New York City's Wealth of Historically Black Independent Schools
Bibliographic Data
| ID | 4050604 |
|---|---|
| Authors | Gail Foster, Gail Edghill Foster (corresponding author) |
| Year | 1992 |
| Volume | 61 |
| Issue | 2 |
| Pages | 186 |
| Publication date | 1992-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2295415 |
| OpenAlex | W2019418707 |
| Language | EN |
| Citations received | 7 |
Gail Foster, New York City's Wealth of Historically Black Independent Schools, The Journal of Negro Education, Vol. 61, No. 2, African Americans and Independent Schools: Status, Attainment, and Issues (Spring, 1992), pp. 186-200
Disadvantaged · Economic growth · Higher education · Historically black colleges and universities · Pedagogy · Political science · Preparatory school · Primary education · Scholarship · Sociology · Diverse Education Studies and Reforms · Education Methods and Practices · Law · Public Administration · School Choice and Performance
Good soil
Weighing In
Afrocentric Education in Supplementary Schools
Access, School Choice, and Independent Black Institutions
Independent Black Institutions in America
Experimentally Evaluating the Impact of a School-Based African-Centered Emancipatory Intervention on the Ethnic Identity of African American Adolescents
An Experimental Evaluation of a School-Based Emancipatory Intervention to Promote African American Well-Being and Youth Leadership
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,23 |
| Citation span | 1996 - 2025 (30) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |