to address how African American women can make the healthy choices that facilitate healthy minds and bodies.
- African American women need training in self-care and self-advocacy.
To apply for the Scholarship please submit by no later than April 15:
(1)The standard application materials required for the MAWH; to view,
click here.
(2) A substantive essay addressing:
- What are the core health issues facing Black women?
- How did you come to develop an interest in Black women's health?
- What do you hope to learn in the MAWH program that will help you develop as a leader in the field of Black women's health?
- What does being a leader in the field of Black women's health mean to you?
- Describe your ideal job in this field!
mawh@suffolk.edu
The Perils of being young, African American and Male
By James Ewers
There is an unhealthy generational gap within the African American male community. It is acute and now more serious than ever. There are some stark differences to what was and what is. Black men my age grew up respecting social customs. For example, we loved our parents and honored our teachers. Our neighborhoods looked out for us. Courtesy and good manners were the rule and not the exception. Using appropriate language with our friends and adults was the common practice. We did not stray from these tenets. We respected girls and women. Sure, my generation had girl friends but we didn’t go around calling them nasty names. We answered the telephone by saying hello and not "yo".
I and other black men of my generation respected our parents. Personally, I loved and feared my parents both at the same time. My mom provided me with exceptional spankings. She orchestrated my spankings. First, she told me to go in the backyard and get a switch. As she spanked me, she always provided me with wonderful commentary. She would usually tell me how much it was hurting her to do this to me. My thinking was if it was hurting her so much, why wouldn’t she stop? My dad, with his heavy Jamaican accent, chastised me even more. His technique was to make me feel so ashamed for committing the indiscretion. Now after all of this was done the embarrassment of it all set in for me. Whenever the kids in my neighborhood got a spanking, everyone knew about it. All of the adults looked at you with shame and we kids just tried to console each other. There was no number to call to say your parents were disciplining you. Quite frankly, that would not have prevented parents from fulfilling their role as parents.
Going to school was a time for learning and for making friends. Our generation of African American men respected teachers. We would never berate them or talk back to them. I simply can’t fathom talking back to a teacher. Our discipline problems never involved guns and knives. If anything, we may have gotten out of hand with another student but never a teacher. I and many others of my time can honestly say that school was a safe place to be. We just enjoyed school and couldn’t wait until the next day. Our neighborhoods were for the most part quiet and serene places. During the school year we were in the house at an appropriate time. When the street lights came on, we were in the house. Police cars in neighborhoods were a rarity. I am sure that I speak for many African American men during this time when I say we didn’t see our friends with handcuffs on getting into police cruisers. We didn’t have street gangs who tormented each other and neighborhoods. Experiences like I just described happened rarely whether you grew up in cities or towns. Did African American males who came of age in the 1950s and ’60s have perfect environments? No. However, there was a certain level of love, respect and civility that we gave to each other and our families and friends. Even those we didn’t know received the same treatment.
Hurt, harm and danger seem to be words that are used too frequently with today’s generation of African American males. When I look out at some African American males in their 20's and 30's, I wonder what has happened. Some seem destined and almost determined to go down the wrong track. In the words of the young, they simply love 'drama." I observe and listen to young black men and I wonder, what has happened? Conversations about dope and not hope go on too often. Going to visit a friend in jail and not in college seems to be happening too frequently. Am I being overly concerned? I don’t think so.
Dr. Ewers is the associate dean for student affairs and director of community partnerships at Miami University Middletown in Ohio. He is the author of Perspectives From Where I Sit: Essays on Education, Parenting and Teen Issues.
Serve as a Page in the Obama Administration
To all,
This email is directed to those of you who know someone who is 16 yrs. old and has a 3.0 GPA who might be interested in serving in the Obama Administration as a page.
To Counselors and Educators:
Please share this information with friends, family and potential US House of Representatives Page candidates. The honor of serving as a page during the Obama administration will be an invaluable experience.
Help identify students to participate in this enlightening educational opportunity.
For more information visit: http://pageprogram.house.gov