Download or read book The Influence of Racial Identity and Resilience on the Academic Performance of African American Students Attending Predominantly White Universities written by Ajamu Nkosi and published by . This book was released on 2005 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions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 Acting Black written by Sarah Susannah Willie and published by Psychology Press. This book was released on 2003 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores what it is like to be black on campus though the experiences of black students at both predominantly white and predominantly black universities, within a timeline of black education in America and a review of university policy.
Download or read book Racial Opportunity Cost written by Terah Venzant Chambers and published by Harvard Education Press. This book was released on 2022-08-16 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success. Gathering first-hand accounts from students, practitioners, and researchers, Venzant Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K–12 education into postsecondary academics and beyond. In this clarifying work, Venzant Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Venzant Chambers’ framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.
Download or read book Blacked Out written by Signithia Fordham and published by University of Chicago Press. This book was released on 1996-05 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: Acknowledgments Prologue Introduction: Stalking Culture and Meaning and Looking in a Refracted Mirror 1: Schooling and Imagining the American Dream: Success Alloyed with Failure 2: Becoming a Person: Fictive Kinship as a Theoretical Frame 3: Parenthood, Childrearing, and Female Academic Success 4: Parenthood, Childrearing, and Male Academic Success 5: Teachers and School Officials as Foreign Sages6: School Success and the Construction of "Otherness" 7: Retaining Humanness: Underachievement and the Struggle to Affirm the Black Self 8: Reclaiming and Expanding Humanness: Overcoming the Integration Ideology Afterword Policy Implications Notes Bibliography Index Copyright © Libri GmbH. All rights reserved.
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 Admission and Retention Problems of Black Students at Seven Predominantly White Universities written by Donald H. Smith and published by . This book was released on 1981 with total page 56 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 Racialized Identities written by Na'ilah Nasir and published by Stanford University Press. This book was released on 2011-09-21 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how various constructions of identity can influence educational achievement for African American students, both within and outside of school.
Download or read book The Effects of Perceived Racial Discrimination and Racial Identity on the Academic Self concept of African American Male College Athletes written by Rhema Daniel Fuller and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the graduation rates of specific demographic groups indicates that African American male student-athletes are not graduating at the same rate as their peers (Institute for Diversity and Ethics in Sports, 2009). In addressing the issue of graduation rates, scholars cite that attendance at predominantly white institutions (PWIs) is influential to the academic achievement of African American male student-athletes because they are subject to racial discrimination on college campuses (Hyatt, 2003) and racial discrimination has negative effects on academic achievement (Thomas, Caldwell, Faison, & Jackson, 2009). Given that research has linked academic self-concept and academic achievement for African American male college students (Spurgeon & Meyers, 2003) but a racially discriminatory college environment is damaging to academic achievement and identity variables influence perceptions of discrimination (Sellers & Shelton, 2003), the purpose of this study was to investigate the relationships between identity variables (i.e. racial and athletic identity), environmental factors (i.e. racial discrimination) and academic outcomes (i.e. academic self-concept and GPAs). To this end, online survey research was used to gather data from African American male student-athletes in order to examine the above relationships. Participants were 168 African American male student-athletes at Division 1 predominately White institutions (PWIs). Data analyses consisted of 1-sample t-tests and moderated hierarchical regression analyses, with analyses being conducted in two parts. Part I found that African American male student-athletes report experiencing racial discrimination in an academic setting. Moreover, Part I found that the racial identity variables of centrality and the public regard racial were significant predictors of athletic and academic racial discrimination. Athletic identity variables were not significant predictors of racial discrimination. Part II found that racial discrimination was a significant predictor of academic achievement as measured by GPA. Athletic discrimination and differential academic treatment positively influenced academic achievement but academic differential effect negatively influenced academic achievement. Finally, the racial identity variable of private regard moderated the relationship between academic racial discrimination and GPA. The results of the study are discussed and contextualized with the larger body of literature examining the academic achievement of African American male student-athletes.
Download or read book It s Not Because You re Black written by Annie Smith and published by University Press of America. This book was released on 2013-04-19 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a realistic look at the effects of underrepresentation of African Americans in colleges and universities. It highlights local, state, and national consequences facing America’s educational future as the country becomes more diverse. It also examines the challenges that face Blacks trying to get into the academy and issues that confront those who penetrate the system. Whether intentional or embedded in the minds of those in American culture, the results of Black underrepresentation in educational settings often carry devastating impacts on African American learners. It affects learners in diverse educational settings as well as the career choices and opportunities for minorities who need them most. An increase in African American professors would not only add diversity on college campuses but also bring a unique perspective to the academy—a situation that would be beneficial to all.
Download or read book Black Men in the Academy written by Brian L. McGowan and published by Springer. This book was released on 2016-01-26 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using an anti-deficit approach, Black Men in the Academy explores narratives of resiliency, success, and achievement for black men in the academy. This book is an important text for scholars interested in promoting success in education for underrepresented minorities.
Download or read book How Does Racial Identity Affect African American College Students Ability to Assimilate on Predominantly White College Campuses and Its Impact on Retention written by Janette Howard and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to determine how racial identity of African American college students can impact their ability to assimilate on predominately White college campuses to the point of hindering their retention. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey consisting of 25 questions that was completed by N=125 African American students attending a Predominately White University in the Mid-West. Phase two of the study was a convenience sample of thirteen African American students living on and off campus. The following research questions were addressed to explore the research topic. (1) How does racial identity impact African American college students' ability to assimilate at a predominately White university with a high enrollment of African American college students? (2) How do African American college students perceive their college/university's commitment to them? (3) How do African American college students perceive their racial identity impacting their lives? The findings of the study showed that the complexities of racism and stereotypical perceptions made the process of assimilating into the college environment holistic, including social, academic, internal and external variables that impacted their ability to assimilate and form relationships needed to have a well-rounded college experience. However, many of the students interviewed felt some of the stereotypical perceptions are sometimes perpetuated by the actions of their Black peers. During a few of the interviews, students (N=7) described their dismay with the behavior that some of their peers exhibited. The participants that were interviewed felt that the students' success should be a shared responsibility. It should be up to the students to be accountable; one participant stated "too often people want to blame others for things that happen to them." Furthermore, he explained that he takes full responsibility for the 2.0 grade point he had at the end of the last semester, but he is now looking at a 3.2 for this semester. Many of the students expressed that they did feel the faculty and staff ratio could be more representative of the African American population. The students also felt the administration could do more to bring the students together as a whole, the students of color and the White students. The consensus of the interviews was that Black people as a whole, in the eyes of the boarder society, are not respected nor looked at as assets. Many of the students interviewed felt that if the Black students and the White students had more opportunities to engage outside of the classroom, they may see Blacks beyond the stereotypical perceptions.
Download or read book Race Still Matters written by Santiba D. Campbell and published by . This book was released on 2010 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research by the American Council on Education (Wilds, 2000) has shown that while graduation rates for African Americans have increased, they are still below that of Whites. This difference may be explained by race. It is probable that African American students are facing more experiences with racial discrimination or other factors that make their race, more salient especially on the campuses of Predominantly White Institutions. This program of research addressed the social and academic factors of African American college students and how these experiences promote or inhibit their persistence towards graduation and self-worth. Specifically, how the significance of race and trios, a cultural life view (Jones, 2003) contribute to determining whether or not the degree to which one's interpretation or reaction to racial discrimination undermines or preserves their success and satisfaction. Three studies examine the constructs of trios and racial identity as mechanisms to maintain or enhance success and satisfaction for African American college students. Overall, it was predicted that being sensitized to the possibility that one's race may contribute to unjust outcomes and experiences would cause African American college students to encounter decreases in their academic success and overall satisfaction when faced with perceptions of racial discrimination. However, trios and racial identity independently would minimize or prevent such damage from occurring. Study 1 sought to validate measurements of the Universal Context of Racism (ucr) and trios scales. Results from factor analyses indicate the ucr is assessed by a single factor (alpha = 0.82), while trios loaded on five factors; Time, Rhythm, Improvisation, Orality and Spirituality (alpha = 0.80). In Study 2, using a population of African American students from a historically Black university, findings indicate that individuals who are constantly sensitized by their racial status experience decreases in psychological well-being and perceive more racial discrimination. With Study 3, the longitudinal associations of trios and racial identity in a comparison population of African American students who attend a historically Black university (hbcu) and those who attend predominantly White institutions (pwi) established that trios and racial identity levels vary across schools with students at the hbcu showing a greater significance of race and TRIOSic lifestyles. For students attending the hbcu, racial identity buffers the negative effects of perceiving racial discrimination on self-esteem. On the other hand, students attending the pwi use both trios and racial identity to maintain their self-esteem by allowing trios to buffer the negative effects of racial awareness as it leads to increased perceptions of discrimination, then racial identity helps to maintain self-esteem after the perceptions of discriminatory acts. Race matters for students at both institutions evident by the result of racial identity predicting self-esteem longitudinally. Nevertheless, students at the PWIs must incorporate the significance of their race with the holistic view of being TRIOSic in order to truly be satisfied. Implications and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Black Students in Higher Education written by C. Scully Stikes and published by Carbondale : Southern Illinois University Press. This book was released on 1984 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stikes describes the academic, personal, social, financial, and racial identity problems of 16 black students on predominantly white college campuses. He discusses the students’ attempts to cope, noting developmental changes that occurred as they grappled with their environment; he outlines counseling strategies, teaching processes, and focuses on the policies and practices needed to assist black students. The 16 case studies represent the spectrum of black students in higher education. Data from these cases form the basis for the construction of a model describing black student development. The model illustrates the continuous, predictable, and dynamic processes involved. From this model the impact of race and culture is illustrated, showing the qualitative and quantitative difference between black student development and student development in general. Further, the model shows the impact of role models and social factors on students.
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 Racial Identity Resilience Coping and College Retention in African American College Students Attending a Predominantly White University written by Tracey Anna Maria King and published by . This book was released on 2012 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The primary purpose of this study was to explore the relationship between racial identity, resilience, coping, and college retention in a sample of 94 African American college students attending a predominantly White University. Based upon the current literature, a mediation model was proposed. Specifically, it was hypothesized that the relationship between resilience and college retention would be mediated by the internalization stage of racial identity (M1), problem-focused coping behaviors (M2), and emotion-focused coping behaviors (M3). Results revealed a positive relationship between college retention and the internalization stage of racial identity (B = 0.89, z = 2.82, p = .005), and a negative relationship between problem-focused coping and college retention (B = -.088, z = -2.24, p = .025). Bootstrapping analyses indicted no significant indirect effects for M1 (point estimate = -.0033, 95% BCA of -.0173 to .0058), M2 (point estimate = -.0055, 95% BCA of -.0203 to .0027), or M3 (point estimate = .0014, 95% BCA of -.0028 to .0168). Despite the absence of mediation, the findings of this study highlighted the complex nature of these constructs and the continued need for further exploration into their relationship.
