Download or read book How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers written by Wayne Gersie and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Student success is directly tied to the kind of support they receive while in school. This goes beyond academic support services to include peer-to-peer social experiences that encapsulate the student experience. In order to address the issue of student persistence and student success, this study's overarching investigative concern was how African American males at Predominantly White Institutions (PWIs) characterize their identity negotiation when interacting with non-African American peers. The three research questions were developed to reveal the essence of the identities and student experiences of Black males and their White peers in communicative interactions. Semi-structured interviews and focus groups were utilized to gain insight into this phenomenon as it takes place at a PWIs. Using a critical interpretive approach along with an audit trail, the results yielded 607 nodes that were reduced to seven emergent themes and three broader categories which were reflective of the three research questions. The results showed that African American male students tended to resist and/or struggle with identity negotiation with White peers, and that this has impacted their attitudes toward persistence and degree of comfort with peers, but their family upbringing and values as well as personal motivation have facilitated their overall student success.

Download or read book Negotiating Black Male Identity While Navigating Predominately White Institutions written by Christopher Oliver Johnson and published by . This book was released on 2016 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Q methodology study was to examine the effective strategies and behaviors Black male doctoral students use to manage their interracial interaction with their White faculty and peers at Predominately White Institutions (PWI) in the southeastern United States. A PWI was selected for this study, both because of its unique educational environment and because there is a dearth of research on Black male students experiences at these institutions. This Q methodology study involved Q sort card sorting, and in-depth individual interviews. A concurrent design allowed qualitative and quantitative data to be collected simultaneously, analyzed independently, and integrated at the interpretation phase (Creswell, 2009). Participants in this study were Black male doctoral who were at least in the second year of their program. Data was analyzed using an interpretive interactionism paradigmatic stance to attain a deeper understanding of the lived experiences and perceptions of the participants (Denzin, 2001). Additionally, co-cultural theory (Orbe, 1998a) was applied to highlight key communication practices at a PWI that contributed to Black male doctoral students and positive university experiences.

Download or read book How High achieving African American Undergraduate Men Negotiate Cultural Challenges at a Predominantly White Institution written by Elva Elaine Bradley and published by . This book was released on 2010 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study I examine the manner in which high-achieving African American undergraduate men negotiate cultural challenges in a predominantly White institution (PWI). Cultural theory underpins the conceptual framework of this case study. Basing the study in cultural theory provided a lens through which to view the lived experiences of the twenty study participants. The site of the study was Millennial University (MU) located in the southeastern United States with a population of over 25,000 students. African American students comprise approximately 14% of all students and African American males make up approximately 6% of this population. To date, few studies have focused on African American male high-achievers in postsecondary institutions (Bonner, 2001; Harper, 2005). Consequently, there is a dearth of information in the literature pertinent to higher education practitioners. Social, economic, political and legal barriers often relegate this subpopulation to stereotypical caricatures. The research design used in this study supported the collection of "rich thick" descriptive data (Merriam, 1998). These data are relevant to cognitive and non-cognitive strategies used by high-achieving African American undergraduate males to successfully maneuver through an often hostile and unwelcoming campus environment. Data collection methodology included individual interviews, focus group sessions and e-journaling. Fieldwork was conducted over a period of four weeks. Constant comparative analysis was used for data coded into five thematic categories. As society progresses toward globalization, and learning becomes more technologically influenced, cultural frames of reference will be increasingly more critical to teaching and learning across institutional types and cultures. The importance of understanding institutional culture and its impact on diverse members are to support shared goals as opposed to identifying conflicts between individual groups (Tierney, 1998). By assuming responsibility (an unanticipated finding in this study) for effecting positive multicultural and multiracial interactions across sectors of the MU campus, the study group modeled the concept of supporting shared goals as opposed to identifying conflicts. From the findings, several recommendations for practice emerged. Key recommendations include: (1) structured peer interaction with same race and majority race high-achievers, (2) employ more African American male role models, and (3) encourage multicultural learning and dialogue.

Download or read book African American Male Students at a Predominantly White Institution written by Bobby D. Berry and published by . This book was released on 2021 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of Black males at a predominantly White institution (PWI) and how they make sense of their experiences, in addition to how those experiences impact their identity. The use of Surprise and Sensemaking (Louis, 1980) and Black Identity theory (Cross Jr, 1971) allowed the researcher to examine both the student’s previous experiences and their current experiences on campus to better understand how Black men adapt to their current environment. During this study it was determined that many Black men have found themselves conditioned to be hyper aware of their “Blackness” and were taught at an early age how to navigate “White America”. The research gathered and analyzed through this study shows that the Surprise and Sensemaking framework helps to identify why Black males may or may not encounter surprise while at a PWI, additionally Black Identity Theory helped to uncover whether or whether not the identity of Black Males is impacted while at the PWI. This research can be used to understand better how Black men at PWI’s adapt and find a sense of belonging while circumnavigating the many challenges and barriers they will encounter at a PWI.

Download or read book The Multicultural Center s Role in Black Male Success at a Predominantly White Institution written by Stephan Tramaine Moore and published by . This book was released on 2019 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many scholarly works have focused on the problems that Black males face in higher education at predominantly White institutions (PWI). However, few have explored specific factors that lead to the success of Black males. This study focuses on the Multicultural Center’s role in Black male success a PWI. There are a myriad of issues that Black men face when pursuing higher education ranging from a lack of financial resources to “invisibility” in the collegial environment. These challenges are further exacerbated for Black men who are enrolled at a PWI. The Multicultural Center (MC) is among the essential modalities that can be used by Black men in college to cope with and overcome the often stubborn and burdensome challenges that accompany their post-secondary education experience. The purpose of the study was to examine how participating in academic and social programs offered by the MC at a PWI aid in the success of Black male students. The research questions were predicated on the ways that Black men navigate the academic and social collegiate challenges at a PWI and how the MC helps in this regard. The theoretical frameworks for the study included PVEST, Social Cognitive Theory, and Tinto’s Model of Integration. In keeping with the qualitative approach and Interpretative Phenomenological Analysis methodology, a sample of 7 Black male participants was chosen by purposive sampling. Interviews and a focus group discussion were then conducted after receipt of their informed consent. Data were transcribed and coded. The main conclusion of the study was that the MC assisted the Black male students at the PWI in a social sense. Accordingly, it is recommended that the Black male students re-examine their mind-set about realities at the PWI and their (non) interaction with White peers and White faculty for optimizing academic advancement. Furthermore, senior-level administrators of the PWI should take the particular challenges of Black males into consideration, and review the operation and funding of the MC, so as to make effectual changes for benefiting Black male students.

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 Finding Spaces to Integrate and Persist written by Clayton Allen Steen and published by . This book was released on 2014 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study uses narratives to explore the extent to which Black Greek Letter Organization (BGLO) membership made a difference in the social integration, leading to the persistence, of twenty-six African-American male college graduates that attended a predominately White institution (PWI). It examines BGLO's existing free spaces that provide solace, identity (re)formation, and/or individual growth, leading to a culture of success for its members. It also considers their potential to create free spaces to exercise democratic resistance against hegemonic forces that create barriers to access, integration and persistence for African-Americans. Findings revealed an exclusive BGLO network, Persistence Structure Model, and expectation that members maintain very active schedules and assume leadership roles on their campuses. BGLO membership was also instrumental in compelling reluctant African-American males to assimilate into the dominant college culture of their institutions by shielding them from alienation or providing opportunities to get involved. Far too often, educational research focuses on why students of certain demographic groups fail to persist as opposed to studying why they succeed. The participants' narratives provide a refreshing perspective of academic achievement, college attainment and persistence for African-American males in the face of mounting stories of failure. Despite the tremendous disparity between the number of African-Americans who enter college and those who complete their degree, the number that graduate is still growing and are also worth investigating

Download or read book I m Too White for Black People and I m Too Black for White People written by Ashley D. Christman and published by . This book was released on 2021 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: White fraternity members harm Black fraternity members when they perpetuate racism and uphold White supremacy. When Black men join predominantly White fraternities, White peers expect Black members to assimilate to Whiteness and subject them to hypervisibility, tokenization, and color-blind ideologies (Hughey, 2010; Joyce, 2018; Mills, 2019; Ray & Rosow, 2012). The purpose of this phenomenological study was to explore the lived experiences and racial identity development of seven Black men in predominantly White Greek letter organizations (WGLOs) at a public regional institution in the southern United States. After conducting two individual interviews with each participant and one focus group, the researcher analyzed the data and identified five themes: (a) positive fraternity experience, (b) navigating Whiteness, (c) defying racial stereotypes, (d) danger, and (e) Black lives matter. The results indicated that Black fraternity members experienced contradicting expectations from White peers in their organization and tension in the development of their racial identity. I recommend White fraternity and sorority life professionals do more to recognize and address anti-Black racism, increase education and training for ourselves and the student community, hire and retain Black FSL staff members, and develop inclusive marketing strategies. Further, I also recommend White fraternity men recognize and address anti-Black racism, eliminate the usage of racial jokes and the n-word, and change organization processes including membership selection, education, and leadership elections.

Download or read book It s about Just Staying Focused written by David T. Goode-Cross and published by . This book was released on 2009 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males graduate from college at lower rates than their African American female and White male classmates. This qualitative study explored the strategies that a subset of that population, African American gay and bisexual men, used to successfully persist at a predominately White educational institution (PWI) in the face of racism, heterosexism and homophobia. The results suggest that the reasons these students initially chose to attend the PWI were important to their decision to remain enrolled until their graduation. The environmental characteristics of the institution were also important since the PWI served as the backdrop for many of these students to develop their identity as gay or bisexual men. The data also suggest that discrimination and other factors made persistence more difficult for the men. Despite those challenges, these students possessed a number of attitudinal characteristics such as an approach orientation to coping, self-efficacy, being goal orientated, and perceiving few challenges that were key to their persistence. These students were able to obtain social and instrumental support from peers and sources on and off-campus that helped them navigate the PWI and subsequently persist until graduation. Implications for mental health and student affairs professionals are discussed.

Download or read book The Experiences of African American Men at Predominantly White Institutions of Higher Education After Successfully Transferring from a Community College written by Keenan King and published by . This book was released on 2020 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American men complete post-secondary education among the lowest rates of any other subgroup in higher education (Brooms & Davis, 2017; Farmer & Hope, 2015; Palmer, Wood, Dancy, & Strayhorn, 2014; Warde, 2008). This study focuses on addressing this problem by attempting to understand the experiences of African American men who successfully navigate a higher education pipeline from community college to a four-year, predominantly White institution (PWI). Half of all African American men enter higher education at the community college level (Villavicencio, Bhattacharya, & Guidry, 2013); therefore, community college plays a key role in shaping their experiences in higher education moving forward. Also, educational data has shown that an African American man, who is also a transfer student, has a small chance of transferring to a four-year PWI and completing a degree. To address this issue, this study is designed to understand how African American men in PWIs of higher education, after successfully transferring from community college, describe and make meaning of their experiences. The design for this qualitative study is phenomenology and is applied to discover the deep interconnectedness shared by this study's participants. Additionally, Critical Race Theory's five educational tenets by Yosso, Smith, Ceja, and Solórzano (2009) were used to understand the contributions that race had on the experiences of participants. I engaged semi-structured interviews with 10 African American men at midwestern PWIs who successfully transferred from a community college. Initial analysis of the data yielded four emergent themes. These themes highlight the participants' experiences with the invisibility of race while at their PWI, how participants' community college experiences shaped their experiences at the PWI, how participants remained determined to achieve their goals through higher education while facing adversity, and how participants ultimately did not express any regrets about attending a PWI. The findings from this research suggest how important it is for practitioners and researchers, whose primary focus is African American men, to continue to design initiatives and research highlighting their stories of success. This positive realignment in practice and research is essential to combating the deficit perspective that dominates the conversation regarding African American men in higher education.

Download or read book Making Sense of Belonging for Black Undergraduate Men on a Predominantly White Campus written by Kenyon Robert Bonner and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 6-year graduation rate for Black undergraduate men is the lowest of all students attending all postsecondary institutions in the United States. Only 35% of Black undergraduate men graduate in 6 years, compared to 60% of all students. The literature suggests that developing a sense of belonging may be particularly difficult for minoritized students who attend predominantly White institutions (PWIs). Sense of belonging is a student's perceived social support on campus or feeling of connectedness and mattering. Additional research is needed to inform practices that foster higher levels of belonging for Black undergraduate men who attend PWIs to reduce the gap in college completion rates between Black undergraduate men and their peers. This study used a one-phase concurrent triangulation mixed-methods design. The mixed-methods approach involved analyses of quantitative data from the Student Experience in the Research University Undergraduate (ugSERU) Survey and analyses of qualitative data from in-depth student interviews to understand how sense of belonging varies among students of different race/ethnicities and gender and how Black undergraduate men experience sense of belonging at PWIs. The findings reveal that sense of belonging is higher for women compared to men. African Americans and Asians have comparable sense of belonging scores, but they are lower than White and Hispanic students. African American, Asian, Nonresident, and Multiracial men and women have significantly lower sense of belonging scores than Hispanic and White men and women. Two overarching themes emerged from the in-depth interviews, including forces that worked against students' sense of belonging and forces that supported students' sense of belonging. The in-depth interviews also revealed the divergent role that one force could play for different students by promoting sense of belonging for some students and working against sense of belonging for others. The findings from this study have several implications for higher education administrators serving at PWIs who wish to improve the retention and graduation of Black undergraduate men.

Download or read book Black Males and Intercollegiate Athletics written by Robert A. Bennett III and published by Emerald Group Publishing. This book was released on 2015-06-03 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on the issues African American males face not only as participants in athletic competition as student-athletes but also as coaches, administrators, and academic support staff. It will serve as a valuable resource for educational policy makers, especially athletic association personnel (i.e. NCAA), and other constituents.

Download or read book White Men on Race written by Joe R. Feagin and published by Beacon Press. This book was released on 2004-07-15 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the revealing and provocative testimony of approximately one hundred powerful, upper-income white men, White Men on Race shows how white men see racial "others," how they see white America, how they view racial conflicts, and what they expect for the future of the country.

Download or read book Biracial in America written by Nikki Khanna and published by Lexington Books. This book was released on 2011-09-16 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elected in 2008, Barack Obama made history as the first African American president of the United States. Though recognized as the son of a white Kansas-born mother and a black Kenyan father, the media and public have nonetheless pigeonholed him as black, and he too self-identifies as such. Obama’s experience as an American with black and white ancestry, though compelling because of his celebrity, is not unique and raises several questions about the growing number of black-white biracial Americans today: How are they perceived by others with regard to race? How do they tend to identify? And why? Taking a social psychological approach, Biracial in America identifies influencing factors and several underlying processes shaping multidimensional racial identities. This study also investigates the ways in which biracial Americans perform race in their day-to-day lives. One’s race isn’t simply something that others prescribe onto the individual but something that individuals “do.” The strategies and motivations for performing black, white, and biracial identities are explored.

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 Diversity Equity and Inclusion in Sport written by Ellen Staurowsky and published by Human Kinetics. This book was released on 2022-08 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diversity, Equity, and Inclusion in Sport delivers a comprehensive view of DEI issues in sport organizations. Readers will understand key areas that affect sport administration and will develop the skills to implement best practices and lead an equitable and diverse sport environment.

Download or read book Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-02-05 with total page 1302 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the newly inaugurated US Presidential Administration signing several orders to mitigate discrimination and racism within the United States government, attentions globally are once again brought to the Black Lives Matter campaign, and its message. Discrimination in business contexts, social interactions, and educational institutions remains a concern for leaders today. The empowerment of marginalize communities has been rapidly spreading through societies, thanks to the platforms that social media now offer. The Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination is a three-volume, hand-selected compilation of the highest quality research on the empowerment of marginalized communities that have been experiencing ongoing discrimination. To shed light on the underpinnings of disparities between marginalized groups and overreaching society, this text explores social justice applications and practices and the changes being made or pushed for around the globe that promote equality, fair treatment, and inclusivity. This book is ideal for sociologists, teachers, activists, practitioners, managers, administrators, policymakers, government officials, researchers, academicians, and students working in fields such as gender studies, race studies, social justice, behavioral studies, history, sociology, anthropology, psychology, law, as well as anyone interested in the current practices and advances in mitigating racism and discrimination in society.