Download or read book Experiences of Perceived Racial ethnic Discrimination and Stress Among Black African American Graduate Students on a Predominantly White Campus written by Fathiya Abdi and published by . This book was released on 2019 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Significance: Experiences of discrimination are associated with increased stress and adverse influences on mental health outcomes. Though graduate students commonly experience stress and poor mental health, explorations of experiences of discrimination and their influence on stress among Black and/or African American (AA) graduate students is rare. Purpose: This study explored the experiences of racial/ethnic discrimination among Black/AA graduate students and how these experiences relate to experiences of chronic stress. Population: The participants in this study included 17 self-identified Black/AA graduate students attending a large public university in the Pacific Northwest. Methods: Utilizing face-to-face, semi-structured interviews, students discussed their experiences of racial/ethnic discrimination and their perceptions of how these experiences have contributed to chronic stress. Analysis: Interviews were transcribed and analyzed using grounded theory and thematic analysis through an inductive process. Results: Four major themes were identified: unfavorable treatment due to race and/or ethnicity across multiple environments; experiences of intense physiological, emotional responses to discrimination and processing complex decisions focused on optimizing their perceived safety; diverse strategies (thoughts and actions) to mitigate emotional and mental responses to discrimination; and strategies for improving the discriminatory climate. Qualitative analyses suggest that racial/ethnic discrimination is very frequently experienced by Black/AA graduate students and can impact their stress through emotional, mental and physiological responses to perceived discriminatory events. Participants described utilizing social support as a main coping strategy to mitigate the impacts of racial/ethnic discrimination. Implications: Further mixed methods research is needed to explore the association of racial/ethnic discrimination and chronic stress in an academic setting. Graduate institutions should consider investment in policies that target structural, institutional discrimination and racism and increase social support structures and mental health services for students.
Download or read book A Long Way to Go written by Darrell Cleveland and published by Peter Lang. This book was released on 2004 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Long Way to Go: Conversations about Race by African American Faculty and Graduate Students highlights the experiences and coping strategies of faculty members and graduate students pursuing Ph.D.s who have successfully navigated the academy despite hostile environments and hurdles that cause many to avoid or leave the academy. African American students and faculty often face problems such as isolation within a white environment, the misinterpretation of confidence as aggressiveness, and the need to work twice as hard as white peers in order to be taken seriously in their chosen careers. This book will assist both doctoral students and junior faculty in successfully completing the graduate school experience and transitioning into tenure-track positions, and will be of great interest to all higher education faculty and administrators who must address the complex issues of diversity in recruiting and retaining graduate students and faculty.
Download or read book Assessing Racial Discrimination Experiences and Mental Health of Students of Color on a Predominantly White Campus written by Lee Vang and published by . This book was released on 2017 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to understand the racial discrimination experiences of students of color on a predominantly white campus and their perceived mental health. Racial tension exists between students of color and faculty and staff on this campus and in our larger commnunity, preventing the goal of equal access. Research shows that along with challenges, such as stress, from balancing classes, friends, homework, jobs and athletics, students of color have to learn how to cope with everyday subtle racial discrimination that lead to a higher level of societal pressure. These pressures can hinder their learning experiences; lower their life satisfaction and increase mental health issues. Using a qualitative approach the study investigates students of colors' racial discrimination experiences and their mental health. Data was gathered from February 2017 through March 2017 doing individual interviews. Data from the study resulted in the major themes: all acts of racial discrimination were in subtle forms and participants were unaware of the encounters until after the fact, psychologicai impacts include internalized racism and low self regard after the experience, and all participants conceded that more effort can be put into educating white students and staff on cultural competency and racial discrimination.
Download or read book The Agony of Education written by Joe R. Feagin and published by Psychology Press. This book was released on 1996 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Systemic Racism written by Mia Budescu and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: College attrition represents a serious and persistent problem for ethnic minority students. Although there has been a plethora of research examining retention rates, most have focused on difficulty paying for college and financial strain. Importantly, past studies suggest that minority stress in the form of discrimination and lack of support on campus represents an additional barrier for African American students at predominantly White four-year institutions. The current study furthers our understanding of the experience of African American students by focusing on a previously unstudied race-related stress: systemic racism. Furthermore, the current investigation focuses on mental and physical health outcomes among students, in addition to academic outcomes which have been traditionally studied. Finally, this study examines the role of support from kin, same race friends, and religiosity as potential buffers from the impact of systemic-racism related stress. A sample of 472 students with mean age of 20.65 (SD=1.53), of which 99 identified as Black/African American and 373 as White/European American or Caucasian was recruited from a large public university. The results indicate that African American students perceived higher levels of systemic-racism related stress than their European American counterparts. Among African American respondents, systemic-racism related stress was related to lower levels of academic engagement, after control for general and undergraduate stress. Among European American students higher levels of systemic-racism related stress were related to higher levels of academic engagement. The study also finds that having many same race college friends reduces racism-related stress among African American students, while high levels of kinship support are related to higher levels of racism-related stress. Ethnic identity and racial socialization buffered the negative impact of racism-related stress on health outcomes, but only at low levels of stress. Similarly, kinship support was related to better outcomes at low levels of stress, but had no positive impact on physical or mental health outcomes at high levels of racism-related stress. Finally, religious participation and spirituality were related to lower levels of mental and physical health functioning for college students. However, at high levels of racism-stress, students with high levels of religiosity reported better adjustment than students with low levels of religiosity. The results hold important implications for the mental and physical health functioning of ethnic minority college students.
Download or read book Digest of Education Statistics 2011 written by Thomas D. Snyder and published by National Center for Education Statistics. This book was released on 2012-11-05 with total page 758 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 Qualitative Research written by Johnny Saldana and published by SAGE Publications. This book was released on 2016-12-19 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: Qualitative Research: Analyzing Life presents a fresh approach to teaching and learning qualitative methods for social inquiry—one that focuses on analysis from the very beginning of the text. By exploring qualitative research through a unique analytic lens, then cumulatively elaborating on methods in each successive chapter, this innovative work cultivates a skill set and literacy base that prepares readers to work strategically with empirical materials in their own fieldwork. Renowned authors Johnny Saldaña and Matt Omasta combine clear, accessible writing and analytic insight to show that analysis, in its broadest sense, is a process undertaken throughout the entire research experience.
Download or read book Racial Discrimination and Well being Among African American University Students written by Deanna Yvonne Cooke and published by . This book was released on 2002 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Interrupting the Usual written by Deniece Dortch and published by . This book was released on 2016 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is comprehensive research presented on university college climate and experiences of undergraduates that correlate with their success (Gay, 2007; Hurtado, 1992; Hurtado & Carter, 1994; Milem et al, 1998; Harper & Hurtado, 2007), the discourse that surrounds the success and achievement related to the experiences of graduate students, and doctoral students in particular, is limited to largely academic factors. Academics only explain part of graduate student success (Golde, 2000). This study seeks to address the gap in the current literature which fails to address the racialized experiences of African American doctoral students. Using hermeneutic phenomenology, this study explores the narratives of nine African-American doctoral candidates to understand how from the perspective of race, graduate study is experienced at one predominantly white campus located in the Midwestern region of the United States. The hermeneutic phenomenological analysis reveals that the nine African American doctoral students are experiencing psychological warfare (the perpetuation of isolation, violence, fear and tokenism). The findings also indicated that African American graduate students developed an academic consciousness (that is, utilizing both double and triple consciousness; Dubois, 1903; Fanon, 1967) as a way to think about and navigate the psychological warfare they experienced. Lastly, the study found that participants developed tools for surviving their academic environments (e.g., developing and cultivating same-race relationships, self-imposed isolation, racial agency and self-discovery). This study provides us with ways to think about how the issues that impact graduate students (e.g., sense of belonging, self-efficacy, socialization and campus climate) and their implications transcend race and individual experiences (e.g., impact the academic labor force). The study concentrates on ways to disrupt the inherent cycles of violence that exist within academe so that university communities become more equitable, welcoming, and transformative spaces for students of color and African-American graduate students in particular.
Download or read book Racial Climate Black Racial Identity and Acculturative Stress Among African Americans in CACREP accredited Counselor Education Programs written by Tiffany A. Stewart and published by . This book was released on 2009 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: "African American counselor education graduate students experience academic climates that are uniquely more stressful than their White counterparts. As African Americans more positively relate to their own racial identify they may be better able to handle perceived stressors related to race, thus having an increased sense of internal control and social environment. Likewise, when African American counselor education graduate students experience less acculturative stress they feel more comfortable in their academic environment associating with White individuals, as well as feel a sense of inclusion and safety and perceive their racial climate in a positive light, more so than those individuals who experience higher levels of acculturative stress. The purpose of this study was to examine racial climate, Black racial identify and acculturative stress among African American counselor education graduate students in CACREP-accredited programs. Because these variables have not been addressed in the literature as it relates to counselor education, it is essential that counselor education programs are aware of how they are related. Results of the study may inform counselor education programs as to how they may be able to assist in answering the calls for inclusiveness that may lead to an increase in enrollment, retention, and graduation of a more diverse student body. Research questions: 1. Is Black racial identify related to acculturative stress for African American counselor education graduate students in CACREP-accredited programs; 2. Does racial identity correlate with perceived racial climate experiences in CACREP-accredited graduate programs; 3. Does acculturative stress correlate with perceived racial climate experiences in CACREP-accredited graduate programs; [and] 4. Is there a relationship between Black racial identity, accultrative stress, and undergraduate institutions on perceptions of racial climate?"--Pp.14-15 [PDF 22-23].
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 Standing on the Outside Looking In written by Mary F. Howard-Hamilton and published by Taylor & Francis. This book was released on 2023-07-03 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compared to the literature on the impact of post-secondary institutions on undergraduate institutions, the literature on the academic experiences of graduate students from underrepresented populations is comparatively meager.This book remedies this gap by gathering a rich collection of personal narratives and empirical research to provide a comprehensive account of the actual lived experiences of graduate students of color and their perception of the campus climate.This volume examines issues of access, retention, and transition; and explores the personal experiences of students of color in advanced-degree programs. The contributors cover issues such as financial aid; the culture, mission and racial climate at doctoral granting institutions; the transitional challenges STEM undergraduates face on entering graduate programs; mentoring; the distinct concerns and challenges that African, Asian and Latina/o students encounter in doctoral and professional programs; and the need to acknowledge and support their spirituality.Franklin Tuitt concludes the book by summarizing the issues raised, and making recommendations to faculty, administrators, and directors of graduate programs about what they can do to promote the well-being and success of graduate students of color.
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 Racism We Gotta Deal with It written by Jurdene Arlette Ingram and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Universities around the country are consistently focusing on increasing diversity among the student population, yet little is known about how minority graduate student populations fair academically and personally in predominately White institutions, specifically African American graduate students. This qualitative study examines the lived experiences of six African American graduate students. Participants were interviewed using a semi-structured interview guide on their experiences in a predominately White graduate program. The findings support previous research that indicates that social conditions have not changed and minority students are still not well integrated into their programs. Findings also suggest that although Berry's (1987) model of acculturation can be used to conceptualize the experience of African American undergraduate students, the experience of graduate students is more complex, and only partially supported by this model. Suggestions for how universities can better improve the environment for African American graduate students are included.
Download or read book Journal of International Students 2019 Vol 9 No 1 written by Krishna Bista and published by OJED/STAR. This book was released on 2018-12-31 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of International Students (JIS) is a quarterly publication on international education. JIS is an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750) indexed in major academic databases. The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines.
Download or read book Black Faculty in the Academy written by Fred A. Bonner II and published by Routledge. This book was released on 2014-12-05 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty.
