Dr. Antonio L . Ellis

Historically Black Colleges and Universities (HBCUs) are “Black academic institutions established prior to 1964, whose principal mission was, and still is, the education of Black Americans” (Roebuck & Murty, 1993, p. 3). These institutions were founded decades following the Civil War primarily by the federal government’s Freedmen’s Bureau, abolitionist missionaries, and Northern philanthropists whose motivation was to train African-Americans for the industrial enterprises (Gasman, Spencer, & Orphan, 2015). HBCUs, the only higher education option for African-Americans until the mid-1960s, also trained AfricanAmerican teachers and preachers (Gasman et al., 2015). Higher education options for African-Americans expanded to include Predominantly White Universities (PWIs) after the Civil Rights Movement (Ellis, Smith, & Barnett, 2016; Palmer, 2010). However, HBCUs have remained a viable choice for students, primarily for students of color. Currently the 105 HBCUs enroll 11% of Black stude...

The importance of providing access to high-quality, evidence-based transition education activities for students with disabilities cannot be overstated. Such activities may include a transition curriculum offered in the elementary years through graduation; integration of transition education themes and concepts into core academic content at the secondary level; and a data-driven transition plan that is collaboratively developed, implemented, and monitored by a multidisciplinary team, including students and their families (Bullis, 2013; Gothberg, Peterson, Peak, & Sedaghat, 2015; Luecking & Luecking, 2015; Papay, Unger, Williams-Diehm, & Mitchell, 2015; Shaw & Dukes III, 2013).

As we commemorate the 70th anniversary of the landmark Brown v. Board of Education decision, it is crucial to reflect on its complex legacy, particularly its unintended negative impact on special education services for Black children. While the ruling sought to dismantle the legal framework of racial segregation and promised equal educational opportunities for all, its implementation often overlooked the unique needs of Black students with disabilities. This oversight resulted in inadequate support and services, perpetuating educational disparities and highlighting the persistent challenges these students face within a system still grappling with the deep-rooted effects of segregation and inequality.

When looking at race-based research, typically you are presented with literature that examines the inequalities and inequities that exist when comparing African Americans and Whites. The Black-White binary is so frequently presented in social scientific research that it is selflimiting insofar as it does not adequately consider the experiences of Asian Americans. It is critical that research moves beyond the BlackWhite binary and includes the experiences of Asian Americans. Fortunately, within the academy and beyond, debates and conversations have emerged regarding what a group of people comprise “the model minority.” Recently a New York Post report identified eight superior “cultural” groups in the United States: Jewish, Chinese, Iranian, Lebanese, Nigerian, Cuban, and Mormon. Many Asian Americans viewed Amy Chua’s report with suspicion because it was interpreted as perpetuating the “model minority” myth. In the Model Minority Stereotype: Demystifying Asian American Success Hartlep...

... The same concept can be applied to organizational processes where groups attempt to instruct adherents about how to be ... It is not surprising to those who study the Black religious experience that the above variables that asso-ciate the growth of the church to "Adam Smith's ...

In 2020 educational scholar, Dr. Yolanda Sealey-Ruiz, revived the term "Archeology of Self" as a racial literacy development model. Archeology of self encourages K-12 teachers and higher education faculty to engage in self-reflection to unveil their racial bias and stereotypes. Arguably, one of the outcomes of racial bias and stereotypes in K-12 education is the disproportionate placement of students of color in special education. In 1968, the United States Department of Education's Office of Civil Rights began conducting a biennial survey of K-12 schools within the states. Much of this survey data homed in student placement in special education programs focusing on variables such as race, gender, social class, and language proficiency. Despite the implementation of various interventions, research over the past four decades show that the patterns of disproportionality have remained consistent.

In this article, we show that the retention and graduation rate of Black male students at institutions of higher education is dismal when compared to other groups. Approximately, 30% of Black college males who enroll in a four-year institution earn a college degree compared to 57% of White male students (Bohrnstedt et al., 2015). Black men find it difficult to persist and complete a college degree, and reasons behind it should be explored. The purpose of this study is to explore student and administrator perceptions of retention strategies for Black male students attending a Predominantly White Institution (PWI).

Not requiring students to take the GRE could further serve as a tool to illuminate and help make sense of the salience of race and racism in higher education policies and practices. Through the lens of interest convergence, we contend that those who are in power are sometimes supportive of altering traditional graduate school admission requirements that do not oppress and discriminate against minoritized students, as long as those changes do not disrupt or require them to sacrifice their own privileges.

... The same concept can be applied to organizational processes where groups attempt to instruct adherents about how to be ... It is not surprising to those who study the Black religious experience that the above variables that asso-ciate the growth of the church to "Adam Smith's ...

The history, impact, and legacy of the marching bands at Historically Black Colleges and Universities (HBCUs) is infinite and immeasurable for not only the members, but also for the students, faculty, administrators, staff, family, and community members. At the member level, HBCU Marching Bands can be a “home away from home,” providing structure, routine, and discipline. At the fan level, for HBCU students, alumni, community members and others, HBCU marching bands and traditions also can provide the social and emotional bonding, as well as financial support to the institution that may span for multiple generations. In this edited volume we will capture the rich history and legacy of HBCU marching band from former members and affiliates. While this book will reveal triumphant stories, it will also provide counter-narratives to debunk the myth that HBCU marching bands are inherently negative, as in the case of recently reported hazing incidents. We openly acknowledge, and do not seek to dismiss or minimize the tragedies of these isolated cases. However, we would like to highlight HBCU Marching Bands as organizations that are not defined by these extremely unfortunate, embarrassing, and tragic moments, but rather as critical to the support and expression of our HBCU communities and culture.

As the nation’s population continues to transform, speech-language pathologists (SLPs) face challenges and important decisions regarding the assessment and treatment of diverse individuals. The pattern of an increasing number and proportion of minorities in Texas and across the United States (Oswald, Coutinho, and Best, 1999; United States Census Bureau, 2014) is also leading to changes in practitioners’ caseloads (LeBlanc, Whites, Vandenberghe, and Primus, 2012). As a result, SLPs are being called upon to provide services to a more culturally diverse population. Although culturally appropriate services are needed in all areas, fluency disorders occur across all cultures and languages (Van, Maes, and Foulon, 2001) and require the consideration of multiple factors, including family dynamics, personal relationships, listener attitudes, quality of life, and personal motivation (Swartz, Gabel, Hughes, Irani, 2009). Differences in culture and language exist as well as differences in cultural beliefs regarding stuttering. Many practitioners are faced with challenges regarding how to best identify, assess, and treat fluency-related concerns when multicultural and second-language acquisition variables are present. This article explores perspectives from three professionals who specialize in the area of fluency disorders. Interview questions were presented to Dr. Antonio L. Ellis, Dr. Kia Johnson, and Tricia Krauss-Lehrman targeting areas related to assessment, cultural beliefs, developmental versus disordered stuttering, and other areas. It is our hopes that these interview questions and responses will provide additional insight into the perspectives of SLPs in regards to serving culturally and linguistically diverse populations in the area of fluency.

In this chapter, the author attempt to uncover the ways anti-Blackness intersects with disability among African American males with stuttering disabilities while they pursue tenured professorships at colleges and universities. This chapter uses autoethnography to critically analyze the personal and professional life experiences of a Black male tenure-track professor. Autoethnography is a research method that uses personal experience to describe and interpret cultural text, beliefs, experiences, and practices

This book is dedicated to Mr. Linard H. McCloud, who is the longest employed teacher at Burke High School in Charleston, South Carolina. We celebrate his 40 years of effective teaching at the same school. To honor his commitment to education, we share our reflections on effective teaching through critical storytelling. Each chapter in this volume will share similar stories about teachers whom the authors deem as effective, while concluding with practical recommendations for current and pre-service teachers to employ in their practices.

This chapter shares three counter-narratives. The first counter-narrative shares Ellis’s experiences as African American who received his primary education from predominantly Black schools and postsecondary education from Historically Black Colleges and Universities (HBCUs). However, while studying in K-12 schools and while completing his bachelor’s degree from an HBCU, he was highly encouraged by African American teachers and professors not to attend an HBCU for graduate studies. They contended that people who received bachelor and graduate degrees from HBCUs are less likely to be as employable as persons who studied at Predominantly White Institutions (PWIs). Unfortunately, Ellis took the advice of these teachers and professors seriously. Therefore, after Ellis completed his undergraduate work, he remained committed to gaining admission into a PWI.
The second counter-narrative shares Smith’s experiences as an African American male who received his primary education from predominately white schools and his postsecondary education from Historically Black Colleges and Universities (HBCUs). While completing his post-secondary education, he noticed a lack of respect towards his education from an HBCU, compared to his secondary school classmates who were attending Predominately White Institutions (PWIs). Additionally, when discussing his aspirations for graduate studies he was confronted by more negative attitudes concerning HBCUs coupled with consistent pressure to seek admission into graduate programs at PWIs, from African Americans and Non-African Americans alike. Smith struggled with the notion that HBCUs could not compare to PWIs even after attaining two degrees and found himself at a fork in the road when applying for doctoral programs.
The third counter-narrative shares Barnett’s experiences as an African American male who received his primary education from the Baltimore City Public Schools. Thereafter he enrolled into Coppin State University for his undergraduate studies. After completing his undergraduate studies, Barnett returned to Coppin State for a portion of his graduate level education. In order to diversify this chapter, he briefly shares his experiences as a student at Coppin State. Currently, Barnett is pursuing a master’s degree at the University of Baltimore.