Download or read book Ethnic Identification Racial Climate and African American Undergraduate Educational Outcomes in a Predominantly White University written by Sharon Yvette Jenkins and published by . This book was released on 1997 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Climate and Institutional Support Factors Affecting Success in Predominantly White Institutions written by Michelle Denise Gilliard and published by . This book was released on 1996 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ethnicity in College written by Anna M. Ortiz and published by Taylor & Francis. This book was released on 2023-07-03 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the importance, and construction, of ethnic identity among college students, and how ethnicity interfaces with students’ interactions on campus, and the communities in which they live. Based on qualitative interviews with White, Latina/o, African American and Asian students, it captures both the college context and the individual experiences students have with their ethnicity, through the immediacy of the students’ own voices.The authors observe how students negotiate their ethnic identity within the process of becoming adults. They identify the influences of family, the importance of socio-historical forces that surround students’ educational experiences, and the critical role of peers in students’ ethnic identity development. While research has begun to document the positive outcomes associated with diverse learning environments, this study emphasizes and more closely delineates, just how these outcomes come to be. In addition, the study reveals how the freedom to express and develop ethnic identity, which multicultural environments ideally support, promotes student confidence and achievement in ways which students themselves can articulate. This work is distinctive in eschewing an ethnic minority perspective through which Whites are the primary reference group, and the standard from which all ethnic and racial identity processes evolve; as well as in considering the influences that growing up in a multi-ethnic context may have on ethnic identity processes, particularly where the “other” is not White. This perspective is particularly important at a time when students entering universities are more likely to come from highly segregated high school environments, and will confront ethnic and social differences for the first time in college.This book is intended as a resource for researchers and practitioners in psychology and higher education. It offers insights for student affairs and higher education administrators and leaders about the ways in which their campus policies and practices can positively influence the development of more supportive campus climates that draw on the strengths of each ethnic group to create an overarching pluralistic culture. It can also serve as a cultural diversity text for upper division or graduate courses on pluralism. Moreover, understanding students’ ethnic identity, their personal growth, and adjustment to college, it is central to preparing individuals for life in a pluralistic society.

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 209 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 The Racial Crisis in American Higher Education written by William A. Smith and published by State University of New York Press. This book was released on 2012-02-01 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Why is it that as we enter the twenty-first century, the nation's predominantly white colleges and universities continue to be settings where people of color feel unwelcome and marginalized? The contributors to this volume dissect a variety of structural and attitudinal factors that are prevalent in the higher education community, organizational constructs and value orientations which seem to hark more to the past than to the future. They comment on the political, social, and economic factors that have shaped academic culture, and buttressed its quietly efficient maintenance of racially discriminatory practices. "The American system of higher education is often regarded as the best in the world. Smith, Altbach, and Lomotey have edited a volume that implicitly asks how much better still it could be if it embraced people of color and provided them with a supportive and nurturing environment, one which encouraged them to reach their fullest creative and intellectual potential. Indeed, this will probably be the most significant challenge that the academy faces in the twenty-first century." — William B. Harvey, Vice President and Director, Office of Minorities in Higher Education American Council on Education, Washington, D.C.

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.

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 Ethnic Identity Integration and Academic Outcomes written by Damon Antoine Williams and published by . This book was released on 2002 with total page 426 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 Enacting Diverse Learning Environments written by Sylvia Hurtado and published by Jossey-Bass. This book was released on 1999 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document is intended to provide the higher education community with information from recent and classic research studies that can serve as a guide to improving the climate for diversity on campus. The first section of the report examines the literature on campus climate for diversity, the experiences of various racial/ethnic groups, and the effect of campus climate educational outcomes. Following sections (1) set out the research framework; (2) examine the historical legacy of inclusion and exclusion; (3) examine the impact of structural diversity resulting from the increased complexity of diverse student enrollments and problems associated with diversifying faculty; (4) review the psychological climate and the impact of discrimination and perceptions of climate on students; (5) examine the behavioral dimensions of institutional climate, including student involvement and intergroup relations, classroom environment, curricular change, campus race relations and social interaction, and participation in racial/ethnic student organizations and minority support programs; (6) link institutional climate for diversity with the general learning environment; (7) provide some principles for improving campus climate for diversity; (8) give some examples of current efforts at various institutions; and (9) conclude with a plan for action in which everyone has a role in improving campus climate. (Contains approximately 250 references.) (CH).

Download or read book Multiracial Experiences in Higher Education written by Marc P. Johnston-Guerrero and published by Taylor & Francis. This book was released on 2023-07-03 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recipient of the 2021 Innovation Award of The Multiracial Network (MRN)In the last Census, over 9 million people – nearly 3% of the population – identified themselves as of two or more races. The proportion of college students who identify as Multiracial is somewhat higher, and growing. Although increasing at a slightly slower rate, Multiracial faculty and staff are also teaching and working on campuses in greater numbers. Together, Multiracial people from diverse backgrounds and in various roles are influencing college and university culture, practices, and climate.This book centers the experiences of Multiracial people, those individuals claiming heritage and membership in two or more (mono)racial groups and/or identifies with a Multiracial term. These terms include the broader biracial, multiethnic, and mixed, or more specific terms like Blasian and Mexipino.In addressing the recurring experiences of inclusion, exclusion, affirmation, and challenges that they encounter, the contributors identify the multiple sites in higher education that affect personal perceptions of self, belonging, rejection, and resilience; describe strategies they utilized to support themselves or other Multiracial people at their institutions; and to advocate for greater awareness of Multiracial issues and a commitment to institutional change.In covering an array of Multiracial experiences, the book brings together a range of voices, social identities (including race), ages, perspectives, and approaches. The chapter authors present a multiplicity of views because, as the book exemplifies, multiracial people are not a monolithic group, nor are their issues and needs universal to all.The book opens by outlining the literature and theoretical frameworks that provide context and foundations for the chapters that follow. It then presents a range of first person narratives – reflecting the experiences of students, faculty, and staff – that highlight navigating to and through higher education from diverse standpoints and positionalities. The final section offers multiple strategies and applied methods that can be used to enhance Multiracial inclusion through research, curriculum, and practice. The editors conclude with recommendations for future scholarship and practice.This book invites Multiracial readers, their allies, and those people who interact with and influence the daily lives of Multiracial people to explore issues of identity and self-care, build coalitions on campus, and advocate for change. For administrators, student affairs personnel, and anyone concerned with diversity on campus, it opens a window on a growing population with whom they may be unfamiliar, mis-categorize, or overlook, and on the need to change systems and structures to address their full inclusion and unveil their full impact.Contributors:e alexanderRebecca CepedaLisa CombsWei Ming DariotisNick DavisKira DonnellChelsea Guillermo-WannJessica C. HarrisAndrew JolivetteNaliyah KayaNicole LeopardoHeather C. LouVictoria K. Malaney BrownCharlene C. MartinezOrkideh MohajeriMaxwell PereyraKristen A. RennStephanie N. Shippen

Download or read book The Crisis of Race in Higher Education written by William F. Tate IV and published by Emerald Group Publishing. This book was released on 2016-12-22 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: The compendium of writings in this edited volume sheds light on the event “Race & Ethnicity: A Day of Discovery and Dialogue” at Washington University in St. Louis and the work current students, faculty, and staff are doing to improve inclusivity on campus and in St. Louis.

Download or read book The Quality and Quantity of Contact written by Robert M. Moore (III.) and published by . This book was released on 2002 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Moore (sociology, Frostburg State U.) presents 18 contributions that sociologically study facets of the American college experience through the prism of race relations. Often, the articles draw from the existing literature, original sociological research, and personal experience. Topics addressed include white cultural appropriation of hip-hop, the history of the Black Student Union, identifying as both black and gay, racial policy views of white college students, interaction patterns between white and black students, the problems faced by black professors of ethnicity teaching white students, the relationship between marginality and social segregation, and the interactions of race and gender. Annotation copyrighted by Book News, Inc., Portland, OR.

Download or read book Coping Skills Balance and Duality written by Kenyatta L. Jones and published by . This book was released on 2001 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Race related Factors in Academic Achievement written by Melissa Lee DiLorenzo and published by . This book was released on 2009 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Rethinking Diversity Frameworks in Higher Education written by Edna B. Chun and published by Routledge. This book was released on 2019-07-12 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion. The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.

Download or read book Transformative Ethnic Studies in Schools written by Christine E. Sleeter and published by Multicultural Education. This book was released on 2020 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--