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Volumn 24, Issue 1, 2004, Pages 261-275

The African academic diaspora in the United States and Africa: The challenges of productive engagement

(1)  Zeleza, Paul Tiyambe a  

a NONE

Author keywords

[No Author keywords available]

Indexed keywords

DIASPORA;

EID: 15044352176     PISSN: 1089201X     EISSN: None     Source Type: Journal    
DOI: 10.1215/1089201X-24-1-261     Document Type: Article
Times cited : (24)

References (103)
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    • This essay was originally written and presented at the Council for the Development of Social Science Research in Africa's (CODESRIA's) 30th Anniversary Conference Dakar, December 10-12, Thanks to Cassandra R. Veney for her incisive comments and also to the conference participants for their questions that helped clarify my thoughts
    • This essay was originally written and presented at the Council for the Development of Social Science Research in Africa's (CODESRIA's) 30th Anniversary Conference, "Intellectuals, Nationalism and the Pan-African Ideal," Dakar, December 10-12, 2003. Thanks to Cassandra R. Veney for her incisive comments and also to the conference participants for their questions that helped clarify my thoughts.
    • (2003)
  • 3
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    • For a more detailed analysis of the concept and history of the African diaspora, see (Dakar: Codesria Book Series, forthcoming)
    • For a more detailed analysis of the concept and history of the African diaspora, see Paul Tiyambe Zeleza, Africa and Its Diasporas: Dispersals and Linkages (Dakar: Codesria Book Series, forthcoming).
    • Africa and Its Diasporas: Dispersals and Linkages
    • Zeleza, P.T.1
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    • "Unfinished Migration: Reflections on the African Diaspora and the Making of the Modern World"
    • Tiffany Patterson and Robin D. G. Kelly, "Unfinished Migration: Reflections on the African Diaspora and the Making of the Modern World," African Studies Review 43:1 (2000): 11-45
    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 11-45
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    • "Unfinished Migrations': Commentary and Response"
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    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 47
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    • "Recollecting Africa: Diasporic Memory in the Indian Ocean World"
    • Edward Alpers, "Recollecting Africa: Diasporic Memory in the Indian Ocean World," African Studies Review 43:1 (2000): 83-89;
    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 83-89
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    • 85011526600 scopus 로고    scopus 로고
    • "'Unfinished Migrations': Commentary and Response"
    • Michael West, "'Unfinished Migrations': Commentary and Response," African Studies Review 43:1 (2000): 62-63.
    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 62-63
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    • '"The Black Atlantic" and African Modernity in South Africa"'
    • see
    • see Ntongela Masilela, "'The Black Atlantic" and African Modernity in South Africa'," Research in African Literatures, 27:4 (1996): 88-96;
    • (1996) Research in African Literatures , vol.27 , Issue.4 , pp. 88-96
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    • 15044365858 scopus 로고    scopus 로고
    • " An African Diaspora: The Ontological Projects"
    • ed. Isidore Okpewho, Carole Boyce Davies and Ali A. Mazrui (Bloomington and Indianapolis: Indiana University Press
    • Michael J. C. Echeruo, " An African Diaspora: The Ontological Projects," in African Diaspora. African Origins and New World Identities, ed. Isidore Okpewho, Carole Boyce Davies and Ali A. Mazrui (Bloomington and Indianapolis: Indiana University Press,, 1999, 3-18;
    • (1999) African Diaspora. African Origins and New World Identities , pp. 3-18
    • Echeruo, M.J.C.1
  • 17
    • 85012552999 scopus 로고    scopus 로고
    • "Rethinking Black Atlanticism'
    • and
    • and Laura Chrisman, "Rethinking Black Atlanticism,' Black Scholar 30:3-4 (2000): 12-17.
    • (2000) Black Scholar , vol.30 , Issue.3-4 , pp. 12-17
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    • 84937271695 scopus 로고    scopus 로고
    • "Questions of Identity and Inheritance: A Critical Review of Kwame Anthony Appiah's In My Father's House"
    • see
    • see Nkiru Nzegwu, "Questions of Identity and Inheritance: A Critical Review of Kwame Anthony Appiah's In My Father's House," Hypatia 11: 175-201;
    • Hypatia , vol.11 , pp. 175-201
    • Nzegwu, N.1
  • 20
    • 0039758979 scopus 로고    scopus 로고
    • "Appropriating Africa: An Essay on New Africanist Schools"
    • Femi Taiwo, "Appropriating Africa: An Essay on New Africanist Schools," Issue: A Journal of Opinion 23:39-44;
    • Issue: A Journal of Opinion , vol.23 , pp. 39-44
    • Taiwo, F.1
  • 21
    • 15044349301 scopus 로고    scopus 로고
    • "Cultural Nationalism and Western Hegemony: A Review Essay of Appiah's Universalism"
    • K. A. Owolabi, "Cultural Nationalism and Western Hegemony: A Review Essay of Appiah's Universalism," Africa Development 20: 113-123;
    • Africa Development , vol.20 , pp. 113-123
    • Owolabi, K.A.1
  • 23
  • 24
    • 15044360641 scopus 로고    scopus 로고
    • "African Labor and Intellectual Migrations to the North: Building New Transatlantic Bridges"
    • Center for African Studies, University of Illinois at Urbana-Champaign, February
    • See Paul Tiyambe Zeleza, "African Labor and Intellectual Migrations to the North: Building New Transatlantic Bridges" (paper presented at the African Studies Interdisciplinary Seminar. Center for African Studies, University of Illinois at Urbana-Champaign, February 2000);
    • (2000) The African Studies Interdisciplinary Seminar
    • Zeleza, P.T.1
  • 25
    • 80053827883 scopus 로고    scopus 로고
    • "Contemporary African Migrations in a Global Context: Towards building the Black Atlantic"
    • (Kampala, December)
    • Paul Tiyambe Zeleza, "Contemporary African Migrations in a Global Context: Towards building the Black Atlantic" (paper Presented at the tenth CODESRIA General Assembly, Kampala, December 2002).
    • (2002) The Tenth CODESRIA General Assembly
    • Zeleza, P.T.1
  • 26
    • 85011444817 scopus 로고    scopus 로고
    • "From Black History to Diasporan History: Brazilian Abolition in Afro-Atlantic Context"
    • Kim D. Butler, "From Black History to Diasporan History: Brazilian Abolition in Afro-Atlantic Context," African Studies Review 43:1 (2000): 127.
    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 127
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  • 27
    • 14844299038 scopus 로고    scopus 로고
    • "Frontiers in Black Diaspora Studies and Comparative Black History: Enhanced Knowledge of Our Complex Past"
    • Darlene Clark Hine, "Frontiers in Black Diaspora Studies and Comparative Black History: Enhanced Knowledge of Our Complex Past." The Negro Education Review 52: 3 (2001): 101-108.
    • (2001) The Negro Education Review , vol.52 , Issue.3 , pp. 101-108
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    • 15044357210 scopus 로고    scopus 로고
    • "Knowledge, Globalization and Hegemony: Production of Knowledge in the 21st Century"
    • ed. Katri Pohjolainen Yap (New York: Palgrave, forthcoming)
    • and Paul Tiyambe Zeleza, "Knowledge, Globalization and Hegemony: Production of Knowledge in the 21st Century," in Knowledge Society and Knowledge Economy: Knowledge, Power and Politics, ed. Katri Pohjolainen Yap (New York: Palgrave, forthcoming).
    • Knowledge Society and Knowledge Economy: Knowledge, Power and Politics
    • Zeleza, P.T.1
  • 30
    • 15044351589 scopus 로고    scopus 로고
    • This is the classification used by the Carnegie Foundation for the Advancement of Teaching, which is the leading typology of American colleges and universities. See Needless to say, different classifications of higher educational systems operate in different countries
    • This is the classification used by the Carnegie Foundation for the Advancement of Teaching, which is the leading typology of American colleges and universities. See http://www.carnegiefoundation.org/ classification/. Needless to say, different classifications of higher educational systems operate in different countries.
  • 34
    • 0004270518 scopus 로고    scopus 로고
    • Almanac (29 August). These classifications are problematic in so far as they conflate racial (Black), geographical (Asian), and linguistic (Hispanic) categories. For example, there are many Hispanics who are "Black." For the purposes of this paper there are additional problems, in that while many African immigrants would fit into the category "Black," immigrants from North Africa and African immigrants of European and Asian descent would be excluded; similarly African diaspora immigrants from Asia and Europe might be excluded
    • The Chronicle of Higher Education, Almanac (29 August 2003), 22-23. These classifications are problematic in so far as they conflate racial (Black), geographical (Asian), and linguistic (Hispanic) categories. For example, there are many Hispanics who are "Black." For the purposes of this paper there are additional problems, in that while many African immigrants would fit into the category "Black," immigrants from North Africa and African immigrants of European and Asian descent would be excluded; similarly African diaspora immigrants from Asia and Europe might be excluded.
    • (2003) The Chronicle of Higher Education , pp. 22-23
  • 35
    • 15044360642 scopus 로고    scopus 로고
    • Of 29,222 Black faculty, 14,660 are men and 14,562 are women; and women made up 35.7 per cent of the professors, 44.3 per cent of the associate professors, 54.0 per cent of the assistant professors, 56.2 per cent of the instructors, and 57.7 per cent of the lecturers and other
    • Of 29,222 Black faculty, 14,660 are men and 14,562 are women; and women made up 35.7 per cent of the professors, 44.3 per cent of the associate professors, 54.0 per cent of the assistant professors, 56.2 per cent of the instructors, and 57.7 per cent of the lecturers and other.
  • 36
    • 0036509796 scopus 로고    scopus 로고
    • "The Socialization of Black College Faculty: Implications for Policy and Practice"
    • Barbara Johnson and William Harvey, "The Socialization of Black College Faculty: Implications for Policy and Practice," The Review of Higher-Education 25:3 (2002): 298.
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    • Johnson, B.1    Harvey, W.2
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    • Diversifying Historically Black Colleges and Universities : A New Higher Education Paradigm
    • (Westport, Conn.: Greenwood Press)
    • and Serbrenia J. Sims, Diversifying historically Black colleges and universities : a new higher education paradigm (Westport, Conn.: Greenwood Press, 1994).
    • (1994)
    • Sims, S.J.1
  • 42
    • 15044363726 scopus 로고    scopus 로고
    • "Stacking the Deck for Minority Candidates? Virginia Tech has diversified its faculty, but many professors there doubt the efforts are fair - Or even legal"
    • July 12
    • Robin Wilson, "Stacking the Deck for Minority Candidates? Virginia Tech has diversified its faculty, but many professors there doubt the efforts are fair - or even legal." The Chronicle of Higher Education July 12 (2002): A10.
    • (2002) The Chronicle of Higher Education
    • Wilson, R.1
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    • For some interesting studies on the struggles of African American, Afro-American, Africana, or Black studies - the nomenclature is itself indicate of the field's contestations and continued search for a viable identity - see some of the following: (Chicago: Twenty-first Century Books and Publications)
    • For some interesting studies on the struggles of African American, Afro-American, Africana, or Black studies - the nomenclature is itself indicate of the field's contestations and continued search for a viable identity - see some of the following: Abdul Alkalimat, Paradigms in Black Studies. Intellectual History, Political Meaning and Political Ideology (Chicago: Twenty-first Century Books and Publications, 1990);
    • (1990) Paradigms in Black Studies. Intellectual History, Political Meaning and Political Ideology
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    • "Transcending traditions: African, African-American and African diaspora studies in the 21st century - The past must be the prologue"
    • Elliot P. Skinner, "Transcending traditions: African, African-American and African diaspora studies in the 21st century - the past must be the prologue" Black Scholar 3:4 (2000): 4-11;
    • (2000) Black Scholar , vol.3 , Issue.4 , pp. 4-11
    • Skinner, E.P.1
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    • "Challenging the Future of Black Studies"
    • Kendra Hamilton, "Challenging the Future of Black Studies," Black Issues in Higher Education 20:2 (2003): 38-9;
    • (2003) Black Issues in Higher Education , vol.20 , Issue.2 , pp. 38-39
    • Hamilton, K.1
  • 49
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    • "African American Studies: An African Scholars View"
    • and Makasa Kasonde, "African American Studies: An African Scholars View" Contemporary Review 278, 1624 (2001): 272-5.
    • (2001) Contemporary Review , vol.278 , Issue.1624 , pp. 272-275
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  • 51
    • 85014031821 scopus 로고    scopus 로고
    • "A Battle Over Race, Nationality, and Control at a Black University. At Virginia State U., black Americans and black Africans each see bias from the other side"
    • Recent examples of conflict between African migrants and African Americans include the widely publicized altercations at Virginia State University, an HBCU, in which the institution's Black president was accused of demoting African American heads of department in favor of foreign-born faculty, including Africans, during a reorganization. See (27 July)
    • Recent examples of conflict between African migrants and African Americans include the widely publicized altercations at Virginia State University, an HBCU, in which the institution's Black president was accused of demoting African American heads of department in favor of foreign-born faculty, including Africans, during a reorganization. See Robin Wilson, "A Battle Over Race, Nationality, and Control at a Black University. At Virginia State U., black Americans and black Africans each see bias from the other side," The Chronicle of Higher Education (27 July 2001): A8.
    • (2001) The Chronicle of Higher Education
    • Robin, W.1
  • 52
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    • "When Faculty Hiring Is Blatantly Illegal"
    • In a different twist, an African-Lebanese man from West Africa sued Loyola College in Maryland in federal court after he was turned down for a position allegedly on the grounds that Black faculty members were pressuring for the hiring of an "African-American that was visibly black." See (1 November)
    • In a different twist, an African-Lebanese man from West Africa sued Loyola College in Maryland in federal court after he was turned down for a position allegedly on the grounds that Black faculty members were pressuring for the hiring of an "African-American that was visibly black." See Roger Clegg, "When Faculty Hiring Is Blatantly Illegal," The Chronicle of Higher Education (1 November 2002): B20.
    • (2002) The Chronicle of Higher Education
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    • "Africa: The Changing Meanings of 'African' Culture and Identity"
    • For an examination of the contestations over the meaning of "Africa," see ed. Håkan Thörn (Göteborg, Sweden: National Museum of World Cultures and Gothenburg University, forthcoming)
    • For an examination of the contestations over the meaning of "Africa," see Paul Tiyambe Zeleza, "Africa: The Changing Meanings of 'African' Culture and Identity," in African Modernities and Diasporas, ed. Håkan Thörn (Göteborg, Sweden: National Museum of World Cultures and Gothenburg University, forthcoming).
    • African Modernities and Diasporas
    • Zeleza, P.T.1
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    • (Millwood, N.Y.: Kraus-Thomson Organization)
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    • (1976) The World and Africa
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    • Finally, see for ed. Joseph E. Harris (Washington: Howard University Press)
    • Finally, see for William Leo Hansberry, Pillars in Ethiopian history ed. Joseph E. Harris (Washington: Howard University Press, 1974),
    • (1974) Pillars in Ethiopian History
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    • "A Future with a Past: Resurrecting the Study of Africa in the Post-Africanist Era"
    • Michael O. West and William G. Martin, "A Future with a Past: Resurrecting the Study of Africa in the Post-Africanist Era," Africa Today 44: 3 (1997): 311.
    • (1997) Africa Today , vol.44 , Issue.3 , pp. 311
    • West, M.O.1    Martin, W.G.2
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    • "Intellectuals: Colonial"
    • ed. Paul Tiyambe Zeleza and Dickson Eyoh (London/New York: Routledge)
    • Kwaku Larbi Korang, "Intellectuals: Colonial," in Encyclopedia of Twentieth Century African History, ed. Paul Tiyambe Zeleza and Dickson Eyoh (London/New York: Routledge, 2002), 268-274
    • (2002) Encyclopedia of Twentieth Century African History , pp. 268-274
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    • "The Ties That Bind: The Historic African Diaspora and Africa"
    • Cassandra R. Veney, "The Ties That Bind: The Historic African Diaspora and Africa." African Issues 1 (2003): 3-8,
    • (2003) African Issues , vol.1 , pp. 3-8
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    • "Building on the Past: African and American linkages"
    • and ed. Paul Tiyambe Zeleza and Adebayo Olukoshi (Dakar and Pretoria: Codesria Book Series and University of South Africa Press)
    • and "Building on the Past: African and American linkages," in African Universities in the Twenty-First Century. Vol. 1: Liberalization and Internationalization, ed. Paul Tiyambe Zeleza and Adebayo Olukoshi (Dakar and Pretoria: Codesria Book Series and University of South Africa Press), 263-279.
    • African Universities in the Twenty-First Century. Liberalization and Internationalization , vol.1 , pp. 263-279
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    • "Pan-Africanism"
    • ed. Paul Tiyambe Zeleza and Dickson Eyoh (London/New York: Routledge)
    • Paul Tiyambe Zeleza, "Pan-Africanism," in Enyclopedia of Twentieth Century African History, ed. Paul Tiyambe Zeleza and Dickson Eyoh (London/New York: Routledge, 2002), 415-418.
    • (2002) Enyclopedia of Twentieth Century African History , pp. 415-418
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    • "Professor James Thaele, American Negroes, and Modernity in 1920s Segregationist South Africa"
    • Amanda D. Kemp and Robert T. Vinson, "Professor James Thaele, American Negroes, and Modernity in 1920s Segregationist South Africa" African Studies Review 43:1 (2000): 141.
    • (2000) African Studies Review , vol.43 , Issue.1 , pp. 141
    • Kemp, A.D.1    Vinson, R.T.2
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    • "The Influence of African American Cultural Practices on South Africa, 1890-1990"
    • On the influence of African American cultural practices in South Africa, see ed. Paul Tiyambe Zeleza and Cassandra Rachel Veney (Trenton, New Jersey: Africa World Press
    • On the influence of African American cultural practices in South Africa, see Zine Magubane, "The Influence of African American Cultural Practices on South Africa, 1890-1990," in Leisure in Urban Africa ed. Paul Tiyambe Zeleza and Cassandra Rachel Veney (Trenton, New Jersey: Africa World Press, 2003), 297-319;
    • (2003) Leisure in Urban Africa , pp. 297-319
    • Magubane, Z.1
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    • and on cosmopolitanism in Zimbabwe as expressed through music, see (Chicago: University of Chicago Press)
    • and on cosmopolitanism in Zimbabwe as expressed through music, see Tom Turino, Nationalists, Cosmopolitans, and Popular Music in Zimbabwe (Chicago: University of Chicago Press, 2000),
    • (2000) Nationalists, Cosmopolitans, and Popular Music in Zimbabwe
    • Turino, T.1
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    • "The Middle Class, Cosmopolitanism, and Popular Music in Harare, Zimbabwe"
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    • Leisure in Urban Africa , pp. 321-341
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    • For African American contributions to the anti-apartheid struggle, see (Bloomington and Indianapolis: Indiana University Press)
    • For African American contributions to the anti-apartheid struggle, see Francis Njubi Nesbitt, Race For Sanctions: African Americans Against Sanctions, 1946-1944 (Bloomington and Indianapolis: Indiana University Press, 2004).
    • (2004) Race For Sanctions: African Americans Against Sanctions, 1946-1944
    • Nesbitt, F.N.1
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    • "The new diaspora - African immigration to the United States"
    • and April Gordon, "The new diaspora - African immigration to the United States," Journal of Third World Studies 15:1 (1998): 79-103.
    • (1998) Journal of Third World Studies , vol.15 , Issue.1 , pp. 79-103
    • Gordon, A.1
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    • "Brain Drain Between Counterterrorism and Globalization"
    • For a discussion of the implications of this, see
    • For a discussion of the implications of this, see Ali A. Mazrui, "Brain Drain Between Counterterrorism and Globalization," African Issues 1 (2002): 86-89;
    • (2002) African Issues , vol.1 , pp. 86-89
    • Mazrui, A.A.1
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    • "Building on the Past: African and American linkages"
    • Cassandra R. Veney, "Building on the Past: African and American linkages";
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    • "Academic Freedom in the Neo-Liberal Order: Governments, Globalization, Governance, and Gender"
    • Paul Tiyambe Zeleza, "Academic Freedom in the Neo-Liberal Order: Governments, Globalization, Governance, and Gender," Journal of Higher Education in Africa 1:1 (2003): 149-194;
    • (2003) Journal of Higher Education in Africa , vol.1 , Issue.1 , pp. 149-194
    • Zeleza, P.T.1
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    • and "Special Report, Closing the Gates," (11 April)
    • and The Chronicle of Higher Education, "Special Report, Closing the Gates," (11 April 2003): A12-A25.
    • (2003) The Chronicle of Higher Education
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    • The median length of residence years for U. S. residents born in the following regions are as follows: Europe twenty-five years, Asia 14.3 years, Latin America 13.5 years, Caribbean 17.6 years, Central America 12.9 years, Mexico 12.8 years, South America 13 years, Northern America (mostly refers to Canada) 24.8 years, and other 13.2 years. Comparable figures of naturalized citizens among the foreign-born resident population from the other regions are as follows: Europe 52 per cent, Asia 47.1 per cent, Latin America 28.3 per cent, Caribbean 46.5 per cent, Central America 21.1 per cent, Mexico 20.3 per cent, South America 38.6 per cent, Northern America 43.1 per cent, and other 24.3 per cent. See: U. S Census Bureau, (Washington, D.C: U. S. Census Bureau)
    • The median length of residence years for U. S. residents born in the following regions are as follows: Europe twenty-five years, Asia 14.3 years, Latin America 13.5 years, Caribbean 17.6 years, Central America 12.9 years, Mexico 12.8 years, South America 13 years, Northern America (mostly refers to Canada) 24.8 years, and other 13.2 years. Comparable figures of naturalized citizens among the foreign-born resident population from the other regions are as follows: Europe 52 per cent, Asia 47.1 per cent, Latin America 28.3 per cent, Caribbean 46.5 per cent, Central America 21.1 per cent, Mexico 20.3 per cent, South America 38.6 per cent, Northern America 43.1 per cent, and other 24.3 per cent. See: U. S Census Bureau, Profile of the Foreign Born Population in the United States (Washington, D.C: U. S. Census Bureau, 2001), 19-21.
    • (2001) Profile of the Foreign Born Population in the United States , pp. 19-21
  • 89
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    • Comparable figures for the other regions in terms of proportion of those with high school or more education are: Europe 81.3 per cent, Asia 83.8 per cent, Latin America 49.6 per cent, Caribbean 68.1 per cent, Central America 37.1 per cent, Mexico 33.8 per cent, South America 79.7 per cent, Northern America 85.5 per cent, and other 50.8 per cent. As for the proportions of those with a bachelor's degree or more, the figures are: Europe 32.9 per cent, Asia 44.9 per cent, Latin America 11.2 per cent, Caribbean 19.3 per cent, Central America 5.5 per cent, Mexico 4.2 per cent, South America 25.9 per cent, Northern America 36.2 per cent, and other 10.5 per cent. See U. S Census Bureau, (Washington, D.C: U. S. Census Bureau)
    • Comparable figures for the other regions in terms of proportion of those with high school or more education are: Europe 81.3 per cent, Asia 83.8 per cent, Latin America 49.6 per cent, Caribbean 68.1 per cent, Central America 37.1 per cent, Mexico 33.8 per cent, South America 79.7 per cent, Northern America 85.5 per cent, and other 50.8 per cent. As for the proportions of those with a bachelor's degree or more, the figures are: Europe 32.9 per cent, Asia 44.9 per cent, Latin America 11.2 per cent, Caribbean 19.3 per cent, Central America 5.5 per cent, Mexico 4.2 per cent, South America 25.9 per cent, Northern America 36.2 per cent, and other 10.5 per cent. See U. S Census Bureau, Profile of the Foreign Born Population in the United States (Washington, D.C: U. S. Census Bureau, 2001), 36-7.
    • (2001) Profile of the Foreign Born Population in the United States , pp. 36-37
  • 90
    • 15044344355 scopus 로고    scopus 로고
    • In 2000 they earned an average $36,371, as compared to $41,733 for residents from Europe, $51,363 for Asian-born residents, $36,048 for the foreign born altogether, and $41,383 for native-born Americans. In terms of poverty rates, it was 13.2 per cent for African-born residents, 9.3 per cent for European-born, 12.8 for Asian-born, 21.9 per cent for Latin American-born, 20.6 per cent for Caribbean-born, 24.2 per cent for Central America-born, 25.8 per cent for Mexico-born, 11.5 per cent for South America-born, 7.4 per cent for Northern America-born, and 17.8 per cent for other. U. S. Census Bureau
    • In 2000 they earned an average $36,371, as compared to $41,733 for residents from Europe, $51,363 for Asian-born residents, $36,048 for the foreign born altogether, and $41,383 for native-born Americans. In terms of poverty rates, it was 13.2 per cent for African-born residents, 9.3 per cent for European-born, 12.8 for Asian-born, 21.9 per cent for Latin American-born, 20.6 per cent for Caribbean-born, 24.2 per cent for Central America-born, 25.8 per cent for Mexico-born, 11.5 per cent for South America-born, 7.4 per cent for Northern America-born, and 17.8 per cent for other. U. S. Census Bureau (2001): 36-7.
    • (2001) , pp. 36-37
  • 92
    • 0031414123 scopus 로고    scopus 로고
    • "Towards a Geography of Heterogeneous Associations"
    • and
    • and J. Murdoch, "Towards a Geography of Heterogeneous Associations," Progress in Human Geography 21: 3 (1997): 321-337.
    • (1997) Progress in Human Geography , vol.21 , Issue.3 , pp. 321-337
    • Murdoch, J.1
  • 95
    • 15044352878 scopus 로고    scopus 로고
    • For a detailed examination of linkages between African and American institutions of higher learning see (report presented at the African Studies Association Annual Meeting, December)
    • For a detailed examination of linkages between African and American institutions of higher learning see Joel Samoff and Bidemi Carrol, The Promise of Partnership and the Continuities of Dependence: External Support to Higher Education in Africa (report presented at the African Studies Association Annual Meeting, December 2002).
    • (2002) The Promise of Partnership and the Continuities of Dependence: External Support to Higher Education in Africa
    • Samoff, J.1    Carrol, B.2
  • 98
    • 60950583844 scopus 로고    scopus 로고
    • "African Intellectuals in the Belly of the Beast: Migration, Identity, and the Politics of Exile"
    • F. Njubi Nesbitt, "African Intellectuals in the Belly of the Beast: Migration, Identity, and the Politics of Exile," African Issues 1 (2003): 70-75.
    • (2003) African Issues , vol.1 , pp. 70-75
    • Njubi Nesbitt, F.1
  • 99
  • 100
    • 0003901869 scopus 로고    scopus 로고
    • and (New York: St. Martin's Press)
    • and Africa in Chaos (New York: St. Martin's Press, 1998).
    • (1998) Africa in Chaos
  • 101
    • 15044346054 scopus 로고    scopus 로고
    • "African Intellectuals in the Belly of the Beast"
    • Nesbitt, "African Intellectuals in the Belly of the Beast," 74.
    • Nesbitt Njubi, F.1
  • 102
    • 15044360396 scopus 로고    scopus 로고
    • "African Higher Education and the World"
    • ed. Damtew Teferra and Philip G. Altbach (Bloomington and Indianapolis: Indiana University Press)
    • Philip G. Altbach, "African Higher Education and the World," in African Higher Education: An International Reference Handbook, ed. Damtew Teferra and Philip G. Altbach (Bloomington and Indianapolis: Indiana University Press, 2003), 146.
    • (2003) African Higher Education: An International Reference Handbook , pp. 146
    • Altbach, P.G.1
  • 103
    • 0003348386 scopus 로고
    • "Diaspora Studies and Pan-Africanism"
    • 2nd ed., ed. Joseph Harris (Washington, D.C.: Howard University Press, He offers a fascinating rationale and program for collaborative research that will enhance both diaspora studies and Pan-Africanism
    • St. Clare Drake, "Diaspora Studies and Pan-Africanism," in Global Dimensions of the African Diaspora, 2nd ed., ed. Joseph Harris (Washington, D.C.: Howard University Press, 1993), 451-514. He offers a fascinating rationale and program for collaborative research that will enhance both diaspora studies and Pan-Africanism.
    • (1993) Global Dimensions of the African Diaspora , pp. 451-514
    • St Clare Drake, A.1


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