GJMPP Monograph Series
GJMPP Monograph SeriesGrace Jordan McFaddenProfessors ProgramGJMPP MONOGRAPH SERIES 2017i
John McFadden, PhDExecutive EditorUniversity of South Carolina2017iiGJMPP MONOGRAPH SERIES 2017
Copyright Grace Jordan McFadden Professors ProgramUniversity of South CarolinaPublished byGrace Jordan McFadden Professors ProgramOffice of the ProvostUniversity of South CarolinaColumbia, South Carolina 29208e-mail: jmcfadde@mailbox.sc.eduTelephone: 1-888-211-4531Printed byWentworth Printing CorporationWest Columbia, South Carolina 29169GJMPP MONOGRAPH SERIES 2017iii
Executive EditorJohn McFadden, PhDUniversity of South CarolinaConsulting EditorsivEdward L. Cox, PhDRice UniversityRichard G. Deaner, PhDAugusta State UniversityJohn P. Dolly, PhDUniversity of AlabamaTracy H. Dunn, PhDBenedict CollegeKathy M. Evans, PhDUniversity of South CarolinaDorinda J. Gallant, PhDThe Ohio State UniversityMartin J. Jencius, PhDKent State UniversityGlenn H. Jordan, PhDUniversity of GlamorganMarva J. Larrabee, EdDUniversity of South CarolinaWanda D. Lipscomb, PhDMichigan State UniversityToby L. Nelson, PhDOklahoma State UniversityThomas A. Parham, PhDUniversity of California-IrvineLee J. Richmond, PhDLoyola CollegeJoseph P. Ryan, PhDArizona State UniversityGJMPP MONOGRAPH SERIES 2017
ACKNOWLEDGEMENTSWe are grateful for the historical support that the AfricanAmerican Professors Program (AAPP) has received from theW.K. Kellogg Foundation and the South Carolina GeneralAssembly. The sustainment of the African American ProfessorsProgram, currently known as the Grace Jordan McFaddenProfessors Program, demonstrated by the University of SouthCarolina, is invaluable.In addition to the authors of chapters, their mentors, edsignificantly toward the preparation of papers for publication ofthis monograph, and are, therefore, acknowledged for theirunique efforts of advice, reviewing, and literacy support.Marva J. Larrabee, EdDKathy M. Evans, PhDRhittie L. Gettone, MEdMarty Jencius, PhDRashida H. McFadden, MBJDr. Marva J. Larrabee, Professor Emerita, continues to renderuntiring commitment and support to the African ssorsProgram, which is integral to the publication of this monograph.GJMPP MONOGRAPH SERIES 2017v
TABLE OF CONTENTSForeword . ixPhyllis I. Perkins, PhD, PharmD, MBA, AAPP Alumna 2005Preface . .xvJohn McFadden, PhD, Director, GJMPPALUMNI CONTRIBUTIONSSchool Racial Climate: A Brief Review ExploringAfrican American Youths’ Perceptions, Associationswith Their Educational Outcomes, and Implicationsfor Educators’ Practice . . . 3Charity Brown Griffin, PhD, 2014 AlumnaAssistant Professor, Department of Psychological SciencesAlisia Williams, Undergraduate Psychology MajorWinston-Salem State University, Winston-Salem, NCFifteen Years Beyond My AAPP Graduation 35Terry Carter, PhD, 2002 AlumnusProfessor of EnglishCollege of Humanities and Social SciencesKennesaw State University, Marietta, GA CampusviGJMPP MONOGRAPH SERIES 2017
A Case Study of Mergers in Higher Education:Sharing Purpose, Vision and Identity . . . 61Simone A. F. Gause, PhD, 2016 AlumnaAssistant Dean for Strategy and InnovationCollege of EducationUniversity of South Carolina, Columbia, SCEumelanin-Inspired Biindoles Via Solvent-FreeConditions . 97Toby L. Nelson, PhD, 2007 AlumnusAssistant Professor, Department of ChemistryRaiAnna A. Hopson, Graduate StudentSusan Pham, Undergraduate StudentDepartment of Chemistry, College of Arts and SciencesOklahoma State University, Stillwater, OKEvaluating the Accuracy of Cognitive AbilityEstimates . 119Anita M. Rawls, PhD, 2009 AlumnaPsychometrician, Assessment Division, PsychometricsThe College Board, Yardley, PAGJMPP MONOGRAPH SERIES 2017vii
Neonatal Keratinocyte Spheroids are Enriched forEpidermal Stem-Like Cells . . 141Yvon L. Woappi, PhD, 2016 AlumnusPostdoctoral Research Fellow,Department of DermatologyBrigham and Women's Hospital,Harvard Medical School, Boston, MALucia A. Pirisi, MD, ProfessorDepartment of Pathology, Microbiology and ImmunologySchool of Medicine,University of South Carolina, Columbia, SCviiiGJMPP MONOGRAPH SERIES 2017
FOREWORDI am honored and so humbled to have been given theopportunity to write the Foreword for the inaugural editionof the Grace Jordan McFadden Professors Programmonograph, formerly the Carolina Diversity ProfessorsProgram (CDPP) and the African American ProfessorsProgram (AAPP). This annual publication is something somany look forward to each year as it displays the brillianceof current students enduring the doctoral process as well asshowcasing the growth of the program’s graduates. Themonograph series symbolizes the vision that has alwaysbeen dear to both Drs. John McFadden and Grace JordanMcFadden of cultivating young scholars and encouragingtheir light to shine throughout this world.My journey at the University of South Carolina beganas an undergraduate student in the College of Pharmacy. Iknew that I did not want to pursue the standard route ofpharmacy practice as most young pharmacists do.GJMPP MONOGRAPH SERIES 2017ix
Although there is nothing wrong with that route, I had aninterest in different areas of research not pursued by many.I had spoken with the former dean of the College ofPharmacy about my interests in graduate studies. Heencouraged me to pursue them as he and one of hisdaughters had done. Dr. Farid Sadik guided me throughthe application process to graduate school, advised me tocheck the box that I was interested in an assistantship andto identify the date to take the Graduate Record Exam(GRE). I did all of these things as instructed andcompleted them well and on time, which ensured that Iwould be able to enroll in the PhD program January 2001.My graduation date from pharmacy school wasDecember 18, 2000. It was a cold Monday morning, andseveral relatives had come from as far as New York for mygraduation (i.e., My mother remembers it better than I do).While I was attending the reception held for the DecemberPharmD graduates after the doctoral hooding ceremony inthe Coker Life Sciences Lobby where the pharmacyprogram is housed, Dr. Sadik approached me. He told methat he had spoken on my behalf to Dr. John McFaddenxGJMPP MONOGRAPH SERIES 2017
and that I would be enrolled in AAPP in January. Hecautioned me not to worry because arrangements weremade for all of my fees to be covered. I was in such shockand so grateful that I had been blessed with such awonderful dean who was able to contact his good friendand fellow higher education colleague to assist me in thisnew journey. My mother’s eyes welled up as did mine thatsuch a gift had come a week before Christmas. I had notheard of the African American Professors Program untilthat day, but forever I am indebted to it.The African American Professors program (now theGrace Jordan McFadden Professors Program) has giftedme tremendously in so many ways that are too numerousto recount for this Foreword. The financial support aloneis a blessing as a fulltime doctoral student, but moreimportance is placed on the lifelong friendships that I haveretained that were fostered initially by the program. I metfellow scholars who looked like me that I may not haveever met if not for my AAPP participation and theleadership of Dr. McFadden as well as the love of Mrs.Rhittie Gettone. The workshops that prepared me forGJMPP MONOGRAPH SERIES 2017xi
future interviews (e.g., seeking postdoctoral fellowshipsand other employment opportunities) are invaluable. Thegenuine camaraderie AAPP fosters in the monthlymeetings and scheduled programs served as not only alearning tool, but they also functioned as a social outlet.Because I was the only African American graduate studentin my department as well as the only woman out of onlyfour students, AAPP students provided needed support. AsI grew in my program and within AAPP, I became a bit ofa social butterfly scheduling monthly gatherings nearcampus or at my home where we could continue to get toknow each other better; thus, the roots began for theselifelong friendships that I still hold dear and near.Thanks to the foundation I received from AAPP Ihave been able to collaborate with other pharmacyscholars on a textbook since my graduation in May, 2005.I have served as the president of both my local and stateAfrican American Medical Societies. While at USC, Iserved as the chair of the Black Alumni Council and wasfeatured in the Alumni spotlight thanks to my nominationby the Dean, Dr. Farid Sadik. I also was recognized in thexiiGJMPP MONOGRAPH SERIES 2017
South Carolina Black Pages Inaugural Top 40 under 40, inthe community category, in 2014.I am forever grateful for the African AmericanProfessors Program and the support of numerous others:Dr. Farid Sadik, Dean Emeritus of the College ofPharmacy; Dr. Michael Dickson, Professor Emeritus of theCollege of Pharmacy and my dissertation chair; currentGJMPP Director and The Benjamin Elijah MaysDistinguished Professor Emeritus, Dr. John McFadden;and the devoted GJMPP Administrative Coordinator, Mrs.Rhittie Gettone. In addition, my gratitude also is extendedto: The University of South Carolina Office of the Provostfor their continued AAPP/GJMPP sponsorship; thepersonal and professional networks formed through myinvolvement in the AAPP program; and scholars andfaculty mentors who are featured in the Monograph Seriesand whose published works are both helpful andinspirational.Congratulations to the Grace Jordan McFaddenProfessors Program Alumni featured in this MonographSeries, and I look forward to the continued learning I willGJMPP MONOGRAPH SERIES 2017xiii
receive from this latest edition. God bless you as youcontinue your journey.Phyllis I. Perkins, PhD, PharmD, MBAAAPP Alumna 2005Department of Pharmaceutical Outcomes SciencesCollege of Pharmacy, University of South CarolinaPharmacist, Moncrief Army Health ClinicColumbia, South CarolinaxivGJMPP MONOGRAPH SERIES 2017
PREFACEThe Grace Jordan McFadden Professors Program(GJMPP), formerly the African American ProfessorsProgram (AAPP)/Carolina Diversity Professors Program(CDPP) at the University of South Carolina, is honored topublish its sixteenth edition of this annual monographseries. AAPP recognizes the significance of offering itsscholars a venue through which to engage actively inresearch and to publish their refereed papers thatcontinually contribute to their respective fields of study.Parallel with the publication of their manuscripts is theopportunity to gain visibility among colleagues throughoutpostsecondary institutions at national and internationallevels.Scholars who have contributed papers for thismonograph are acknowledged for embracing the value ofincluding this responsibility within their academic milieu.Writing across disciplines adds broadly to the intellectualGJMPP MONOGRAPH SERIES 2017xv
diversity of these manuscripts. From neophytes to quiteexperienced individuals, the chapters have been researchedand written in al Leadership and Policies in the College ofEducation, AAPP was designed originally to address theunder-representation of African American professors oncollege and university campuses. Its mission is to expandthe pool of these professors in critical academic andresearch areas. Sponsored historically by the University ofSouth Carolina, the W. K. Kellogg Foundation, and theSouth Carolina General Assembly, the program recruitsdoctoral students for disciplines in which AfricanAmericans currently are underrepresented among facultyin higher education.The continuation of this monograph series is seen asresponding to a window of opportunity to be sensitive toan academic expectation of graduates as they pursue careerplacement and, at the same time, to allow for thedissemination of products of scholarship to a broadercommunity. The importance of this series has been voicedxviGJMPP MONOGRAPH SERIES 2017
by one of our 2002 AAPP graduates, Dr. ShundelleLaTjuan Dogan, formerly an Administrative Fellow atHarvard University, a Program Officer for the SouthernEducation Foundation, and a Program Officer for theArthur M. Blank Foundation in Atlanta, Georgia. She iscurrently a Corporate Citizenship and Corporate AffairsManager for IBM-International Business Machines inAtlanta, Georgia and has written an impressive Forewordfor the 2014 monograph.Dr. Dogan wrote: “One thing in particular that Iwant to thank you for is having the African AmericanProfessors Program scholars publish articles for themonograph.I have to admit that writing the articlesseemed like extra work at the time. However, in my recentinterview process, organizations have asked me forsamples of my writing.Including an article from apublished monograph helped to make my portfolio muchmore impressive. You were ‘right on target’ in having usdo the monograph series” (AAPP 2003 Monograph, p. xi).GJMPP MONOGRAPH SERIES 2017xvii
The Grace Jordan McFadden Professors Programpurports to advance the tradition of spearheadinginternational scholarship in higher education as evidencedthrough inspiration from this group of interdisciplinarymanuscripts. I hope that you will envision these publishedpapers for serving as an invaluable contribution to yourown professional and career enhancement.John McFadden, PhDThe Benjamin Elijah MaysDistinguished Professor EmeritusDirector, Grace Jordan McFadden Professors ProgramUniversity of South CarolinaColumbia, South CarolinaxviiiGJMPP MONOGRAPH SERIES 2017
2017ALUMNI CONTRIBUTIONSGJMPP MONOGRAPH SERIES 20171
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SCHOOL RACIAL CLIMATE: A BRIEF REVIEWEXPLORING AFRICAN AMERICAN YOUTHS’PERCEPTIONS, ASSOCIATIONS WITH THEIREDUCATIONAL OUTCOMES, AND IMPLICATIONSFOR EDUCATORS’ PRACTICECharity Brown Griffin, PhD, 2014 AAPP AlumnaAssistant ProfessorDepartment of Psychological SciencesAlisia Williams, Undergraduate Psychology MajorCollege of Arts & SciencesWinston-Salem State UniversityWinston-Salem, North CarolinaSchool climate is a multidimensional construct thatincludes major spheres of school life such as students’sense of safety, relationships, teaching and learning, andorganizational patterns (National School Climate, 2017).The quality of a school’s climate is characterized by fourlevels of interactions: (a) interactions among students, (b)interactions between school personnel and students, (c)interactions among school personnel, and (d) interactionsGJMPP MONOGRAPH SERIES 20173
between the school, families, and community s,educators, and policymakers have acknowledged thesignificant role that school climate has on students’learning and development (e.g., Blum, McNeely &Nonnemaker, 2002; Kuperminc, Leadbeater, & Blatt, 2001;Loukas, Suzuki, & Horton, 2006; Ruus, Veisson, Leino,Ots, Pallas, Sarv, & Veisson, 2007; Whitlock, 2006).Indeed, empirical evidence suggests that a positive schoolclimate is associated with academic achievement, effectiverisk prevention, and positive youth development (NationalSchool Climate Center, 2017). Despite the abundance ofevidence demonstrating associations between schoolclimate and student outcomes, there has been a dearth ofresearch investigating the importance of school racialclimate.School racialclimate describes how race andperceptions regarding race function within the schoolsetting concerning values, practices and norms experiencedby individuals within the environment (Mattison & Aber,2007). Consistent with the multidimensional nature of the4GJMPP MONOGRAPH SERIES 2017
gnized four re-emerging themes throughout schoolracial climate scholarship, which includes interpersonalinteractions, stereotypes and race relations, fair treatmentand racial equity, and support (Byrd, 2015; Byrd &Chavous, 2011; Hope, Skoog, & Jagers, 2015). Althoughresearchers such as Chavous (2005; 2008) and Brody, et al.(2006) have contributed to understanding the consequencesof school racial climate for adolescent development, thisbody of literature remains small and often oversimplified.Even though professional literature on school racialclimate among African American youth has been underexplored, current events around our nation highlight theneed for the examination of how perceptions of race matterin schooling. For instance, according to the Department ofEducation and Justice, students of color “are more likely tobe suspended and expelled when compared with theirWhite peers,” and these differences in disciplinary practicescannot be explained by more frequent or more seriousmisbehavior by students of color (Lhamon & Samuels,2014, p. 6).GJMPP MONOGRAPH SERIES 20175
Many racial and ethnic minority youth are faced withthe challenge of navigating their schooling experiencewhile also dealing with complex racial issues. Also,theoretical frameworks (e.g., the integrative model ofethnic identity) highlight how the effect of social positionfactors into school experience. Factors such as race include“nonshared” experiences with mainstream populations andhelp to “define the unique development of ethnic minorityyouth” (Garcia-Coll, et al., 1996, p. 1896). Specifically,this theoretical framework posits that considerations ofrace-related experiences should be central and notperipheral to ethnic minority youths’ outcomes (i.e.,particularly in school contexts) because of the saliency ofthis environment in the development of ethnic minoritychildren. In additional frameworks (e.g., the Spencer,Dupree, and Hartman [1997] phenomenological variant ofecological systems theory [PVEST]), African Americanchildren experience a unique ecology that is important forresearchers to understand when examining developmentaloutcomes, including academic achievement.6GJMPP MONOGRAPH SERIES 2017
The current review begins by providing a briefoverview of the research literature exploring how AfricanAmerican youth perceive their school’s racial climate.Next, we discuss associations between African Americanyouths’ perceptions of racial climate and varying outcomes.Finally, we focus our discussion on important implicationsfor educators’ practice.YOUTHS’ PERCEPTIONS OF SCHOOL RACIALCLIMATESurprisingly, racial climate has been the focus ofseveral studies at the college level (e.g., Chavous, 2005),but only a few studies have been conducted at thesecondary school level (e.g., Byrd & Chavous, 2011;Mattison & Aber, 2007). The Chavous (2005) researchfindings suggest that White students and ethnic minoritystudents on college campuses often experience differentracial climates. In general, White students tend to reportmore positive perceptions of intergroup relationships anddiversity norms at their institutions than do AfricanAmericans (e.g., Ancis, Sedlacek, & Mohr, 2000).GJMPP MONOGRAPH SERIES 20177
Some research indicates that students may be similar intheir views about particular aspects of the environment, butthey may differ regarding other aspects of the racialclimate. Loo and Rolison (1986), for instance, found thatminority students (e.g., African Americans, MexicanAmericans, and Asian Americans) and White studentsagreed about the existence of sociocultural difficultiesamong students; however, White students perceived thatthere were greater levels of university support forminorities than ethnic minority students perceived.It may be to no surprise then, that students of colorexperience secondary school settings in ways that arenotably distinct from their White peers (Fisher, Wallace,Fenton, 2000; Greene, Way, & Pahl, 2006; McLoyd &Steinberg, 1998; Rosenbloom & Way, 2004). Children asyoung as 5 years old can notice differential treatmentacross racial groups (Brown & Bigler, 2004), andchildren’s understanding of ra
by the Dean, Dr. Farid Sadik. I also was recognized in the . GJMPP MONOGRAPH SERIES 2017 xiii South Carolina Black Pages Inaugural Top 40 under 40, in the community category, in 2014. I am forever grateful for the African Americ
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ACCOUNTING 0452/22 Paper 2 October/November 2017 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction .
