Download or read book Racial ethnic Identity as a Factor of Academic Resilience in Female Black and Hispanic Undergraduate Students Attending a PWI written by Delvina Miremadi-Baldino and published by . This book was released on 2013 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explores the gap between Black and White and Hispanic and White student degree attainment in predominately white institutions (PWI). The cost associated with each individual who fails to matriculate and attain their degree is significant for the individual, the institution and for society as a whole. The purpose of this study was to explore the risk and protective factors associated with the Black and Hispanic undergraduate experience, as well as the multiple ways in which students perceptions of their sense of racial/ethnic identity contribute to the specific protective mechanisms that buffer the effects of exposure to risk and foster students' academic resiliency. For this study, phenomenology research methodology allowed Black and Hispanic students to describe their perceptions of the undergraduate college experience at a PWI. Data collection methods included in-depth, one-on-one, semi-structured, interviews with eleven undergraduate college students. Findings indicate that Black and Latina students experience a variety of risk and protective factors that can positively or negatively impact their identity, academic resilience and success as a student. Data results highlight the importance of a positive Racial/Ethnic Identity as an important protective factor for academic success. Analysis revealed that Isolation and a Lack of Sense of Belonging and Isolation, Racism and Microaggressions, and Financial Difficulties were among the most significant challenges faced by the students. The protective mechanisms of family, group and peer support, internal purpose and goals, and identity duality proved to be the most salient protective factors that contribute to student perseverance. This research revealed important insights associated with increasing positive college experiences for Black and Hispanic undergraduate students. Implications and recommendations for improving institutional commitments to these student populations will be highlighted and discussed.
Download or read book Racial ethnic Identity as a Factor of Academic Resilience for Female Black and Hispanic Undergraduate Students at a Prodominitiley sic White Institution written by Delvina Miremadi-Baldino and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explores the gap between Black and White and Hispanic and White student degree attainment in predominately white institutions (PWI). The cost associated with each individual who fails to matriculate and attain their degree is significant for the individual, the institution and for society as a whole. The purpose of this study was to explore the risk and protective factors associated with the Black and Hispanic undergraduate experience, as well as the multiple ways in which students' perceptions of their sense of racial/ethnic identity contribute to the specific protective mechanisms that buffer the effects of exposure to risk and foster students' academic resiliency. For this study, phenomenology research methodology allowed Black and Hispanic students to describe their perceptions of the undergraduate college experience at a PWI. Data collection methods included in-depth, one-on-one, semi-structured, interviews with eleven undergraduate college students. Findings indicate that Black and Latina students experience a variety of risk and protective factors that can positively or negatively impact their identity, academic resilience and success as a student. Data results highlight the importance of a po sitive Racial/Ethnic Identity as an important protective factor for academic success. Analysis revealed that Isolation and a Lack of Sense of Belonging and Isolation, Racism and Microaggressions, and Financial Difficulties were among the most significant challenges faced by the students. The protective mechanisms of family, group and peer support, internal purpose and goals, and identity duality proved to be the most salient protective factors that contribute to student perseverance. This research revealed important insights associated with increasing positive college experiences for Black and Hispanic undergraduate students. Implications and recommendations for improving institutional commitments to these student populations will be highlighted and discussed.
Download or read book Eurasian Business Perspectives written by Mehmet Huseyin Bilgin and published by Springer Nature. This book was released on 2020-08-31 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents selected theoretical and empirical papers from the 26th and 27th Eurasia Business and Economics Society (EBES) Conferences, held in Prague, Czech Republic, and Bali, Indonesia. Covering diverse areas of business and management in various geographic regions, it addresses a range of current topics, such as human resources, management, SMEs and marketing. It also includes related studies that analyze management and marketing aspects, e.g. workplace learning, gamification in business, resilience and entrepreneurship, the use of IT tools in small businesses, and dynamic marketing capabilities in an intercultural environment.
Download or read book Ethnic Identity Perceived Social Support Coping Strategies University Environment Cultural Congruity and Resilience of Latina o College Students written by Verónica Orozco and published by . This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The literature on resilience suggests that despite personal, cultural, and environmental challenges, many students do succeed academically. However, few studies have investigated resilience or factors that foster it among Latino college students. Accordingly, this study examined the variables of ethnic identity, perceived social support from family, friends, and a significant other, coping strategies, university environment, and cultural congruity to determine their relation to the resilience of 150 Latina/o college students. The participants were 72 males and 78 females from a large Midwestern, predominantly white institution (PWI). Participants completed a survey packet that included a demographic questionnaire, the Revised Multigroup Ethnic Identity Measure, Multidimensional Scale of Perceived Social Support, Student Coping Scale, University Environment Scale, Cultural Congruity Scale, and Connor-Davidson Resilience Scale. The results showed that ethnic identity, familial, friend, and significant other support, coping strategies, university environment, and cultural congruity accounted for 51% of the variance in measured resilience. These findings are discussed in relation to the existing resilience literature and implications for future research are noted.
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 Ethnic Identity and Coping Efficacy as Moderators of the Relationships Between Perceived Racial Discrimination and Academic Outcomes Among Urban Low income Latina o Youth written by Alison L. Mroczkowski and published by . This book was released on 2013 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used resilience theory to explore relationships among perceived racial discrimination, ethnic identity, coping efficacy, gender, and various academic outcomes among urban, low-income, Latina/a youth. Although Latina/as are the largest ethnic minority group in the United States, they attain less education than other racial/ethnic groups (Chapman, Laird, Ifill, & Kewei Ramani, 2011). Racial discrimination is one factor that may account for the lower levels of education attained by this group, and research has indicated that racial discrimination is associated with poor educational outcomes among Latina/a adolescents (Alfaro, Umana-Taylor, Gonzales-Backen, Bamaca, & Zeiders, 2009; DeGarmo & Martinez, 2006). Despite exposure to risk factors such as racial discrimination, resilience theory suggests that some adolescents with assets, such as ethnic identity or coping efficacy, can still thrive, or achieve success (Fergus & Zimmerman, 2005). Ethnic identity and coping efficacy are two protective factors that were hypothesized to buffer Latina/a students' academic outcomes from the negative effects of racial discrimination. Some research suggests that these relationships are significant among male participants, but not among female participants (Umana-Taylor, Wong, Gonzales, & Dumka, 2012). The participants in this study were 446 urban, low-income Latina/a high school students from a large, Midwestern city who completed surveys in both 9th-grade and 10th-grade. Structural equation modeling was used to test the relationships among racial discrimination, ethnic identity, coping efficacy, and academic outcomes. Results supported a protective model of resilience. Specifically, ethnic identity and coping efficacy served as protective factors by buffering the negative effects of perceived racial discrimination on some academic outcomes, including GPA, attendance, and extrinsic motivation. This study filled gaps in the literature by examining the relationships among perceived racial discrimination, ethnic identity, coping efficacy and academic outcomes among urban, low-income Latina/a adolescents over time.
Download or read book The Unchosen Me written by Rachelle Winkle-Wagner and published by JHU Press. This book was released on 2009-12-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. The Unchosen Me examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus. Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose “unchosen” identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one’s self, others, and society. At the heart of this book are the voices of women who struggle to define and maintain their identities during college. In a unique series of focus groups called “sister circles,” these women could speak freely and openly about the pressures and tensions they faced in school. The Unchosen Me is a rich examination of the underrepresented student experience, offering a new approach to studying identity, race, and gender in higher education.
Download or read book Examining Psychosociocultural Influences Student professor Interactions Racial Identity and Resilience as Predictors of Academic Self concept and Academic Achivement of Black Collegians written by Samuel T. Beasley and published by . This book was released on 2015 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically White postsecondary institutions. Prior scholarship has traditionally focused on standardized measures when assessing academic outcomes among Black college students. In contrast, contextual variables have been given minimal scholarly attention. Using Pearson's correlations and hierarchical multiple regression, this study examines how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience influence academic achievement and academic self-concept among Black college students. The sample consisted of 253 Black college students (88 men, 165 women) recruited from historically White postsecondary institutions. Results revealed academic self-concept, resilience (via academic engagement) and racial centrality were significantly correlated with cumulative GPA. Using hierarchical multiple regression, academic engagement and racial centrality predicted a small but significant increase in variance of cumulative GPA above and beyond academic self-concept. Additionally, correlational analyses revealed psychosociocultural influences, student-faculty interactions, and resilience were significantly correlated with academic self-concept. Hierarchical multiple regression found that racial identity, psychosociocultural influences, student-faculty interactions and resilience each accounted for significant variance in explaining academic self-concept. These findings suggest the need to begin developing a more integrated model that incorporates how race (racial centrality), space (perceptions of the university environment, student-faculty interactions), place (cultural congruity) and pace (resilience via academic and social engagement) influence the outcomes of Black collegians attending historically White educational institutions. Implications of these findings for university faculty, student affairs professionals and mental health professionals are identified.
Download or read book Shifting the Focus written by Nordia A. Campbell and published by . This book was released on 2017 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Cultural ethnic Identity and Individual Protective Factors of Academic Resilience written by Dale E. Weaver and published by . This book was released on 2009 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book In the Company of Educated Women written by Barbara Miller Solomon and published by Yale University Press. This book was released on 1985-01-01 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traces the history of the struggle of women to achieve equality in American colleges from Colonial times to the present
Download or read book Support Systems and Services for Diverse Populations written by Crystal R. Chambers and published by Emerald Group Publishing. This book was released on 2011-06-01 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than identity politics, intersectionality regards the inability of institutional structures to remedy discrimination because of the intersection between social dynamics which are often discretely conceived. (Crenshaw & Dill, 2009). This book focuses on the subpopulation of Black female college students.
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 Examining Academic Self efficacy Race related Stress Psychological Well being and Racial Centrality on Black Former Undergraduate Historically Black College Students Currently Enrolled in Graduate Predominantly White Institutions written by Maime Butler and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationships among racial centrality, racerelated stress, and psychological well-being on academic self-efficacy for Black former undergraduate HBCU and PWI students currently attending PWI graduate institutions. The following measures were used to test the research questions (a) a demographic questionnaire, (b) Mental Health Inventory (MHI; Viet & Ware, 1983), (c) Multidimensional Inventory of Black Identity – Racial Centrality Scale (MIBI; Sellers, 1998), (d) Inventory of Race-Related Stress- Brief Version (IRRS-B Utsey, 1999), (e) Graduate Education Self-Efficacy Scale (GESES; Williams, 2005). There were 200 participants, 74 former HBCU graduates and 126 former PWI graduates from undergraduate institutions. ANOVAs, hierarchical multiple regressions, and canonical correlations were used. The findings indicate Black HBCU students had higher levels of racial centrality than those from PWIs. Racial centrality had a positive and significant relationship with race-related stress and psychological well-being. High racial centrality predicted high psychological well-being and high academic self-efficacy, while high race-related stress predicted low psychological well-being and academic self-efficacy. The findings differed from former HBCU students and former PWI students suggesting a need for continued research. This study highlights the fact that HBCUs matter in promoting positive wellbeing, academic performance, centrality, and other protective factors. PWIs can also build programs based on monitoring, assessing, and hearing out current Black graduate students from former HBCUs.
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 Black Identity Viewed from a Barber s Chair written by William E. Cross and published by Temple University Press. This book was released on 2021-06-25 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: The barbershop bias -- Nigrescence revisited: the models -- Nigrescence part two: issues -- Double consciousness et the performance of identity -- Interrogating the deficit perspective -- Slavery, trauma, and resilience.
Download or read book Campus Counterspaces written by Micere Keels and published by Cornell University Press. This book was released on 2020-01-15 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' "imagined" campus microaggressions, Micere Keels, a professor of comparative human development, set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013 Campus Counterspaces finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, Keels argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. In this critique of how universities have responded to the challenges these students face, Keels offers a way forward that goes beyond making diversity statements to taking diversity actions.
