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Atlanta, GA, United States

Morehouse College is a private, all-male, liberal arts, historically black college located in Atlanta, in the U.S. state of Georgia. Along with Hampden–Sydney College and Wabash College, Morehouse is one of three remaining traditional men's liberal arts colleges in the United States.The mission of Morehouse College is to develop men with disciplined minds who will lead lives of leadership and service. A private historically black liberal arts college for men, Morehouse realizes this mission by emphasizing the intellectual and character development of its students. In addition, the College assumes special responsibility for teaching the history and culture of black people.Morehouse has a 61-acre campus and an enrollment of approximately 2,100 students. The student-faculty ratio is 16:1 and 100% of the school's tenure-track faculty hold tertiary degrees. Along with Clark Atlanta University, Interdenominational Theological Center, Morehouse School of Medicine and nearby women's college Spelman College, Morehouse is part of the Atlanta University Center. In 1881, both Morehouse and Spelman students were studying in the basement of Atlanta's Friendship Baptist Church. Morehouse is one of two black colleges in the country to produce Rhodes Scholars, and it is the alma mater of many African-American leaders, including Dr. Martin Luther King, Jr.. Wikipedia.


Jeffries W.L.,Centers for Disease Control and Prevention | Johnson O.D.,Morehouse College
American Journal of Public Health | Year: 2015

Objectives. We examined associations between homonegative attitudes and HIV and other sexually transmitted infection (HIV/STI) risk behaviors among sexually active US men. Methods. We used the 2006-2010 National Survey of Family Growth (n = 10 403) and multivariable logistic regression models to examine homonegative attitudes in relation to condom use, number of past-year sex partners, HIV/STI testing, and STI diagnoses. Results. Among men who had sex with men, homonegative attitudes were associated with lower odds of condom use during anal sex with women (before the past year) and past-year STI testing. Among men who had sex with men and women, homonegative attitudes were associated with lower odds of condom use during vaginal sex and sex with men, having 4 or more partners, and HIV testing ever. Among men who had sex with women, homonegative attitudes were associated with lower odds of condom use during vaginal sex and sex with men (before the past year), HIV testing ever, and contracting herpes, human papillomavirus, or syphilis. Conclusions. Homonegative attitudes may promote HIV/STI acquisition and transmission among sexually active men of all sexual orientations. Interventions should address homonegative attitudes in the United States. Source


Kakeu J.,Morehouse College
Environmental and Resource Economics | Year: 2015

This paper develops a framework in which asset class dimensions are extended to include both risk and exhaustibility for explaining the evolution of shadow prices of marginal units of exhaustible natural resources in capital-resource economies. It is shown that the pricing kernel function required for socially valuing marginal units of exhaustible resource, hereafter called the Exhaustion-Stochastic Discount Factor, combines a factor that discounts for risk and another factor that discounts for resource exhaustion over time. The social rate of return on the marginal unit of resource stock adds to the risk-premium an exhaustion premium that accounts for the resource depletion over time. In this setting, the principle of no-arbitrage holds by extending asset-class dimensions to include not only a risk dimension but also an exhaustibility dimension. © 2015 Springer Science+Business Media Dordrecht Source


To understand baseline inequities in appendiceal perforation rates and the impact of hurricane destruction on the healthcare system with respect to perforation rates and racial disparities. We used claims data extracted from Medicaid Analytic Extract files to identify appendicitis diagnoses in children and adolescents based on International Classification of Diseases-9 codes and appendectomy procedures based on Current Procedural Terminology codes in the hurricane-affected states of Mississippi and Louisiana. County-level summary data obtained from 2005 Area Resource Files were used to determine high and low hurricane-affected areas. We estimated logistic regression models, mutually adjusting for race, sex, and age, to examine disparities and mixed logistic regression models to determine whether county-level effects contributed to perforation rates. There were nine counties in the high-impact area and 133 counties in the low-impact area. Living in the high- or low-impact area was not associated with a statistically different rate of perforation before or after Hurricane Katrina; however, living in the high-impact area was associated with a change from a lower risk (odds ratio [OR] 0.62) of perforation prehurricane to a higher risk (OR 1.14) posthurricane compared with those living in the low-impact areas. African Americans had statistically higher perforation rates than whites in the high-impact areas both before (OR 1.46) and after (OR 1.71) Hurricane Katrina. Health professionals and hospital systems were able to maintain effective levels of care before and after Hurricane Katrina; however, perforation rates in African Americans suggest ongoing racial disparities during disasters. Source


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 349.95K | Year: 2015

Morehouse College will conduct a research project to uncover new insights regarding the effect of culturally relevant career exploration resources on high school students career interests. The researchers propose a mixed-methods research design using quantitative and qualitative data to examine the effects of using embodied conversational agents (ECAs) in virtual career exploration fairs with rural and urban high school students. Building on previous research that shows that ECAs are as effective as humans when used to mentor undergraduate students interested in pursuing graduate school, the researchers will explore whether the research extends to high school students considering computing careers.

Guided by the possible selves and social cognitive career theory (SCCT) frameworks, researchers will examine students perceptions of computing and computing careers before and after each career exploration fair, noting the effect and impact of questions and answers (Q&A), storytelling, and culturally relevant storytelling. The ECAs will represent minority individuals in authentic computing professions. The specific research questions are: 1) In what ways do students career interests and perceptions change following virtual career exploration fairs using ECAs? 2) How do culturally relevant ECAs differ based on student perceptions and identities? and 3) What roles do gender, race, ethnicity, grade level, and location (rural/urban) play in students career identities? Survey data will be analyzed to determine the relative impact of the virtual career exploration fair on student self-efficacy, interest in computer science careers, and predictive factors of the SCCT?

The project presents a potentially sustainable solution for motivating urban and rural high-need school districts to explore computing careers. Data collected on student attitudes, interests, and self-efficacy will help guide improvements to the ECAs and ensure they are broadly applicable for future uses.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 200.10K | Year: 2015

The Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) provides support to undertake an institutional self-analysis in preparation for a Broadening Participation Research Center. Broadening Participation Research Centers are expected to serve as a national hub for the rigorous study and broad dissemination of the critical pedagogies and culturally sensitive interventions that contribute to the success of HBCUs in educating African American STEM undergraduates. The project at Morehouse College seeks to plan the essential research questions, experimental designs and programmatic activities for creating a large-scale STEM broadening participation research innovation center designed to research how HBCUs can best understand and activate the particular brand of genius within a given student.

The goal of the project is to employ this asset-based approach in partnership with HBCUs, industry, and nonprofit organizations to plan a research center that will in part utilize STEM innovation as a tool for student empowerment. Activities of the project include: networking with other HBCUs and forming partnerships with Morehouse College; soliciting involvement from innovation centers, industry and non-profit organizations; developing well defined research questions and experiments; planning a dissemination program to include a comprehensive web portal, workshops, faculty sabbaticals, summer internships for students and faculty, conferences and possibly a journal. The project will be guided by an external advisory committee.

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