Considers the appropriateness of applying college student developmental theories that are based on European/European American psychology to the development of African American college students. Suggests that theories for the development of African American college students should be Afrocentric in nature. (SM)

Demonstrates how intellectual arguments to infuse Afrocentric content into the school curriculum consist mainly of efforts to replace a pervasive Eurocentric hegemony in the education of African Americans, noting the need to seriously analyze the internal and external problems this movement faces. Describes historical developments, a model for…

Black Studies is increasingly being shaped and defined for Blacks rather than by Blacks. Black Studies scholars must adopt a position apart from, outside, or in critique of the established paradigm of Eurocentric scholarship, and operate within an Afrocentric historical paradigm. (BJV)

Investigated African-descent college students' perspectives toward their African identity and how students with different perspectives reacted to immersion into an African-centered literacy curriculum. Five prevailing perspectives emerged: indifferent, resentful, hostile, accepting, and African centered (only one student was African centered).…

Discusses whether or not to introduce philosophy in K-12 Afrocentric schools, recommending that Afrocentric educators take into account public education's aversion to philosophy, challenging Plato's and Aristotle's arguments against philosophizing before age 30. Encourages Afrocentric educators to formulate an explicit Afrocentric philosophy,…

Reflects on the implementation of African-centered composition curriculum within the traditional curriculum, describing five theoretical traditions upon which the African-centered composition curriculum is based. Highlights the implementation of this curriculum at one university in 1996, noting problems encountered during the implementation that…

Studied African-centered values and attitudes related to achievement motives for 107 African and African American college students. Also studied the use of a sentence completion test to measure achievement motives. The sentence completion measure did identify concerns, beliefs, values, and orientations of the subjects, which were in accord with…

Proposes the consideration of the Nguzo Saba as a foundation for African American college student development theory, focusing on: racial/ethnic identity theories; the history of Kwanzaa; the origins of Kwanzaa (African and African American origins); and practical applications of the Nguzo Saba's seven principles (unity, self-determination,…