the w.e.b du bois fannie lou hamer institute for academic ... report 2013-14.pdfmarquita gammage dr....

A N N U A L R E P O R T 2 0 1 3 - 2 0 1 4

The W.E.B Du Bois Fannie Lou Hamer Institute for Academic Achievement

Department of Africana Studies College of Social & Behavioral Sciences

Northridge, CA 91330-8315 Phone: 818-677-3311 Fax: 818-677-3619

For more information, Contact Dr. Cedric Hackett at [email protected]

D u B o i s - H a m e r I n s t i t u t e f o r A c a d e m i c A c h i e v e m e n t 2

LEADERSHIP

The DuBois-Hamer Insti tute for Academic Achievement is operated under the umbrella of the of f ice of the Dean, College of Social and Behavioral Sciences and is directed by Dr. Cedric D. Hackett , Assistant Professor in the department of Africana Studies s ince fal l 2012. The Insti tute is abetted in i ts e f forts by volunteer support from faculty of the Africana Studies Dept . , key student support services and CSUN students who are committed to "giving back" to their communities .

D r . C e d r i c H a c k e t t , D i r e c t o r


“And yet not a dream, but a mighty reality, a glimpse of the higher li fe , the broader

possibilities of humanity, which is grant to the man who, amid the rush and roar of

l iving, pauses four short years to learn what living means”

~W.E.B. DuBois


AB O U T T H E IN S T IT U T E

T h e D u B o i s - H a m e r I n s t i t u t e f o r A c a d e m i c A c h i e v e m e n t ( D H I A A ) , u n d e r t h e i n s p i r a t i o n o f W . E . B . D u B o i s a n d F a n n i e L o u H a m e r , p r o m o t e s a c a d e m i c e x c e l l e n c e a n d s t r i v e s t o i n c r e a s e t h e r e c r u i t m e n t a n d r e t e n t i o n o f s t u d e n t s f r o m e c o n o m i c a l l y d i s a d v a n t a g e d c o m m u n i t i e s t o t h e C S U N c a m p u s . W . E . B . D u B o i s w a s t h e f i r s t b l a c k m a n t o r e c e i v e a d o c t o r a t e f r o m H a r v a r d U n i v e r s i t y i n 1 8 9 5 a n d F a n n i e L o u H a m e r w a s a f o r m e r M i s s i s s i p p i s h a r e c r o p p e r w h o b e c a m e a p o w e r f u l p o l i t i c a l a c t i v i s t i n t h e 1 9 6 0 s . F o u n d i n g d i r e c t o r , D r . B a r b a r a R h o d e s e s t a b l i s h e d t h e i n s t i t u t e i n t h e s p r i n g o f 1 9 9 7 . H e r v i s i o n o f a u n i v e r s i t y - c o m m u n i t y b a s e d p a r t n e r s h i p t o p r o v i d e a c a d e m i c a n d e m o t i o n a l s u p p o r t t o C S U N s t u d e n t s c o n t i n u e s t o b e a s t r a t e g i c g o a l o f D H I A A a n d t h e C o l l e g e o f S o c i a l & B e h a v i o r a l S c i e n c e s .

MIS S IO N

T h e m i s s i o n o f t h e D u B o i s - H a m e r I n s t i t u t e f o r A c a d e m i c A c h i e v e m e n t ( D H I A A ) i s t o p r o m o t e s t u d e n t s u c c e s s t h r o u g h c o m m u n i t y a n d c a m p u s p a r t n e r s h i p s . W e w i l l c u l t i v a t e a c t i v e a n d c o l l a b o r a t i v e p a r t n e r s h i p s w i t h f a c u l t y , s t a f f a n d s t u d e n t s a c r o s s t h e C S U N c a m p u s c o m m u n i t y ; w o r k w i t h l o c a l g r o u p s a n d o r g a n i z a t i o n s i n L o s A n g e l e s C o u n t y ; a n d p r o v i d e s e r v i c e t o c u l t u r a l a n d e d u c a t i o n a l i n s t i t u t i o n s i n t h e c o m m u n i t y .

FIV E AP P R O A C H E S

T h e D H I A A ’ s a p p r o a c h t o e n s u r e t h a t A f r i c a n - A m e r i c a n a n d o t h e r m a r g i n a l i z e d s t u d e n t s ’ c o m m u n i t y n e e d s a n d e d u c a t i o n a l p r i o r i t i e s a r e m e t i n c l u d e :

1 . M e n t o r i n g P r o g r a m 2 . T a r g e t O u t r e a c h / P r o g r a m m i n g 3 . C o m m u n i t y E n g a g e m e n t O p p o r t u n i t i e s 4 . F o c u s e d R e t e n t i o n E f f o r t s 5 . S o c i a l D e v e l o p m e n t t h r u t h e p r o m o t i o n o f E t h n i c s p e c i f i c

p e d a g o g y .


ALIGNING MISSION/ VALUES/ STRATEGIC THEMES/

MAJOR PRINCIPLES

Th e D uB o i s -‐H ame r I n s t i t u t e f o r A c a d em i c A c h i e v emen t

p r omo t e s s t u d e n t r e s e a r c h a n d i n v o l v emen t i n e x p e r i e n c e s t h a t p r omo t e t h e i r

s c h o l a r l y d e v e l o pmen t a n d p r e p a r e t h em f o r g r a d u a t e s c h o o l .


SP O N S O R E D LE C T U R E SE R I E S

IN THE MIRROR : Bui lding Social Emotional Capacity in the Lives

of Young African American Chi ldren The topic addressed issues of social and emotional development in young African American children (e.g. birth to 5 years old) as it relates to mental health in the 21st century. Key components of the lecture included the significance of early parent-child relationships, the impact of trauma, and the effects of racial socialization. W H I T S E T T R O O M , C S U N N O R T H R I D G E , C A L I F O R N I A S E P T E M B E R 2 6 , 2 0 1 3 C O - S P O N S O R S : A F R I C A N A S T U D I E S C O L L E G E O F S O C I A L & B E H A V I O R A L S C I E N C E S R E S E A R C H & G R A D U A T E S T U D I E S

VIVIAN TAMKIN, PH.D. L I C E N S E D P S Y C H O L O G I S T

C O U N S E L I N G C E N T E R U N I V E R S I T Y O F C A L I F O R N I A A T I R V I N E



PATHWAYS TO INCLUSIVE TEACHING AND LEARNING EXCELLENCE IN THE 21 S T CENTURY

This presentation highlighted a mixture of instructional styles, critical thinking within the context of ethnic and cultural studies, alternative approaches to epistemology, and an ongoing multicultural/multiethnic dialogue within the academy. Dr. White discussed the synergy created by combining four major teaching and learning strategies. He also facilitated discovery and rediscovery of fascination with the learning process, activated internal motivation to pursue life-long learning and encouraged students to actively participate in the betterment of society. U N I V E R S I T Y S T U D E N T U N I O N , C S U N N O R T H R I D G E , C A L I F O R N I A O C T O B E R 3 1 , 2 0 1 3 C O - S P O N S O R S : A F R I C A N A S T U D I E S C O L L E G E O F S O C I A L & B E H A V I O R A L S C I E N C E S R E S E A R C H & G R A D U A T E S T U D I E S U N I V E R S I T Y S T U D E N T U N I O N , I N C . A S S O C I A T E D S T U D E N T S

JOSEPH L. WHITE, PH.D. P R O F E S S O R E M E R I T U S O F P S Y C H O L O G Y &

P S Y C H I A T R Y U N I V E R S I T Y O F C A L I F O R N I A A T I R V I N E



U N D E R S T A N D I N G T H E S T U D E N T E N G A G E M E N T E X P E R I E N C E S O F A F R I C A N A M E R I C A N M A L E S

Student engagement is an important indicator of student success. This presentation examined current research and literature regarding the academic experiences of African American males in higher education and the factors that hinder and support their levels of engagement on campus. Very little is known about how the socio-cultural context of African American males directly shapes their engagement experiences. Foster discussed how African American male students’ learning is being impacted by their engagement experiences through highlights of a phenomenological investigation into the experiences of African American male students in engaging in educationally purposeful activities. U N I V E R S I T Y S T U D E N T U N I O N , C S U N N O R T H R I D G E , C A L I F O R N I A N O V E M B E R 2 6 , 2 0 1 3 C O - S P O N S O R S : A F R I C A N A S T U D I E S C O L L E G E O F S O C I A L & B E H A V I O R A L S C I E N C E S R E S E A R C H & G R A D U A T E S T U D I E S U N I V E R S I T Y S T U D E N T U N I O N , I N C . A S S O C I A T E D S T U D E N T S

DYRELL FOSTER, ED.D. D E A N O F S T U D E N T A F F A I R S

R I O H O N D O C O L L E G E



U N D E R S T A N D I N G T H E H I S T O R Y A N D L I B E R A T I N G E X P E R I E N C E S O F A F R I C A N A M E R I C A N M A L E S T U D E N T

A T H L E T E S This presentation educated participants about the historical subjugation and exploitation of African American male student-athletes throughout slavery, the civil rights era and in intercollegiate athletics. Several African-American male student-athletes have used these exploitative practices to their advantage. A review of how selective African-American male student-athletes utilized their status as a platform to raise the social consciousness on issues of social justice and equality in the African American community and society as a whole was also discussed. U N I V E R S I T Y S T U D E N T U N I O N , C S U N N O R T H R I D G E , C A L I F O R N I A M A R C H 2 6 , 2 0 1 4 C O - S P O N S O R S : A F R I C A N A S T U D I E S C O L L E G E O F S O C I A L & B E H A V I O R A L S C I E N C E S R E S E A R C H & G R A D U A T E S T U D I E S U N I V E R S I T Y S T U D E N T U N I O N , I N C . A S S O C I A T E D S T U D E N T S

M A U R I C E A R R I N G T O N, M.A. A D J U N C T P R O F E S S O R , K I N E S I O L O G Y

C A L I F O R N I A S T A T E U N I V E R S I T Y , N O R T H R I D G E

D u B o i s - H a m e r I n s t i t u t e f o r A c a d e m i c A c h i e v e m e n t 1 0


M A N I F E S T I N G G R E A T N E S S : T H E 2 1 S T C E N T U R Y R E L E V A N C E O F C U L T U R A L E D U C A T I O N F O R B L A C K C H I L D R E N

This timely event featured educational expert, Ms. Moya Ojarigi, founder of Inner Child Artistry, a learning facility designed for preschoolers of color. Ms. Ojarigi discussed the connection between cultural education and success. She also provided useful tools for facilitating the individual gifts of our children.

W H I T S E T T R O O M , C S U N N O R T H R I D G E , C A L I F O R N I A M A Y 2 9 , 2 0 1 4 C O - S P O N S O R S : A F R I C A N A S T U D I E S

MOYA OJARIGI. D I R E C T O R

I N N E R C H I L D A R T I S T R Y L E A D E R S H I P A C A D E M Y


“Our course of action must l ie neither in

passively relying on persuasion nor actively succumbing to violent rebellion, but in a

higher synthesis that reconciles the truths of two opposites while avoiding the

inadequacies and ineffectiveness of both.” MLK


DUBO I S-HA M E R CO-SP O N S O R E D PR O G R A M

LIVING WORD COMMUNITY CHURCH’S

CULTURALLY BASED ALGEBRA CAMP (CBAC) SUMMER 2014

C B A C i s a s i x - w e e k p r o g r a m t h a t m e e t s f o u r d a y s a w e e k f o r 5 h o u r s a d a y a n d p r o v i d e s a n i n t e n s e a n d e n j o y a b l e e d u c a t i o n a l e n v i r o n m e n t w h e r e s t u d e n t s i n g r a d e s 1 s t – 1 2 t h a r e c h a l l e n g e d w i t h c u l t u r a l l y a p p r o p r i a t e m a t h i n s t r u c t i o n a n d e x e r c i s e s . O t h e r a c t i v i t i e s i n c l u d e r a c i a l l y i n s p i r i n g l e c t u r e s a n d d i a l o g u e s o n r e l e v a n t c u r r e n t e v e n t s . K - 1 2 s t u d e n t s a r e e x p o s e d t o A f r i c a n a s c h o l a r s a n d a u t h o r s i n a n e f f o r t t o i n c r e a s e t h e i r k n o w l e d g e o f A f r i c a n A m e r i c a n h i s t o r y .

B L A C K H O U S E , C S U N N O R T H R I D G E , C A L I F O R N I A J U N E 1 6 - J U L Y 2 5 , 2 0 1 4 C O - S P O N S O R S : A F R I C A N A S T U D I E S O F F I C E O F T H E V I C E P R E S I D E N T O F S T U D E N T A F F A I R S


BLACK MALE INITIATIVE

B L A C K M A L E IN T E L L E C TU A L S P A C E

One ever feels his twoness - an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. W. E. B. Du Bois

C r e a t i n g B l a c k M a l e I n t e l l e c t u a l S p a c e i s a n e x p e r i e n t i a l l e a r n i n g p r o g r a m d e s i g n e d t o p r o m o t e a c a d e m i c a c h i e v e m e n t i n A f r i c a n A m e r i c a n m a l e s a t C a l i f o r n i a S t a t e U n i v e r s i t y , N o r t h r i d g e ( C S U N ) . W h i l e A f r i c a n A m e r i c a n m a l e s a r e t a r g e t e d d u e t o t h e i r l o w e s t r e t e n t i o n r a t e s , g r a d u a t i o n r a t e s , a n d h i g h e s t a t t r i t i o n r a t e s , a l l m a l e s a r e e n c o u r a g e d t o p a r t i c i p a t e i n o u r f o c u s g r o u p s T h e p u r p o s e o f I n t e l l e c t u a l S p a c e i s t o d e v e l o p a n d e v a l u a t e a c u l t u r a l l y r e s p o n s i v e m e n t o r i n g p r o g r a m b y p r o v i d i n g e n g a g e m e n t a c t i v i t i e s c o n c e r n i n g r a c i a l a n d e t h n i c i d e n t i t y d e v e l o p m e n t , h e a l t h a n d a w a r e n e s s , l e a d e r s h i p , a n d d e v e l o p i n g l e a r n i n g s t r a t e g i e s t o i n c r e a s e c o l l e g e c o m p l e t i o n .


DUBO I S-HA M E R CO-SP O N S O R E D EV E N T S

B I -A N N U A L M E N O F C O L O R E N Q U IR Y & ST U D EN T R ESEAR C H PO ST ER SESS IO N

T H E B I - A N N U A L M E N O F C O L O R E N Q U I R Y & S T U D E N T R E S E A R C H P O S T E R S E S S I O N P R O V I D E S A N O P P O R T U N I T Y F O R S T U D E N T S , F R O M T H E A F R I C A N A S T U D I E S 3 2 5 : T H E B L A C K M A L E I N C O N T E M P O R A R Y T I M E S , T O S H O W C A S E T H E I R R E S E A R C H O N B L A C K M E N I N A P O S T E R F O R M A T . T H E C A M P U S C O M M U N I T Y I S I N V I T E D T O P A R T I C I P A T E I N T H E E V E N T . T H E S E C O - C U R R I C U L A R E X P E R I E N C E S C O M P L I M E N T S T H E C O U R S E C O N T E N T A N D I S C O N S I D E R E D A H I G H I M P A C T P R A C T I C E .

T H E E V E N T W A S H E L D

N O V E M B E R 2 6 , 2 0 1 3


DUBO I S-HA M E R CO-SP O N S O R E D EV E N T S

B I-A N N U A L M E N O F C O L O R E N Q U IR Y & ST U D EN T R ESEAR C H PO ST ER SESS IO N

T H I S I N Q U I R Y - B A S E D L E A R N I N G A P P R O A C H A L L O W S S T U D E N T S T O B E C O M E A C T I V E L Y I N V O L V E D I N T H E L E A R N I N G P R O C E S S A N D G I V E S T H E M T H E

O P P O R T U N I T Y T O E N G A G E I N C O U R S E M A T E R I A L .

T H E E V E N T W A S H E L D

M A R C H 2 6 , 2 0 1 4


DUBO I S-HA M E R FU N D R A I S E R

T h e 1 s t a n n u a l S i l e n t A u c t i o n a n d R e c o g n i t i o n c e r e m o n y r a i s e d $ 5 0 0 , w h i c h i n c l u d e d d o n a t e d i t e m s f r o m t h e M a t a d o r B o o k s t o r e , S t u d e n t R e c r e a t i o n C e n t e r , P F C h a n g ’ s , F o o d 4 L e s s , e t c . A s p e c i a l t r i b u t e t o E m e r i t u s P r o f e s s o r R o s e n t i n e B e n n e t t P u r n e l l w a s p r e s e n t e d b y P r o f e s s o r M o n i c a T u r n e r , w h o p e r f o r m e d a c r e a t i v e d i a l o g u e o f t h e l a t e i n s t r u c t o r .


DUBO I S-HA M E R SU P P O R T & SP O N S O R S

F A C U L T Y A S S O C I A T E D W I T H I N S T I T U T E

D R . M A R Q U I T A G A M M A G E

D R . A I M E E G L O C K E

D R . S H E B A L O

D R . T H E R E S A W H I T E

C O L L E G E / U N I V E R S I T Y S P O N S O R S

A S S O C I A T E D S T U D E N T S / I N S T R U C T I O N A L L Y R E L A T E D A C T I V I T I E S

C O L L E G E O F S O C I A L & B E H A V I O R A L S C I E N C E S

R E S E A R C H & G R A D U A T E S T U D I E S

A F R I C A N A S T U D I E S

U N I V E R S I T Y S T U D E N T U N I O N , I N C .

A D V I S O R Y & C O M M U N I T Y B O A R D M E M B E R S

D R . V I R G I N I A H A T H A W A Y Y O U N G B L A C K S C H O L A R S

D R . C H R I S H O L M E S

U N I V E R S I T Y C O U N S E L I N G S E R V I C E S

M S . S H A N T E M O R G A N U N I V E R S I T Y A D V A N C E M E N T / B L A C K A L U M N I A S S O C I A T I O N

M O Y A O J A R I G I

I N N E R C H I L D A R T I S T R Y L E A D E R S H I P A C A D E M Y

the w.e.b du bois fannie lou hamer institute for academic ... report 2013-14.pdfmarquita gammage dr....

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