Howard University Organizations
H.U Peers
· Spread Health awareness to students
· Focus on health issues affecting the Africa-American community
· Issues like HIV/AIDS,STIs ,breast cancer, sexual assault, stress, nutrition, alcohol ,drug abuse, smoking, diabetes, women's and men's health and hygiene
Chicago Peoples Union
· Club for students who are from Chicago to meet other people from Chicago
· Open to people who live in Illinois
Target H.O.P.E
· Founded by Mr. Euclid Williamson in 1994
· Target H.O.P.E Howard University Chapter founded January 2005
· Committed to giving back to the Washington , D.C community and its members by fostering a family atmosphere
· Providing the necessary resources for students of all ages to successfully excel in all their aspirations
HUSA (The Howard University Student Association)
· HUSA was established in 1961
· Its purpose is to provide input into the University’s decision-making process
· To act as a spokesperson for the students
· Maintain communications concerning student interests in many segments within the University
· The office is located in Room 102, Blackburn Center.
Campus Pals
· Established 1946
· introduce freshmen to life at Howard University
· in charge of activities during freshman week
Sunday, November 22, 2009
Sunday, November 8, 2009
Research presentation outline
Outline
· What we want to find out?
· HBCU’s
· Majority Universities
· How schools are effected
· Howard University
· How students are effected
· A solution
· What we want to find out?
· HBCU’s
· Majority Universities
· How schools are effected
· Howard University
· How students are effected
· A solution
Race and the Schooling of Black Americans by Claude Steele
During the civil rights movement there was a lot of change socially in America. Schools were being integrated at a time where African Americans were discriminated against. One famous case of integration in a school was the integration of Little Rock Central High School, in 1957. Nine African American high school students were enrolled in an all white high school. Each day, these students were constantly faced with being verbally and physically abused by crowds of protesters. Many students found it hard to focus on school, because of all they went through. Today, all schools across the nation are integrated. But, in some schools the ratio of blacks to white is small. Even though, these students don’t face the same troubles faced by those nine black students in Little Rock, they still experience silent racism. Claude Steele, in “Race and the Schooling of Black Americans”, talks about a number of experiments and theories that proved her argument that stereotype threats are the reason for the underachievement of some African American college students. Because of the racial perceptions of African American youth, it is apparent that stereotype threats place pressure on African American college students, inhibiting students from academically succeeding above standards of white students.
Several black students feel that they have a racial disadvantage when it comes to education. Many young black students have poor motivation and low standards. In some black public schools, students are not taught a quality education. This problem is not because the teachers are not qualified; it’s because these schools lack the proper technology and tools to ensure a quality education. “In recent years this debate has acquired a finer focus: the fate of middle-class black students. Americans have come to view the disadvantages associated with being black………..and the assumption behind it is that surely in today’s society the disadvantages of race are overcome when lower socioeconomic status is overcome.”(“Race and the Schooling of Black Americans” Claude Steele ,Paragraph 7) . In this paragraph Steele talks about how black students associate there future success with there social and economical disadvantage. African American students sometimes feel that their socioeconomic status limits their opportunities to succeed. This can lower their confidence and cause them not to try as hard. Society has placed a stereotype on African Americans that says that they perform below the standard. Presenting these stereotypes to African Americans student can discourage or stress many students out.
African American college students feel an added pressure to be the opposite of all negative stereotypes that they are faced with everyday. Sometimes they feel that they have to represent the black race to show that the negative stereotypes are wrong. So they try hard not to make any mistakes in front of white people, which add a pressure on top of the pressure they have from school. Steele performed numerous experiments where she tested the theory of stereotype threats affecting black college students and shows that they perform poorer on test when placed under this pressure to disprove stereotype. In the experiment black students were told that the test weren’t race-fair. These students test scores came back low compared to students not told that the test wasn’t race-fair. “According to the theory, Black students internalize negative stereotypes as performances anxiety and low expectations ……Which of these two process, then, causes the results of our experiments?”(“Race and the Schooling of Black Americans” Claude Steele, Paragraph 14) Meaning that at a young age, youth often are at the stage where they are worried about what people think of them. George Herbert Mead believes that when they are faced with negative views, it will cause low self-esteem and self-hatred. This issue has been around for a long time, leaving many to wonder if it can ever be solved.
Claude Steele also talks about many different ways of reducing Stereotype threats placed on African American. “What did cause the level of black students’ performance to that of equally qualified whites was reducing stereotype threat-in case by explicitly………And when they didn’t feel trust, no amount of bolstering of self- confidence helped.” (“Race and the Schooling of Black Americans” Claude Steele, Paragraph 28-29). In these paragraphs, Steele talks about different ways to lift the pressure off of black students. She talked to the students to raise their confidence, ensuring them that the test was “race-fair”. She discovered that when the students felt trust, they performed well even if she weakened their self-confidence before.
Claude Steele, in “Race and the Schooling of Black Americans”, talks about a number of experiments and theories that proved her argument that stereotype threats are the reason for the underachievement of some African American college students. She goes on to say how several black students feel that they have a racial disadvantage and feel an added pressure to be the opposite of all the negative stereotypes that they are faced with everyday. After concluding this, Steele describes the solution of raising the students’ confidence and getting the students trust that something is racially fair. Because of the racial perceptions of African American youth, it is apparent that stereotype threats place pressure on African American college students, inhibiting students from academically succeeding above standards of white students.
Several black students feel that they have a racial disadvantage when it comes to education. Many young black students have poor motivation and low standards. In some black public schools, students are not taught a quality education. This problem is not because the teachers are not qualified; it’s because these schools lack the proper technology and tools to ensure a quality education. “In recent years this debate has acquired a finer focus: the fate of middle-class black students. Americans have come to view the disadvantages associated with being black………..and the assumption behind it is that surely in today’s society the disadvantages of race are overcome when lower socioeconomic status is overcome.”(“Race and the Schooling of Black Americans” Claude Steele ,Paragraph 7) . In this paragraph Steele talks about how black students associate there future success with there social and economical disadvantage. African American students sometimes feel that their socioeconomic status limits their opportunities to succeed. This can lower their confidence and cause them not to try as hard. Society has placed a stereotype on African Americans that says that they perform below the standard. Presenting these stereotypes to African Americans student can discourage or stress many students out.
African American college students feel an added pressure to be the opposite of all negative stereotypes that they are faced with everyday. Sometimes they feel that they have to represent the black race to show that the negative stereotypes are wrong. So they try hard not to make any mistakes in front of white people, which add a pressure on top of the pressure they have from school. Steele performed numerous experiments where she tested the theory of stereotype threats affecting black college students and shows that they perform poorer on test when placed under this pressure to disprove stereotype. In the experiment black students were told that the test weren’t race-fair. These students test scores came back low compared to students not told that the test wasn’t race-fair. “According to the theory, Black students internalize negative stereotypes as performances anxiety and low expectations ……Which of these two process, then, causes the results of our experiments?”(“Race and the Schooling of Black Americans” Claude Steele, Paragraph 14) Meaning that at a young age, youth often are at the stage where they are worried about what people think of them. George Herbert Mead believes that when they are faced with negative views, it will cause low self-esteem and self-hatred. This issue has been around for a long time, leaving many to wonder if it can ever be solved.
Claude Steele also talks about many different ways of reducing Stereotype threats placed on African American. “What did cause the level of black students’ performance to that of equally qualified whites was reducing stereotype threat-in case by explicitly………And when they didn’t feel trust, no amount of bolstering of self- confidence helped.” (“Race and the Schooling of Black Americans” Claude Steele, Paragraph 28-29). In these paragraphs, Steele talks about different ways to lift the pressure off of black students. She talked to the students to raise their confidence, ensuring them that the test was “race-fair”. She discovered that when the students felt trust, they performed well even if she weakened their self-confidence before.
Claude Steele, in “Race and the Schooling of Black Americans”, talks about a number of experiments and theories that proved her argument that stereotype threats are the reason for the underachievement of some African American college students. She goes on to say how several black students feel that they have a racial disadvantage and feel an added pressure to be the opposite of all the negative stereotypes that they are faced with everyday. After concluding this, Steele describes the solution of raising the students’ confidence and getting the students trust that something is racially fair. Because of the racial perceptions of African American youth, it is apparent that stereotype threats place pressure on African American college students, inhibiting students from academically succeeding above standards of white students.
Tuesday, October 6, 2009
My Resume
Homicide Medical Examiner
Education
Education
Undergraduate, Biology, Howard University, Washington, D.C 2013
Skills
Skills
Personal Skills: Leadership, good people skills, organized, responsible, creative and hard working
Computer Skills- Microsoft word, PowerPoint
Employment
Chicago Parks Districts: Program: Neighborhood Sport
Linblom Park
6054 S. Damen Ave. Chicago, IL 60636
Took score for Basketball games
After School Matters
Chicago, IL
Taught and Played Football and Basketball
Summer 2007
Interests
Took score for Basketball games
After School Matters
Chicago, IL
Taught and Played Football and Basketball
Summer 2007
Interests
Biology, Physics, Art, Fashion, Sports, dance, volunteering and working
with children.
Community Servive
with children.
Community Servive
Girls Scouts
I helped teach and facilitate classes when leaders are not present at meetings. I also participated in a number of service projects and events.
Organized an event to give Christmas gifts to the elderly at Bronzeville Nursing Home
Winter of 2006
Jane Adams Hull House Association
I assist in crime victim programs such as Project Hope and Parkway Domestic
I helped teach and facilitate classes when leaders are not present at meetings. I also participated in a number of service projects and events.
Organized an event to give Christmas gifts to the elderly at Bronzeville Nursing Home
Winter of 2006
Jane Adams Hull House Association
I assist in crime victim programs such as Project Hope and Parkway Domestic
Violence Program
2004- Present
Chicago Police Department
Domestic Violence Subcommittees (3rd and 7th Districts)
I assist at Domestic violence Subcommittee community activities.
Achievements
2004- Present
Chicago Police Department
Domestic Violence Subcommittees (3rd and 7th Districts)
I assist at Domestic violence Subcommittee community activities.
Achievements
Star talk
2007
Chinese language program at DePaul University for 4 weeks and earned 4 credit hours.
I received a scholarship to study abroad for 6 weeks in Shanghai , China where I studied Chinese at East China Normal University and lived with a Chinese family for 2 weeks
2007
Chinese language program at DePaul University for 4 weeks and earned 4 credit hours.
I received a scholarship to study abroad for 6 weeks in Shanghai , China where I studied Chinese at East China Normal University and lived with a Chinese family for 2 weeks
Friday, October 2, 2009
Howard University's 142th Opening Convacation
Dr. Ewart F. BrownFor this years convocation, Dr. Ewart Brown was the guest speaker. He gave a very interesting speech that actual kept me interested the entire time. During the beginning of the convocation , i found it hard to stay up. It seemed like it took 30 minutes for all faculty to march in. The music also made me sleepy and seemed to go on for ever.
Dr. Brown talked about the seats your sitting in , may have been sitting in by famous and successful Howard graduates. I can tell that everyone in the room was moved by his speech. It was like he set a atmosphere or hope and pride. At the end of the ceremony everyone stood united and held hands, while singing the Alma Mater. So , even though it was boring in the beginning , i felt it was a overall good experience.
Tuesday, September 29, 2009
HBCU's VS. Majority Universities?
My group decided to tackle the argument that HBCU'S are underfunded, compared to Majority Universities . We plan to follow this outline to successfully carry out this research topic in a efficient manner.
Topic
Government funding to HBCU's and Majority Universities
Methodology
- Research Government Annual funding for HBCU's and Majority Universities
- This year and previous years
- Study trends
- compare and contrast majority university funding to HBCU's
- research effects of underfunded schools (for example: education ,programs, financial aid, tuition, equipment,etc.)
- interview people for opinions or knowledge of topic ( Treasurer,professors,department chairs, etc.)
Monday, September 28, 2009
Chinese Group Project
On Saturday, September 25th, my group went to the Freer and Sackler art gallery. We were late for the tour at 12 o’clock, so we were able to catch the end of the tour. But we still walked around and look at the art. The gallery was full of different rooms that were full of different types of art work and artifacts. The one thing I noticed about the art is that they have similar characteristics. All the pots have same shape and handle on them. All the pots have detailed designs on them.
I also noticed that all Chinese paintings have similar style. All the paintings seem to be made up with a lot of lines and no shading. There was also a sculpture of a horse that had a story behind it. There were two countries at war and one of the countries sent a solider to a country on the other side of their enemy country. In the process of traveling to this country he was caught and put in jail for 18 years. When he was released from jail, instead of returning home he kept on with his mission. He finally reached the other country and asked them if they wanted to partner with them in the war. But they declined his offer so he returned home with only the story of their horses.
I really didn’t like the Freer Gallery. It was boring to me. The only paintings that stuck out to me were the three painting of women sitting with instruments. But the overall gallery was nice and different. I liked this group project and all my group member s participated.
I also noticed that all Chinese paintings have similar style. All the paintings seem to be made up with a lot of lines and no shading. There was also a sculpture of a horse that had a story behind it. There were two countries at war and one of the countries sent a solider to a country on the other side of their enemy country. In the process of traveling to this country he was caught and put in jail for 18 years. When he was released from jail, instead of returning home he kept on with his mission. He finally reached the other country and asked them if they wanted to partner with them in the war. But they declined his offer so he returned home with only the story of their horses.
I really didn’t like the Freer Gallery. It was boring to me. The only paintings that stuck out to me were the three painting of women sitting with instruments. But the overall gallery was nice and different. I liked this group project and all my group member s participated.
Subscribe to:
Posts (Atom)
