Download or read book Comparing Racial Identity Acculturative Stress and Feelings of Alienation in African American College Attendees and Non attendees written by Raymond Brock-Murray and published by . This book was released on 2010 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Racial Glass Ceiling written by Roy Lavon Brooks and published by Yale University Press. This book was released on 2017-01-01 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- INTRODUCTION: A New Understanding of Racial Subordination -- ONE: The Spirit of Brown -- TWO: Juridical Subordination -- THREE: Race and Culture -- FOUR: Cultural Subordination Through Cultural Diversity -- EPILOGUE: Unrelenting Racial Progress -- Appendix A: Diagram of Main Arguments -- Appendix B: Post-Civil Rights Cases That Impede Racial Progress -- Notes -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z
Download or read book Effects of Racial Socialization and Racial Identity on Acculturative Stress in African American College Students written by C. Patricia Thompson and published by . This book was released on 1998 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Feelings of Alienation of African American College Students at Predominantly White and Historically Black Universities written by Janice Harrington Winder and published by . This book was released on 1995 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Racial Identity and Acculturative Stress Among African American College Women written by Charlotte Elizabeth Redden and published by . This book was released on 2003 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book External Influences and Internal Dichotomies written by Leslie Rene Carson and published by . This book was released on 2003 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of African Identity Racial Identity and Ethnicity Among Black American College Students written by Angela Regan Bethea and published by . This book was released on 2006 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current Nigrescence or Racial Identity Development (NRID) models suggest that racial socialization is one of the most salient factors that influence identity formation among Blacks who are descendents of the enslavement experience in America or are socialized in the United States. However, NRID models do not sufficiently explain ethnic group identification nor account for differences in socialization among Black ethnic group members who are descendents of racially homogenous countries. The purpose of this research was to investigate ethnic group diversity and related group identity processes among Black college students in the United States. African self-consciousness, racial identity, and perceived stress in response to racist events were examined among 193 African American and Black Immigrant undergraduate students at a Historically Black College/University (HBCU) and a Predominately White Institution (PWI). An independent samples t test revealed higher African self-consciousness among PWI students, in comparison to those among HBCU students. However, students at each college scored similarly on racial identity, frequency of encountered racist events, and race-related stress. Independent t-tests revealed no statistically significant differences between African American and Black Immigrant students on African self-consciousness at both schools. Although a one-way MANOVA yielded no statistically significant ethnic group differences on racial identity statuses, an independent samples t test revealed a statistically significant difference between males and females on the Internalization racial identity status. Also, a one-way ANOVA did not produce statistically significant ethnic group differences on race-related stress. Finally, multiple regressions revealed no statistically significant relationships between African self-consciousness, racial identity as predictors of race-related stress among students at either school. The findings of the current study suggest that moderators, such as acculturation, subscription to the African-value system, coping behaviors, and socioeconomic status, should be investigated as factors in the relationship between ethnic group membership and race-related stress. Methodological limitations, implications for practice, and future directions for research are discussed.
Download or read book Ethnic Identity and Alienation of African American College Students written by Temille Porter and published by . This book was released on 1985 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Racial Socialization on Racial Identity Positive Adjustment and Well Being in African American College Students written by Patrick S. Hudgins and published by . This book was released on 2005 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Simulation Acculturation Identity Intraracial written by Gene R. Edwards and published by . This book was released on 2006 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Race Related Stress and the Career Planning and Confidence for African American College Students written by Dwaine Turner PhD CRC and published by Xlibris Corporation. This book was released on with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.
Download or read book How Does Racial Identity Affect African American College Students Ability to Assimilate on Predominantly White College Campuses and Its Impact on Retention written by Janette Howard and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to determine how racial identity of African American college students can impact their ability to assimilate on predominately White college campuses to the point of hindering their retention. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey consisting of 25 questions that was completed by N=125 African American students attending a Predominately White University in the Mid-West. Phase two of the study was a convenience sample of thirteen African American students living on and off campus. The following research questions were addressed to explore the research topic. (1) How does racial identity impact African American college students' ability to assimilate at a predominately White university with a high enrollment of African American college students? (2) How do African American college students perceive their college/university's commitment to them? (3) How do African American college students perceive their racial identity impacting their lives? The findings of the study showed that the complexities of racism and stereotypical perceptions made the process of assimilating into the college environment holistic, including social, academic, internal and external variables that impacted their ability to assimilate and form relationships needed to have a well-rounded college experience. However, many of the students interviewed felt some of the stereotypical perceptions are sometimes perpetuated by the actions of their Black peers. During a few of the interviews, students (N=7) described their dismay with the behavior that some of their peers exhibited. The participants that were interviewed felt that the students' success should be a shared responsibility. It should be up to the students to be accountable; one participant stated "too often people want to blame others for things that happen to them." Furthermore, he explained that he takes full responsibility for the 2.0 grade point he had at the end of the last semester, but he is now looking at a 3.2 for this semester. Many of the students expressed that they did feel the faculty and staff ratio could be more representative of the African American population. The students also felt the administration could do more to bring the students together as a whole, the students of color and the White students. The consensus of the interviews was that Black people as a whole, in the eyes of the boarder society, are not respected nor looked at as assets. Many of the students interviewed felt that if the Black students and the White students had more opportunities to engage outside of the classroom, they may see Blacks beyond the stereotypical perceptions.
Download or read book A Comparative Study of African Self consciousness Racial Identity and Academic Self concept Among African American College Students at Historically Black and Predominantly White Colleges and Universities written by Kevin O'Neal Cokley and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Racial Identity and Self concept written by Charles T. Lockett and published by . This book was released on 1998 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relation of Racial Identity Worldview and Academic Self concept on Imposter Feelings of African American Graduate Students at Predominantly White Institutions and Historically Black Colleges and Universities written by Chammie Claude Austin and published by . This book was released on 2004 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Alienation and Race related Stress written by Kenya T. Humphries and published by . This book was released on 2002 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ethnic Racial Identity and Student Departure in African American Undergraduates written by Delilah Ellzey and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly forty-three percent of African American students enrolled in higher education institutions in 2011 dropped out by 2017. These data come from a national study, which showed African Americans' dropout rates were significantly higher than White (i.e., 23.5%), Asian (i.e., 16.5%), and Latinx students (i.e., 32. 8%; Shapiro, et al., 2017). Although the higher education field has proposed several theoretical models for understanding the dropout process, the most influential prototype has been the student departure model (Tinto, 1975). According to this model, an interaction occurs between students and their institutions, which results in integration. When students fail to properly integrate into their institutions' academic and social systems, they drop out. Existent research conducted at four-year institutions provides modest support for this model. However, a fraction of proposed relationships within the model have been less well supported (Braxton et al., 1997). Even more, little progress has been made in understanding the dropout process unique to African Americans. Interestingly, other fields have also taken an interest in factors determining educational and academic outcomes. For African Americans, this factor has been ethnic-racial identity (ERI), a term that describes an individuals' feelings and beliefs about his or her ethnicity and race (Rivas-Drake et al., 2014). ERI is thought to be a critical part of diverse ethnic-racial groups' development and is often conceptualized as a protective and promotive factor for African Americans. The bulk of ERI literature reveals a small to moderate, positive association between ERI and achievement in African Americans (Miller-Cotto & Byrnes, 2016). More specifically, studies show that having positive feelings and beliefs about one's ethnicity/race are associated with better academic outcomes. This appears particularly true for individuals who believe their ethnicity and race are central to their identity. Similarly, a more explored and committed identity is linked to higher academic achievement (Miller-Cotto & Byrnes, 2016). Thus, the current study proposed a new relationship in the student departure model between ERI and dropout outcomes, via academic integration. This study sampled African American undergraduates attending a predominately White institution (PWI) to examine the role of ERI dimensions (i.e., positive racial affect, racial centrality, and explorative behaviors) were related to intentions to persist through academic integration factors (i.e., intellectual development, attendance behavior). Overall, the mediation path analysis model effectively depicted the experiences of African American undergraduates' departure experiences, revealing that ERI dimensions were indirectly related to intentions to remain enrolled through intellectual development. Specifically, results showed that 1) high private regard was related to higher levels of intellectual development, and 2) for low private regard students, high centrality was related to lower intellectual development Intellectual development was linked to greater intentions to remain enrolled. Ultimately, students' intent to remain enrolled predicted dropout status the following semester. Neither exploration nor attendance behavior were significant within the model. Additionally, no gender differences among ERI, academic integration, and dropout outcomes (i.e., intent to persist, dropout status) were identified in exploratory analysis. Taken together results underscore the importance of positive racial affect in academic integration for African American students at PWIs. The presence of positive racial affect may be particularly important for promoting students' persistence toward continued enrollment.
