International Journal of Social Science Research and Practice: A Quarterly Journal

By Department of Sociology and Criminal Justice

International Journal for Social Science Research and Practice (IJSSRP) is an interdisciplinary peer reviewed journal. The objective of the journal is to serve as a forum for the exhibition and dissemination of scholarly activities in forms of current researches and thoughts on contemporary issues. The scope of IJSSRP is wide and all inclusive as it ranges from issues in the United States to global events and happenings. It welcomes all types of researches ranging from field and experimental to rigorous theoretical explanations. It welcomes empirically based studies and discussions based on abstractions and theoretical understanding. IJSSRP will serve as the forum for the promotion of positive exchange between nomothetic and idiographic traditions in the social sciences.


The journal is independent of any particular school of thought and does not lean towards any theoretical perspective or viewpoint. Authors are not limited by their nationality, religion, subject matter or theoretical orientation. The journal is however interested in studies that will promote global unity and understanding towards achieving a peaceful global village, global social harmony and economic growth. It therefore promotes studies that can yield practical solutions to contemporary global social problems.

Department of Sociology & Criminal Justice Virginia State University, Petersburg, VA 23806 TEL: [phone]

• Language: English
• Publisher: Trafford Publishing
• Release date: Apr 7, 2017
• ISBN: 9781490780160

Book preview

Internationafl Journal of Social Science

Research and Practice (IJSSRP)

Vol. 2, Nos. 1&2

April 2017

A Quarterly Journal

Published by The Department of Sociology and Criminal Justice, Virginia State University, Petersburg, VA 23806 USA

©

Copyright 2017 Department of Sociology and Criminal Justice.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written prior permission of the author.

ISBN: 978-1-4907-8015-3 (sc)

ISBN: 978-1-4907-8016-0 (e)

ISSN 2162-9307 (Print)

ISSN 2162-9293 (Online)

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

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International Journal for Social Science Research and Practice (IJSSRP)

Editor

Zacchaeus Ogunnika

Editorial Board

Ghyasuddin Ahmed

Nadjia Normil-Skakavac

Walton Isis

Zoe Spencer

Department Chair

Dr. Joyce M. Edwards

Advisory Editors

Adekoya Adeyemi, Virginia State University, USA

Arthur Abraham, Virginia State University, USA

Clarke Egerton, Kent State University, USA

David Irefin, Kogi State University, Nigeria

Levi Nwachuku, Lincoln, Pennsylvania, USA

Abdul Omotosho, University of Ilorin, Nigeria

Osa Osamywese, Virginia State University, USA

Solomon Olorundare, University of Ilorin, Nigeria

Charles Wankel, Fordham University, USA

Isaac O. Abimbola, University of Ilorin, Nigeria

Mokerrom Hossain, Virginia State University, USA

Joyce M. Edwards, Virginia State University, USA

International Journal for Social Science Research and Practice (IJSSRP)

Contents

International Journal for Social Science Research and Practice (IJSSRP)

The Center-Periphery Academic Polarization and the Need for Renewed Education Policy and Practices

Chaya R. Jain, Virginia State University

A Pragmatic Assessment of the Role of Language and Communication in a Nation’s Sustainable Development

Oluwasola A. Aina

Crawford University,

Mass Communication and Mass Incommunication: A Revisit

Bashiru A. Ajijola, Toyin S. Onayinka, and Kayode J. Okunade

Race, Ethnicity, and Technology in the United States

Ngozi Caleb Kamalu, PhD

The Effect of Forensic Accounting and Litigation Support on Fraud Detection in Nigerian Companies

Bassey, Eyo Bassey (BSc, MBA, MSc, PhD) Ahonkhai, Ohimai Ebahi (BSc, MBA)

Cultivating Black Christians’ Perceptions of Incarceration and the Incarcerated

Carlton E. Edwards

Political Culture and Community Policing in Bangladesh, India, Pakistan, and Sri Lanka

Mokerrom Hossain, PhD

Allen Vogt, PhD

Appropriate Technology and Rural Resources Development:

Lessons from a Nigerian River Basin

Zacchaeus O. Ogunnika

Virginia State University, Petersburg, Virginia

Communication and Mobilization of Rural Women for Health Development Programs in Developing Countries

Aderibigbe, Adebola Adewunmi, PhD, Bowen University Adegoke, Lawrence Adeyomola, PhD, Bowen University

International Journal for Social Science Research and Practice (IJSSRP)

MISSION STATEMENT

International Journal for Social Science Research and Practice (IJSSRP) is an interdisciplinary peer-reviewed journal. The objective of the journal is to serve as a forum for the exhibition and dissemination of scholarly activities in the form of current research and thoughts on contemporary issues. The scope of IJSSRP is wide and all-inclusive as it ranges from issues in the United States to global events and happenings. It welcomes all types of researches, ranging from field and experimental to rigorous theoretical explanations. It welcomes empirically based studies and discussions based on abstractions and theoretical understanding. IJSSRP will serve as the forum for the promotion of positive exchange between nomothetic and idiographic traditions in the social sciences.

The journal is independent of any particular school of thought and does not lean toward any theoretical perspective or viewpoint. Authors are not limited by their nationality, religion, subject matter, or theoretical orientation. The journal is however interested in studies that will promote global unity and understanding toward achieving a peaceful global village, global social harmony, and economic growth. It therefore promotes studies that can yield practical solutions to contemporary global social problems.

SUBMISSION GUIDELINES

IJSSRP is an international journal, which appears in printed and online forms, and it is published quarterly. Authors should recognize the unbiased posture of the journal in political, social, and cultural issues and respect IJSSRP’s quest for sound and rigorous intellectual discourse. Authors should submit their manuscripts by e-mailing to the Editor at [e-mail] and by following the submission instructions.

Authors who cannot e-mail their manuscript should store them on a modern removable storage device (jump drive, disc, and so forth.) and send it to the Editor along with three hard copies mailed to:

International Journal for Social Science Research and Practice Attention: Dr. Zacchaeus Ogunnika Department of Sociology, Social Work, & Criminal Justice Virginia State University, Virginia State University, PO Box 9036, VA 23806, USA

Manuscripts should be in MS Word files. WordPerfect or any other file types will not be accepted. The files should not be PDF Read-Only files.

Authors should make sure that their manuscripts are well edited for language, typos, and other errors. Manuscripts should be double spaced, justified to the left and right, and 12-point font of Times New Roman format should be used. Headings should be 12-point bold Times New Roman and should not be underlined. Use bold italics rather than underlines for emphasis. Tables and figures are encouraged and welcome, but they should be well arranged and used when and where necessary.

Authors are responsible for the accuracy of their references. Submissions should follow any of the following publication formats: ASA, APA, MLA for reference, style, and guidelines.

Keep to one style of publication manual. Papers should be of adequate length of not more than 20 pages excluding references. Book reviews should be of a length between 700 and 1950 words. Authors should note that minor editorial changes can be effected on their papers, if necessary.

The Center-Periphery Academic Polarization and the Need for Renewed Education Policy and Practices

Chaya R. Jain, Virginia State University

ABSTRACT

The purpose of this article is to provide an understanding of the changing pedagogical process and practices and offer feasible strategies to narrow the gap concerning the underrepresented students’ retention and academic success. Although the challenge remains difficult, a systematic three-pronged interventional approach of mentoring, value-added knowledge content, and relevant education policies can help level the playing field for all learners and also help increase student retention and academic success.

INTRODUCTION

Underrepresentation by various racial and ethnic groups (Figure 1, Table 1) including African Americans, Hispanics, and American Indians in the STEM fields has long been the subject of concern and the focus of study for research scholars. For a majority of the periphery higher education institutions, those lacking resources and endowments, the concerns are not only about student enrollment volume but also about the decreasing retention and graduation rates in most disciplines. Even more concerning is the fact that in spite of numerous concerted national education policy initiatives undertaken by various US administrations, from Pres. Wilson Roosevelt beginning in the mid-1940s to the present day, the issue of retention and academic success remains persistent.

Figure 1: US minority undergraduate

enrollment trends: 1999–2009

% of Black Student Enrollment in Engineering & Technology Source: National Science Foundation, 2012

graph%201.jpg

Further adding to the dilemma is the continual morphing of the traditional education process and practices into the still-emergent innovative methods. Among the key ones is the continual upsurge of the online anytime, anywhere transformation and the supposed ease of comprehension for the contemporary learners. Although given the global outreach capability and capacity, the emergent methods do promise enticing and much-coveted entrepreneurial growth, they also pose serious concerns for the underprepared peripheral learners. On the other hand, the contemporary global demand calls for innovation-oriented, qualified, diverse workforce and individuals with expertise in quantitative and technical fields, which threatens to widen the existing imbalance even further.

Table 1: Percentage of degrees awarded by degree-granting institutions in the most popular fields of study, by race/ethnicity and level of study: 2008–2009

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Data maintained by the Higher Education Research Institute at University of California (Figure 2) shows Asians and American-Asians’ continuing lead in the S&E fields for college enrollment. However, the graph also shows the national data for Black students moving back to the 1995 level.

Adding to the problem is yet another concern: the continually decreasing retention and graduation rates at the nation’s 104 Historically Black Colleges and Universities (HBCUs). The November 2013 Journal of Blacks in Higher Education (JBHE) provides a listing of Black student graduation rates at a large group of the HBCUs. That data includes graduation rates at four-year averages for Black students who entered a particular college or university from 2003 to 2006 and earned their degree at the same institution within six years. For 2013, the data lists (Figure 3) Atlanta’s Spelman College ranking highest at 79% graduation rate for the entering students’ graduation in six years. Of the 104 HBCUs, 12 (11.5%) showed an improvement in their graduation rates. Overall, however, the JBHE listing reveals a discouraging trend. Of the 36 HBCUs (Figure 3) included in the list comparing the current and historical data, 22 (21%) institutions registered a decline in their Black student graduation rate over the past five years. Only 20 (19.2%) of the 104 HBCUs show a graduate rate between 33% and 45%. A total of 47 (45%) HBCUs show a graduation rate of 20% or below. As a major contributing factor, the article notes the negative impact of the economic downturn of the 2009 on the graduation rates including cutbacks in state-supported public funding as well as the difficulty of fund-raising for private institutions (JBHE, 2013).

The June 2014 Report published by the Association of Governing Boards of Universities and Colleges (AGB) identifies seven pressing priorities based on the data of their survey from 95 respondent HBCUs. These are enrollment management, academic quality, infrastructure, federal and state policy, and governance and leadership. The AGB Report also highlights HBCUs’ concern about their financial viability that range from sources of revenue to expenditures. In addition to financial viability, ensuring student success is the very reason for existence of any higher education institution that requires consideration of strategic priorities. The statistical evidence discussed above combined with contemporary realities obligate a basic understanding of the conditions that serve the backdrop for the current education system in the United States.

Figure 3: 2013 Graduation rates at the highest achieving 36 HBCUs

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Source: The Journal of Blacks in Higher Education, 2013

THE HISTORICAL CONTEXT

Beginning the decade of post–World War II, the Roosevelt administration initiated various concerted steps in prioritizing education and its entrepreneurial merit. Among two key proposals were (1) collaboration among government, university, and industry to foster innovation through research and development and (2) establishment of a network of public community colleges to be free of charge for all youth, thus making popular the concept of community college and shaping the future of two-year degree institutions (The Bush Report, 1945). Targeting inequality, the effort was to increase federal spending in the form of scholarships, fellowships, and general aid. Although the numerous solutions suggesting equality, access, and democracy fell short of adoption, the backdrop did help initiate a national rhetoric highlighting education. Then, beginning 1964, Kennedy and Johnson administrations’ actions, particularly the passage of Civil Rights Act in 1964 under President Johnson, helped increase opportunities for the underrepresented minorities.

From the underrepresented minority perspective, Pres. Jimmy Carter’s 1980 Executive Order (EO) 12232 established a federal program to overcome the effects of discriminatory treatment and to strengthen and expand the capacity of historically black colleges and universities (HBCUs) to provide quality education. More recently, President Obama’s January 26 Executive Order has renewed the White House Initiative on HBCU. However, the president’s actions have also caused concerns. Among the critical ones for HBCUs in particular are (1) the Education Department’s 2011 decision to tighten lending standards to parents for federal loans covering their children’s tuition, (2) the proposal of a new college ratings system that would grade schools on their access, affordability, completion rates and graduate employment, and (3) the proposal of two years of free community college. However, considering that student debt has surpassed the $1 trillion mark, some HBCU administrators support President Obama’s right to demand better results from higher education (Douglas-Gabriel, 2015).

DIMENSIONS OF THE PROBLEM

Social, Economic and Psychological Factors

The post-WWII literature is replete with research, theoretical discourse, and empirical studies providing well-documented articulation of social, economic, psychological, and other factors that play a critical role in creating education-related disparities. Studies involving STEM disciplines in particular reveal a complex litany of motivational beliefs, economics, infrequent availability, or lack of positive racial/ethnic role models, and sometimes just wrong perceptions about math and science (Jolly, Campbell, & Perlman, 2004; Kim & Conrad, 2006; Milner, 2004; Palmer & Gasman, 2008; Washington, 2011). Other difficulties include unfamiliarity with science as a discipline, lack of science content knowledge, low self-efficacy with respect to science learning, difficulty in meeting the rigors of the science content, and lack of industry and entrepreneurial exposure (Atwell, 2004; Au & Kawakami, 1991; Hurrelmann & Hamilton, 1996; Poirier et al., 2009; Wilson, 2000). President Obama’s Council of Advisors on Science and Technology Report (2010: 2) notes that students who display poor performance during their grade school years often experience a snowball effect, begin to regard STEM areas as boring or overly challenging. While there have been concerted efforts (by NSF and related organizations) to increase the underrepresented minorities’ participation in STEM disciplines, contemporary statistics show retention and academic success to be continuing challenges for the non-center institutions.

The Center-Periphery Hierarchy

By its very nature, the academe is predisposed to a discrete characteristic called the center-periphery hierarchy. Owing to their funding prowess (i.e., endowments), public and private institutions alike are able to continually attract and strengthen their academic excellence as teaching and research centers. Industries, not surprisingly, prefer to collaborate with center universities for three reasons: (1) to conduct collaborative basic research, (2) to support their new product development process, and (3) capitalize the combined positive impact of these two strategies (Raisch et al., 2009). Corollary advantages of such collaborations are plentiful as well. These can include reduced costs, shared risks, mutually beneficial research and development-related (R&D) exchanges, communication, and opportunities for intellectual interactions. Additional advantages may incorporate shared workshops and other facilities, student internships and targeted employment opportunities upon graduation, stimuli for lifelong dedication to the discipline, opportunities to conduct applied research to solve specific existing problems, and training (Barnes, 2002; Dunowski et al., 2010; Mansfield & Lee, 1996; Perkmann & Walsh, 2007). For institutions on the periphery, these gaps only add to their dilemma.

Virtual Pedagogy: The Emergent Transformation

As a ubiquitous, pervasive, and