Abstract This extensive paper examines a number of issues related to African-American women and breast cancer, with an emphasis on detection, treatment and survival. The paper gives a brief overview of cancer, the breast and types of breast cancers. The author then describes the purpose of this study, which was to determine the impact of racial disparity on breast cancer survival. The study also addresses socio-economic factors, such as lack of health insurance, and low incomes. The study attempts to identify the reasons why African-American women have a higher mortality rate than all other ethnic groups. Finally, the author questions whether education, community out-reach programs, resources would influence the probability of reducing breast cancer mortality rates among African-American women.
Outline:
Introduction and Problem Background
The Breast
Development of the Breast
What is Cancer?
What is Breast Cancer?
Major Types of Breast Cancers
Risk Factors for developing Breast Cancer
Purpose of Study
Research Objectives
Limitation
Assumptions
Definition of Terms
Scope of Study
Review of Related Literature
Historical and General Background
Possible Barriers to The African-American Women having Mammograms
Existing Studies
Another Study of Racial Disparities in Breast Carcinoma Survival Rates
Methodology
Instrumentation
Statistical Approach
Relevant Results and Significant Studies
Summary of the Literature Reviewed
Findings
Association Between Socio-economic Status and Breast Cancer Survival
Relationship between racial difference in treatment, and breast cancer mortality among the African-American women and the Caucasian-women
Summary, Conclusions, Recommendations
Summary
Conclusions
Recommendations
References
From the Paper "The incidence of breast cancer among the African-American women is slightly lower than it is for the Caucasian women. In any given year, 95 out of 100,000 African-American women are diagnosed with breast cancer, compared to 112 out of every 100,000 the Caucasian women. However, the African-American women are slightly more likely to develop breast cancer after age 50 (www.netwellness.org, 2004). Breast cancer is the cancer with the second highest death rate for both the African-American women and the Caucasian women. The overall lifetime risk of being diagnosed with breast cancer is 10% for the African-American women and 14% for the Caucasian women. However, about 31 out of every 100,000 the African-American women died from the disease each year compared to just 27 out of every 10,000 the Caucasian women from 1989 to 1992, but the rate also rose by 2% for the African-American women during the same period."
Abstract This paper studies African-American women with HIV/AIDS, including qualitative research and a research methodology. The paper points out that AfricanAmerican women are affected disproportionately by the condition. The paper also attempts to understand how culturally based stigmas prevent many AfricanAmerican women from seeking treatment and support.
Abstract The paper discusses the lead author behind the work, Donald Wright. The paper explains that he began his interest in exploring the AfricanAmerican heritage as a youth. Wright contended that he spent much of his childhood fascinated by anything related to Africa and as a college student wanted to pursue these interests. Wright has remarked that he felt there was a need in the United States for people to realize the importance of Africa and AfricanAmerican people, because of the impact that these individuals have on the nation. Language, culture, tradition and the AfricanAmerican inclusion in the country has changed every aspect of society since the country began. Wright has worked as a researcher, instructor and first hand observer that has frequented the country of Africa and learned from the people he writes about.
Abstract This paper examines the retention rate of African-American males in predominantly white universities. The paper compares the factors influencing African-American women versus men in completing their university studies. The author states that the purpose of this research is to find out exactly what the retention rate of African-American males in white universities is, and what explicit and implicit factors influence the retention rate.
Outline:
Research Question or Alternative Hypothesis
Independent Variable
Dependent Variables
Possible Confounding Variables
Research Design
Participants
Instrumentation
From the Paper "The retention rate of African American males has been a hotly debate topic in the college domain. Although statistics have shown that the overall retention rate of African Americans within college has progressively increased, few studies have specifically focused on the African American male student within a predominantly white university. Michael J. Cuyjet explains in his book, "Helping African American Men Succeed in College", that African American males are different from females in several different categories that include course learning, exposure to campus activites, use of student unions, involvement in clubs and organizations, etc (Cuyjet, Chapt. 1). The goal of this research study is to find out exactly what the retention rate of African American males in white universities is, and what explicit and implicit factors impact the overall impact the retention rate. We will conduct a research design that will consider the multiple factors within retention rates and develop a quantitative metholodgy to measure the factors contributing to African American male retention rates."
Tags: higher, education, African-American, males, academic, success, university
Abstract This paper argues that African-American churches served as the foundation for the African-American struggle for civil rights during the 20th century. The author traces the history of the churches, focusing on their importance socially as well as spiritually to the community. The author is somewhat critical of mainstream Christianity and its exclusion of Blacks. The paper concludes by citing major Black religious figures in America and acknowledging that religion has impacted African-American history from a highly diverse set of directions.
From the Paper "Still, the notion that the Christian Church has been a leading force in the movement towards social change for the African American has not gone unchallenged. Some have contended that the Christian Church as acted as an opiate for generations to the African American people. One critic stated, "Instead of cursing the white man, [blacks] shout at the Lord. Instead of kicking whitey, [blacks] kick over the pew." Those who believe that the African American Church acts as an opiate to the black sub-culture contend that it induces many individuals to appeal to God for social change, when, more realistically, they should be acting to bring about social change themselves; in other words, they believe that the church provides an outlet for black people's frustrations, so they can be directed away from actions that might elementally undermine the current radicalized American social system. Eventually, a scientific study conducted by Gary Marx in the 1960's attempted to find any correlation between the level of religious fervor of black Americans and their associated beliefs regarding the Civil Rights movement: "Specifically, Marx established that in his sample, the greater the subjective importance of religion to black respondents, and the more often they went to church, the less militant they were in support of the civil rights issues." Even more recent theorists have agreed with the assessment of the role of the African American Church in social activism; arguing that it is centrally a device for passivity and control."
Abstract This paper examines the African-American experience as it is expressed in the work of several notable writers. The author states that the works of black writers reflect aspects of American life and the development of American society over time. Several works are discussed that highlight various themes in African-American life, such as slavery and discrimination. The paper concludes by stating that the black experience is as American as any other and complements the experience of the majority society in many respects even as it extends it to new areas.
From the Paper "Ralph Ellison is a black man and approaches the world from that perspective, finding a way to express how society treats the black man through the character of the Invisible Man, a persona that enables him to hide even when in a crowd. For Ellison, blackness has been made by society into the defining characteristic of his existence. In a sense, he adopts the point of view of the white by making himself invisible. He is treated as if he were invisible, and he finds the benefit in that stat and uses it to his advantage in commenting on whit society. The main character in The Invisible Man is invisible only in a metaphorical sense, so that he seems invisible both to himself and to others. The hero of this novel is a black man who is invisible in white society because he is black. He is invisible in black society because of the way he takes on various roles expected of him by white society, though he recognizes how demeaning and false many of those roles are. He is invisible to himself because he has adopted certain roles and so cannot allow himself to exist as a real person with his own point of view. The existence of such a character is a devastating indictment of the dehumanization process in American society based on racial discrimination."
Abstract This paper tackles the impact of African-American political progress in socioeconomic terms. Included in the discussion is the significance of the civil rights movement and the resultant Civil Rights Act of 1965 and the Voting Rights Act of 1965. The establishment of "Black Power," its vital political significance in economically integrating present day African-American communities into the mainstream American workforce are also discussed.
From the Paper "What was the economic basis for exclusion and inclusion of-African- Americans in the political process? African-Americans did not possess sustained economic opportunity until World War II, when most of the white male population was conscripted, leaving jobs on the home front vacant. The primary difference of this opportunity from others in the past was that "earnings" increased post-war (Ferguson 17). The mass migration of African-Americans to jobs in the North during the 1950s and 1960s also contributed to this (Thernstrom & Thernstrom 15). Unfortunately, most jobs were menial - those unwanted by whites - and progression up the ranks was the exclusive "right" of whites. It was a well-accepted notion that unemployment was a major factor in dissatisfaction with the prevailing society and led to extreme events such as riots."
Abstract The paper discusses African-American culture and states that race is about a social construct rather than being biological, since society has a different set of rules for each racial group. Furthermore, the paper states that there is no alternative conceptualization of race that it would advocate, because it is a social construct. This is due to the fact that society has defined what is expected of each racial group, a factor that has nothing to do with biological aspects of being white or black . The paper concludes that despite the struggles, AfricanAmericans have contributed to the foundations of American events through culture and music.
Outline:
Introduction
Civil Rights
Music
Conclusion
From the Paper "African Americans are settled in the United States, however some do not receive the same education and treatment as white students due to the fact that they are viewed as a minority race Furthermore, because of their lack culture acknowledgement from teachers, sometimes African American students require educational intervention, which is actually lacking knowledge in their culture even though they have settled in the United States for hundreds of years. "The bar graphs below illustrate the divergent fortunes of America's minorities in terms of living in the best neighborhoods. Asian-American are over-represented (compared to their percentage of all Americans) in every category... particularly in wealthy urban neighborhoods. African-Americans are much less likely to be found in either central cities or suburbia. Hispanics have penetrated the nations best neighborhoods more broadly and deeply than Blacks, but are still woefully under represented in America's landscapes of wealth" (A Racial Summary: Great Info & Bar Graphs). Even though African Americans are still considered a minority group, they have made a historical reputation through culture and music."
Abstract This paper discusses Coleman's book and the AfricanAmerican audience response to various media treatment. The paper explores specific TV shows. It explores the themes of the 10 essays of the book. The author also mentions images of AfricanAmerican culture and their social context of meaning.
From the Paper ""Say it Loud! African American Audiences, Media and Identity," edited by Robin R. Means Coleman is an up to date published in examination of African American audiences and their response to how the various media, TV, movies, music, radio, comics, print, cyberspace ..."
Tags: Coleman, African-American, Media, Audiences, Essays, Images, TV
Abstract This paper outlines the basic principles of self-help philosophy and apply those principles to African-American Adult education. It specifically looks at the positive and negative impacts of a self-awareness driven along racial lines and how these impacts can alter the personal growth and development of AfricanAmericans seeking adult education.
From the Paper "Contemporary self-help developments vary from weekly support groups such as Alcoholics Anonymous to such popular relationship-coaching books as 'Men are from Mars, Women are from Venus'. Although the self-help phenomenon may seem a recent one, it in fact began nearly one hundred and fifty years ago with Samuel Smiles release in 1859 of Self-help (Self-help, 2005, sec. History). Self-help was the defining text of a new movement to help through education and empowerment. Even the best institutions can give a man no active help. Perhaps the most they can do is, to leave him free to develop himself and improve his individual condition (Smiles as cited in Halsall, 1998, para. 3). "Self-help" as Smiles defined it did not, however, become a popular idea involving successful cultural institutions until the release of L. Ron Hubbard's Dianetics in 1950 (Self-help, 2005, sec. History)."
Abstract This paper focuses on how African-American culture may affect a student's education as a result of obstacles he or she has faced. Some of these obstacles include the impact of coming from a single-parent family or learning in an educationally poor secondary school. The writer believes that African-American culture has been accepted into today's educational environment, although some adjustments still need to be made.
From the Paper "One of the main differences noted between African American students and traditional white students is the socioeconomic status of current students. This ranges from those whose families are able to finance their education fully, to adults whose incomes must also cover family expenses, to low-income students who require financial assistance (Terenzini, et. al., 1991). Students from lower economic and societal classes during their youth have led many of today's college students to value vocational training over learning for learning's sake (Josephson, 2000). Additionally, members of historically under-represented racial and ethnic groups, such as African American, Hispanic, Asian American, and Native American now constitute approximately a fourth of the current number of undergraduates (Josephson, 2000). This dramatic diversity in the student body requires the expansion of perspectives taught in higher education. It also requires educational communities to be open to different implications regarding levels of preparation, learning styles, and available time for study (Palmer, 1997). Educational communities now need to take into consideration family and occupational responsibilities, as discussed below."
Abstract This paper provides examples of the differences between standard English and AfricanAmerican Vernacular English (AAVE). It explains the development and history of this language and explores how it has been taught and passed down to the next generation. It also examines the roots and origins of AAVE and asks what the future holds.
From the Paper "There are a couple of theories as to the origin of African American Vernacular Englsh (AAVE). Some linguists believe that the language derives from West African languages. This dialect theory is based on the knowledge that most African Americans who were brought to the United States from Africa had to learn how to speak English by ear. The may have picked up some of the English words incorrectly and incorporated the incorrect words in their language. Another theory is called the creole hypothesis. This theory bases its origin on the thought that slaves developed the language themselves. The slaves, who came from many different countries in Africa formulated AAVE so that they may talk amongst themselves. They developed with is called a pidgin by combining words from their own language with new words from America. They used grammar and speech patterns that were known to them from their own language as well. The language was then indirectly taught, or passed on to their children and children's children. Future generations now know the AAVE language."
Abstract An opinion paper describing the overall problems with the well-intended but continually lacking African-American Studies departments at America's institutes of higher learning. The writer is talking from personal experience, being one of these students.
From the Paper "As an African-American student enrolled in a predominantly white institution for higher learning, issues concerning race are an everyday part of my life. Nearly every thought, every action, every ounce of my being is plagued with some reference or association to race. Where can I talk about these issues? Where can I hear what others have to say? In light of the current racial climate, African-American studies classes seem the only place where it's "politically correct" to tackle these issues. But is this right? Race colors all parts of my life. Shouldn"t it be a part of all parts of my curriculum""
Abstract A look at the influence and impact of some African-American scientists and inventors - W. Lincoln Hawkins, who worked for Bell Labs; George Carruthers who developed the first moon-based space observatory; Elijah McCoy who developed for lubricating cup for firemen and many others.
From the Paper "African Americans have been responsible for developing many life saving devices and processes in the field of medicine. The first inventor that we will mention is Charles Richard Drew. Many owe their lives to Dr. Drew and we see the results of his work every time we see a commercial for a Red Cross Blood drive. Dr. Drew pioneered the use of blood plasma in transfusions. He also co-founded one of the first U.S. Blood Banks and standardized international blood donation and storage.1 This process saved thousands of lives during WWII. Another African American in the field of Medicine was Dr. Patricia E. Bath of Los Angeles who patented the first apparatus that efficiently removes cataracts.2 More recently, Rufus J. Weaver patented a wheelchair that climbs stairs.3 "
