Download or read book Differences Between Adult and Traditional age College Students Perceptions of Campus Climate and Race Relations written by Laura R. Morgan and published by . This book was released on 1994 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book AdultingWhileBlack written by and published by . This book was released on 2020 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The college years represent a time when traditional-age students transition from adolescence to adulthood. During this period, many Black students encounter racist campus climates that can hinder their academic success and lead to marginalization and departure. Educational scholars have long understood the relationship between identity development and college student success, yet adult identity models often fall short for Black students because they do not consider the impacts of racism on development. As such, Black students face systemic, organizational, and individual racist encounters in higher education that keep them from fully engaging in the college experience and their personal development. This study sought to understand how campus climate, racial identity, and adult identity intersect in the Black college student experience. Using a Critical Race Theory framework, this basic qualitative study utilized interviews with 10 Black students at a public, four-year university in the Pacific Northwest. Their counternarratives led to the creation of the model of Black Critical Conscientization, a dynamic process by which Black students encounter racism in the campus environment, make meaning of their experiences, and activate their Black adult identity within the context of their social world. The results are intended to provide educational leaders with a model to better understand how Black students conceptualize identity and navigate campus through this lens. Implications for practice challenge personnel to apply this knowledge and use the model on their campuses to address racist climates, policy barriers, and marginalizing practices in support of Black student success in higher education.
Download or read book Confronting the Intra racial Gender Gap written by Tiffany Nicole Carpenter and published by . This book was released on 2021 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the last decade, the attainment gap in college graduation rates between Black males and females has continued to grow, despite the best efforts of researchers interested in identifying both its causes and suggesting possible policy remedies. Although much of the work has focused on the search for cognitive differences between African American males and females, there has been little, if any, research on the different ways that Black males and females may perceive their campus climate. In an attempt to broaden the literature in this area, this study examined the perceptions of 366 undergraduate African American students at a predominately White institution regarding three specific dimensions of campus climate - the amount of institutional support received, the level of social integration, and the student's level of self-efficacy. After constructing a series of indices for each of the dimensions as well as an overall index for each respondent, multiple regression analysis was used to determine the extent to which gender and other demographic factors may have contributed to the students' perceptions of institutional support, social support, and self-efficacy. The findings from the study revealed few differences in the ways that Black males and females perceived the campus climate at the institution under study; in fact, the only significant difference was in the area of social support where males felt more supported than females. However, the results of the regression analysis revealed that demographic factors played a significant role in explaining the student's overall perceptions of campus climate, as well as why some students felt more socially supported and self-efficacious than others. Specifically, age, gender, marital status, campus employment, membership in sororities, fraternities, and the Black Student Association were all significant predictors of social support, while the student's collegiate grade point average was the only predictor for self-efficacy. Recommendations for future research include examining the perceptions of intra-racial groups at private four-year institutions as well as community colleges; testing for differences in campus climate between White institutions and Historically Black Colleges and Universities; and expanding upon the qualitative component of this dissertation to include a more nuanced discussion of individual students.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Identification and Integration Within Campus Life Among First generation U S Citizens written by Shannon Marie Williams and published by . This book was released on 2012 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explored the relationships within a higher education institution between innovative and inclusive mission-identity perceptions and school sense of community among first-generation U.S. citizens and first-generation college students, with varying racial backgrounds. During Fall 2012, a total of 4,492 participants at a large, urban, and Catholic university completed the Innovative and Inclusive (I/I) subscale from the DePaul Mission and Values Inventory as well as the School Sense of Community (SSOC) scale. Two 2 x 2 x 5 ANCOVAS were run to determine whether there were any differences across generation statuses and racial background for both measures. Additionally, regression analyses were run to determine whether students' perceptions of the campus mission as innovative and inclusive predicted students' scores on the school sense of community scale. Results found that Caucasian students reported a stronger school sense of community, whereas Hispanic students reported stronger mission-identity perceptions. Furthermore, generational statuses significantly interacted for SSOC, whereas first-generation college students perceived higher I/I perceptions compared to non-first-generation college students. Moreover, students' perceptions of I/I significantly predicted students' SSOC scores. Implications for Community Psychology and higher education policy are discussed.
Download or read book Evaluating Campus Climate at US Research Universities written by Krista M. Soria and published by Springer. This book was released on 2018-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines campus climate data collected from undergraduates at several large, public research universities across the nation to enhance understanding of the long-term impact of campus climate on student success. Many universities have refocused their attention and energy on campus climate, defined in this volume as students’ perceptions of how welcoming and respectful their campus environments are for students from different social identities. As structural diversity continues to grow more complex on college campuses around the nation, campus leaders have begun to take more steps to understand campus climate and address persistent inequalities, acts of discrimination, and violence against students from diverse backgrounds. The authors in this volume address initiatives to improve campus climate and provide empirical evidence on the effectiveness of those programs.
Download or read book IS THIS WHERE WE BELONG EXPLORING THE CAMPUS CLIMATE PERCEPTIONS OF BLACK MEN AT A PREDOMINANTLY WHITE INSTITUTION written by Paris McPherson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature indicates that while attending a predominantly White institution (PWI), Black men often experience stigmatization and feelings of alienation. Despite concerns of racial tension experienced by Black men at PWIs there is limited research exploring the campus climate perceptions of Black men in college. While Black students may have some similarities in navigating predominantly White campuses, there are relevant differences influenced by the intersection of race and gender. The post-secondary success of Black men has been identified as an area of concern in higher education due to the considerable disparities seen in college persistence and completion rates. However, discourse often focuses on perceived deficits of Black men in college instead of understanding how institutions can better support their success. There is a need to shift the conversation to explore how institutional climate plays a role in the experiences and outcomes of Black men. Research suggests that developing a sense of belonging is influenced by context and environment and can be challenging, but impactful for Black men. The current study seeks to understand the role that perceived campus climate plays in the development of sense of belonging for Black undergraduate men attending a PWI. The guiding research questions were: (1) What are the perceptions of campus climate for undergraduate Black men who attend a predominantly White institution? (2) How does the intersection of racial and gender identity influence the campus climate perceptions of undergraduate Black men? (3) How do the perceptions of campus climate influence the sense of belonging for undergraduate Black men? This qualitative study used various data collection methods including interviews, photovoice, and focus groups to gain an in-depth understanding of participants perceptions and experiences. Using an interpretative phenomenological approach, this analysis offers insights and makes meaning of 12 Black men's lived experiences and perceptions of their campus belonging while attending a PWI. Eight themes emerged in response to the study research questions. The findings suggest that the campus climate perceptions of Black men are related to the intersection of their race and gender. Additionally, there were salient factors of campus climate that influenced the sense of belonging for participants in the study such as the absence/presence of Black peers and faculty/staff and supportive spaces of cultural familiarity. The findings of this study could have great implications for the future success of Black men as higher education institutions are confronted with declining enrollment and continued disparities in college persistence and graduation rates for their Black male students.
Download or read book A Comparison of Adult Learners and Traditional Age College Students Perceptions of Two University Environments written by James Thomas Sturgis and published by . This book was released on 1979 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Campus Racial Climates and Educational Outcomes written by Sylvia Hurtado and published by . This book was released on 1990 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Race and Sex Differences in College Student Perceptions of the Social Climate written by Alyce C. Martinez and published by . This book was released on 1982 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Returning Women s and Traditional College Age Women s Perceptions of the Campus Climate and Attitudes Toward Women written by Margie Zepporah Spitz and published by . This book was released on 1985 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Cross Racial Interactions on Black Male Undergraduate Perceptions of Campus Climate written by Teresa Neighbors and published by . This book was released on 2016 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a mixed-methods approach to investigate how participation in a diversity program based on intergroup contact theory and critical race theory, influences Black male undergraduate perceptions of campus climate, compared with their peers. The methods employed enabled the researcher to measure changes in campus climate satisfaction both before and after a two-quarter cross-racial student-empowerment diversity program using surveys, interview, and document analysis. A comparison group made up of students from the general student population and a control group made up of students who had indicated interest in participating in such a diversity program but had not yet participated in the treatment took the surveys at the beginning and the conclusion of the two quarters. Qualitative and quantitative data sources were analyzed to determine if reasonable conclusions could be made about campus climate perceptions, cross-racial comfort, and cross-racial interactions of the students who had engaged in the intervention versus the students in the control and the comparison groups. The data suggested that the intervention serves to mitigate disparities in campus climate satisfaction between Black students and other participants: while the intervention positively impacts Black male campus climate perception, it negatively impacts campus climate for non-Black participants. While quantitative data suggested no impact on cross-racial comfort for any of the participants, qualitative data suggested moderate advancements for Black male participants. The findings from the study affirm the positive impact of meaningful intergroup dialogue on campus climate perception for Black male undergraduates. Implications for higher education administrators and faculty are addressed. Institutional agents need to work to change the culture on their campuses by taking a clear stand against racism, stereotypes and implicit bias. While faculty must commit themselves to mentorship of Black men on their campuses, both faculty and staff must seek ways to implement intergroup dialogue into their classrooms and programs. All of these things must happen if places of higher education are to become spaces where all students thrive and learn across and in spite of differences.
Download or read book Perception of Campus Climate and Self esteem Among Female and Male College Students in Non traditional and Traditional Majors written by Rhondie L. Voorhees and published by . This book was released on 1992 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Students Experiences of Power and Marginality written by Elizabeth M. Lee and published by Routledge. This book was released on 2015-03-27 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: As scholars and administrators have sharpened their focus on higher education beyond trends in access and graduation rates for underrepresented college students, there are growing calls for understanding the experiential dimensions of college life. This contributed book explores what actually happens on campus as students from an increasingly wide range of backgrounds enroll and share space. Chapter authors investigate how students of differing socioeconomic backgrounds, genders, and racial/ethnic groups navigate academic institutions alongside each other. Rather than treat diversity as mere difference, this volume provides dynamic analyses of how students come to experience both power and marginality in their campus lives. Each chapter comprises an empirical qualitative study from scholars engaged in cutting-edge research about campus life. This exciting book provides administrators and faculty new ways to think about students’ vulnerabilities and strengths.
Download or read book The Agony of Education written by Joe R. Feagin and published by Routledge. This book was released on 2014-04-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.
Download or read book How Race ethnicity Gender and Ethnic Identity Attachment Shape Students Perceptions of Campus Climate and Overall College Satisfaction at a Predominately White University written by Chun Wai Newman Wong and published by . This book was released on 2010 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Students in the United States written by Kristen A. Renn and published by John Wiley & Sons. This book was released on 2012-11-05 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Students in the United States accounts for contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments and a range of outcomes including learning, development, and achievement. Throughout the book, the differing experiences, needs, and outcome of students across the range of “traditional” (18-24 years old, full-time students) and non-traditional (for example, adult and returning learners, veterans, recent immigrants) are highlighted. The book is organized, for use as a stand-alone resource, around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework.
