Royel M. Johnson

Bio: Royel M. Johnson is an academic researcher from Pennsylvania State University. The author has contributed to research in topics: Foster care & Higher education. The author has an hindex of 7, co-authored 21 publications receiving 151 citations. Previous affiliations of Royel M. Johnson include Ohio State University & Center for the Study of Higher Education.

Black and Male on Campus: An Autoethnographic Account

Abstract: The pur pose of this autoethnographic study was to explore the ways in which race and racism coalesce in shaping the college experiences of Black men. I employ Critical Race Theory (CRT) to analyze my own reflections about lived realities experienced as an undergraduate at a predominantly White institution (PWI). Findings center on the role that race played in shaping my experiences related to achievement, engagement, and representation in college. Implications for the study highlight the importance of grit and double consciousness in the success of Black men in college, as well as the role of “racial symbolism” in coloring their experiences at PWIs.

Investigating the College Adjustment and Transition Experiences of Formerly Incarcerated Black Male Collegians at Predominantly White Institutions

Abstract: Much of the present research available on formerly incarcerated Black males (FIBMs) focuses primarily on their criminal experiences and subsequent effects on their personal lives, employment options, and repeat offenses. Despite the overwhelming number of Black men in the U.S. criminal justice system and the country’s goal of increasing the proportion of citizens who earn postsecondary degrees, little is known about the postsecondary adjustment and transition experiences of FIBMs. This exploratory study represents an initial attempt to address a gap in the research by centering on two questions: (a) What challenges do FIBMs face in adjusting and transitioning to college? (b) What supports help FIBMs persist in college? Employing a constructivist qualitative approach, FIBMs were interviewed via one-on-one semi-structured interviews over a period of 12 months at public research institutions within the United States. Analysis of interview data yielded three major themes: (a) ex-offender label as impediment and motivation for higher education, (b) importance of support networks, and (c) development of resiliency. Implications for policy, practice, and future research are highlighted.

Black Female Community College Students' Satisfaction: A National Regression Analysis

Abstract: Data from the Community College Student Experiences Questionnaire were analyzed for a sample of 315 Black women attending community colleges. Specifically, we conducted multivariate analyses to assess the relationship between background traits, commitments, engagement, academic performance, and satisfaction for Black women at community colleges. Descriptive results provide a profile of Black women who attend community colleges in terms of age, native language, units taken, and grades. Hierarchical linear regression results suggest that our statistical model accounted for 22% of the variance in satisfaction. Significant predictors of Black women's satisfaction at community colleges include age, effect of family on school work, and social engagement with faculty. Grades may also be significantly related to Black women's satisfaction, although the relationship was reduced to nonsignificance over successive models. Implications for future policy, practice, and research are highlighted.

Why Are All the White Students Sitting Together in College? Impact of "Brown v. Board of Education" on Cross-Racial Interactions among Blacks and Whites.

Abstract: This year commemorates the 60th anniversary of Brown v. Board of Education, the 1954 Supreme Court decision that mandated desegregation of America's public schools. By all accounts, Brown was a watershed moment in the nation's history, nullifying exclusionary policies and practices in public services that characterized de jure segregation and challenging the "separate but equal'' doctrine that had been order-of-day since Plessy v. Ferguson (1896). Although "few rulings have ever been [both] so extravagantly praised and condemned" (Patterson, 2001, p. xi), historians and legal scholars agree that Brown is arguably one of the most time-honored decisions in American constitutional law (Anderson, 2006).There are good reasons for Brown's popularity. The landmark decision precipitated racial integration in public spaces first through education, then later housing and transportation, to name a few. Brown attempted to redress past inequalities, promote equality of opportunity in public education, and extend equal protections of law for racial minorities who at the time were legally denied access to adequate education, which, in part, set precedence for outgrowth social movements (Jasper, 2010) toward disability, gender, sexuality, bilingual education, children of undocumented immigrants, and a menu of other civil rights issues (Anderson, 2004). Consequently, Brown became known for more than what it was-an education policy case-but also for what it could mean for others denied equal protections of law.For all its immediate good, the enduring effects of Brown are still in question. Derrick Bell (2004), often touted as a leading voice of critical race theory, once asked: "How could a decision that promised so much, by its terms, accomplished so little, have gained so hallowed a place . . . that its mere mention. . . sparked a contained but very real demonstration?" (pp. 1-2) Others have raised similar poignant questions, challenging the legacy of Brown and its failure to eliminate a constitutionally-protected system of racial discrimination and inequality in education (Patterson, 2001). The following titles of more recent books and articles reflect this sentiment of Brown's inability to achieve the desired outcome of educational equality: "A Tale of Two Browns: Constitutional Equality and Unequal Education," "Still Separate and Unequal" and "The Broken Promise of the Brown Decision" (Anderson, 2006; Gold, 2007; Irons, 2004). All of these, and swells of empirical essays, imply that Brown's intended effects have been minimally achieved or muted at best, if at all.Despite the debates, Brown had undeniable effects on public education, especially at the K-12 level (Spencer, 2008), but its influence seems to be more nuanced than some suggest. For instance, the Brown decision promised to integrate 11.5 million Black and White students enrolled in schools across nearly 11,200 districts in the United States (Patterson, 2001). And while the decision did lead to more integrated schools, it did not completely dismantle predominantly White or predominantly Black schools settings, as many districts remained de facto segregated for years after Brown (Wallenstein, 2003).Related, the unanimous ruling of the Supreme Court in Brown provided access for Blacks to avenues of educational opportunity in once all-White schools (Patterson, 2001). Of course, there were unintended consequences of Brown at the K-12 level too; scholars have documented how desegregation of public schools displaced, dismissed, and all-too-often decimated Black educators including qualified teachers and well-intended principals (Karpinski, 2006; Tillman, 2004).That Brown extended equal protections of law (i.e., 14th amendment) to Blacks in public education and lead to them-few initially but many more over time-gaining access to higher quality White schools is consistent with the Court's rationale in the majority opinion. Recall the majority opinion held:Segregation of White and Negro children in public schools of a state solely on the basis of race deprives Negro [emphasis added] children of equal educational opportunities . …

Outsiders Studies in the Sociology of Deviance.

Abstract: This 1966 paperback edition of a publication which first appeared in 1963 has by now been widely reviewed as a worthy contribution to the sociological study of deviant behavior. Its current appearance as a paperback is a testimonial both to the quality of the work and to the prominence of deviant behavior in this generation. In general the author places deviance in perspective, identifies types of deviant behavior, considers the role of rule makers and enforcers, and some of the problems in studying deviance. In addition, he develops a sequential model of deviance relying on the concept of career, a concept originally developed in studies of occupations. In his study of a particular kind of deviance, the use of marihuana, the author posits and tests systematically an hypothesis about the genesis of marihuana use for pleasure. The hypothesis traces the sequence of changes in individual attitude

Student Development in College: Theory, Research, and Practice (review)

Abstract: identities that are important for working with diverse student populations. As with the first edition, it is written in a manner similar to a literature review with realistic case studies framing each chapter, and often critiques, applications, and suggestions for research. Given the varied approaches to thinking about student development and relationships among student development theories, the authors were wisely transparent in discussing how they structured this book, especially what to include and what to omit from the first edition. Although impossible to discuss all of the theories in detail, the decisions the authors made regarding structure result in a text that, through its breadth, grounds student development theory in its roots and highlights contemporary conceptualizations, research, and applications. Setting the context, part 1 defines stu­ dent development theory, provides a historical overview of student development within student affairs, and offers some considerations regarding the application of student development theory. Part 2 reviews what the authors describe as “foundational theories,” including psychosocial, cognitive­structural, and learning style. Through the use of the term foundational rather than something along the lines of historical, the authors show welcome respect for the enduring contributions of these theories to the profession. The foundational theories described in these five chapters, including Erikson, Marcia, Josselson, Chickering and Reisser, Perry, Kohlberg, Rest, Gilligan, Belenky and colleagues, Baxter Magolda, King and Kitchener, and Kolb, comprised much of the first edition. Offering a preview of topics discussed in more depth in later chapters, they Student Development in College: Theory, Research, and Practice (Second Edition) Nancy J. Evans, Deanna S. Forney, Florence M. Guido, Lori D. Patton, Kristen A. Renn San Francisco: Jossey-Bass, 2009, 480 pages, $60.00 (hardcover)

Guidelines for choosing between multi-item and single-item scales for construct measurement: A predictive validity perspective

Abstract: textEstablishing predictive validity of measures is a major concern in marketing research. This paper investigates the conditions favoring the use of single items versus multi-item scales in terms of predictive validity. A series of complementary studies reveals that the predictive validity of single items varies considerably across different (concrete) constructs and stimuli objects. In an attempt to explain the observed instability, a comprehensive simulation study is conducted aimed at identifying the influence of different factors on the predictive validity of single versus multi-item measures. These include the average inter-item correlations in the predictor and criterion constructs, the number of items measuring these constructs, as well as the correlation patterns of multiple and single items between the predictor and criterion constructs. The simulation results show that, under most conditions typically encountered in practical applications, multi-item scales clearly outperform single items in terms of predictive validity. Only under very specific conditions do single items perform equally well as multi-item scales. Therefore, the use of single-item measures in empirical research should be approached with caution, and the use of such measures should be limited to special circumstances.

How is our work

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