Relationship Between Black Students' Perceptions of Institutional Racial Climate and Selected Demographic and Institutional Attractiveness Variables PDF Download
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Author: Harold T. Pearl
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 186
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Author: Harold T. Pearl
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 186
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Author: Tiffany Nicole Carpenter
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 108
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Book Description
For the last decade, the attainment gap in college graduation rates between Black males and females has continued to grow, despite the best efforts of researchers interested in identifying both its causes and suggesting possible policy remedies. Although much of the work has focused on the search for cognitive differences between African American males and females, there has been little, if any, research on the different ways that Black males and females may perceive their campus climate. In an attempt to broaden the literature in this area, this study examined the perceptions of 366 undergraduate African American students at a predominately White institution regarding three specific dimensions of campus climate - the amount of institutional support received, the level of social integration, and the student's level of self-efficacy. After constructing a series of indices for each of the dimensions as well as an overall index for each respondent, multiple regression analysis was used to determine the extent to which gender and other demographic factors may have contributed to the students' perceptions of institutional support, social support, and self-efficacy. The findings from the study revealed few differences in the ways that Black males and females perceived the campus climate at the institution under study; in fact, the only significant difference was in the area of social support where males felt more supported than females. However, the results of the regression analysis revealed that demographic factors played a significant role in explaining the student's overall perceptions of campus climate, as well as why some students felt more socially supported and self-efficacious than others. Specifically, age, gender, marital status, campus employment, membership in sororities, fraternities, and the Black Student Association were all significant predictors of social support, while the student's collegiate grade point average was the only predictor for self-efficacy. Recommendations for future research include examining the perceptions of intra-racial groups at private four-year institutions as well as community colleges; testing for differences in campus climate between White institutions and Historically Black Colleges and Universities; and expanding upon the qualitative component of this dissertation to include a more nuanced discussion of individual students.
Author: Melissa Ann Brown
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 109
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Book Description
Black students are not persisting to degree completion at the same rate as White students. While research about Black students' experiences at predominately White institutions (PWI) and historically Black colleges and universities (HBCUs) is ample, more research is needed on racially mixed institutions (RMIs), where white students make up less than 40% of the student population. The purpose of this qualitative study was to explore the perceptions of campus climate of eight Black students attending one RMI in the Southwestern United States. Using the Modified Mutual Acculturation theory as a lens, this qualitative phenomenological study revealed the experiences of these students attending a diverse institution. Several themes emerged: 1) formal and informal support systems, 2) conflict through stereotyping and alienation as well as conflict among Black students, and 3) the impact of meaningful cross-racial interactions. The study found that Black students perceived that there were support systems in place for them on campus. The support came overwhelmingly from participating in campus organizations created by and/or for Black students. Most of the participants perceived advisors as one of the strongest sources of administrative support. Perhaps, most surprising, was that even though these students attended a RMI, some of the participants experienced being treated differently by some faculty, staff, and White students because of the color of their skin. While most of the participants acknowledged the actions of the college administration were appropriate when addressing racial incidents, one participant did not feel enough was done to promote inclusion. However, most of the participants perceived the informal cross-racial interactions in- and out-of-class as the most influential to their being more accepting of people from different racial backgrounds. Recommendations and implications for practice and research are included.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608
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Author: Kiana Foxx
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination. Additionally, despite their accomplishments, they have been subjected to heavy criticism in the media, suggesting there are some misconceptions about their value and relevance. This study investigates the beliefs people hold about colleges, how systemic racism and social pressure affect those beliefs, and the effects those beliefs have on social and educational outcomes.Using a bio-demographic questionnaire, individual semi-structured interviews, and two activities that resulted in files for document analysis, this study explored how systemic racism and social pressure influenced how 20 Black students (10 who attended predominantly white institutions and 10 who attended HBCUs) were socialized to perceive HBCUs compared to predominantly white institutions (PWIs). It also investigated where these beliefs came from and their social and educational effects. To ground the research, the study used The Cycle of Socialization, two tenets of Critical Race Theory (CRT), and introduced and applied a new theory, "The Cycle of Perception Formation." Several significant findings emerged. First, results indicated very different perceptions of HBCUs compared to PWIs among the participants. Although individuals were socialized to regard PWIs as discriminatory and unconcerned about the well-being of their students, they were instructed to see HBCUs as welcoming environments where they could connect with others, receive care, and feel included regardless of their race. Furthermore, people regarded HBCUs as challenging settings regarding finances, facilities, and academic standards, while they saw PWIs as establishments with superior financial backing, resources, majors and employment prospects. However, these beliefs did not always align with participants' experiences. In addition, findings also indicated respondents were more familiar with and had greater involvement in PWIs. This finding was primarily due to HBCUs being overlooked in-school when students were discussing which colleges to attend. Moreover, the findings indicated that participants' perceptions of educational institutions were significantly influenced by various socialization factors. These factors included the influence of other individuals, mass media, social media platforms, the participants' surroundings, systemic racial discrimination, and societal expectations. Lastly, the findings showed participants placed the most value on five factors when forming their perceptions of a collegiate institution: the institution's display of concern for students' well-being; the institution's standing regarding academics, social life, finances, and racial issues; the institution's capability to fulfill the individual needs that were the most important to participants; the institution's environment; and the participants' personal connection to the college. The study is important because it makes several potential theoretical, methodological, and literary contributions. First, it contributes to the very limited literature on student perceptions. In addition, it offers a new theoretical application of Critical Race Theory, proposes a new theory, "The Cycle of Perception Formation", and employs a mixed-multimethod research design that incorporates activities into qualitative interviews. The study is significant because negative perceptions of HBCUs have called into question their relevance and value. This situation is concerning because HBCUs play a significant role in advancing opportunities for Black and low-income students. Any threat to their existence could pose a danger to the Black middle class, and limit Black and low-income populations' social mobility and advancement. This research can be valuable for identifying how negative perceptions are perpetuated. In addition, it is significant for enrollment and recruitment, as it sheds light on how students perceive institutions and provides them with opportunities to emphasize positive perceptions and address their negative ones. To address the issues highlighted, the study's implications call for students, parents, and teachers to critically evaluate the suitability of a college, the process of selecting a college, and the messages conveyed about different colleges. These evaluations can help prevent misunderstandings and ensure the college selected is the best option for each student. Finally, it urges lawmakers, educators, and the broader society to reflect on the impact that messaging about colleges has on students and academic institutions.
Author: Joseph Pritchett
Publisher:
ISBN: 9781109386066
Category : Blacks
Languages : en
Pages :
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As more opportunities have become available for Black students to attend institutions of higher education, an increasing number of Black students have chosen to attend predominately white institutions (PWIs). However, degree attainment rates are much lower for Black students when compared to their White counterparts. Furthermore, research concludes that the Black experience at PWIs is particularly negative even when compared to other underrepresented racial groups (Museus, Nichols, and Lambert, 2008; Suarez-Balcazar et al., 2005; Ancis, Sedlacek and Mohr, 2000). It is for these reasons that this paper focuses on racial climate on campus and its potential connections to Black student persistence at PWIs. This paper is a synthesis of twenty original research studies completed in the past decade and a half and is analyzed in three seperate categories. These categories include perception of race relations among White and Black students at PWIs, the effects of reported prejudicial treatment and racism on campus, and the effects of cross-racial engagement on campus. I also use these research studies and other supporting literature to examine how race relations on campus potentially impacts Black student persistence at PWIs. Lastly, this study covers implications these research studies have for PWIs, remaining questions, and potential areas for future research regarding the topic of race relations and Black student persistence.
Author: R. Deborah Davis
Publisher: Peter Lang
ISBN: 9780820455396
Category : Education
Languages : en
Pages : 170
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Book Description
Black Students' Perceptions documents and addresses what it means to be a black person getting an education in a predominantly white university."--Jacket.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Ferlin Garbe McGaskey
Publisher:
ISBN:
Category :
Languages : en
Pages : 219
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Successful graduate student socialization has been characterized as the acceptance and adoption of disciplinary values and beliefs into the students' identity (Bragg, 1976; Weidman, Twale, & Stein, 2001). Some scholars assert that assimilating the values and beliefs of the discipline may be difficult for Blacks students as their cultural beliefs and values may be incongruent (Antony, 2002; Tierney & Rhoads, 1994). Surprisingly, there appears to be no empirical studies exploring this assertion for Black Ph. D. students. The purpose of this study was to determine if cultural beliefs and values influence the socialization experiences of Black Ph. D. students. Specifically, using racial identity as a theoretical framework, hierarchical regression analysis was used to examine the relationship between racial identity and socialization (as measured by faculty-student interactions, peer-peer interactions, and student's perceptions of faculty) of Black Ph. D. students at predominantly White institutions (PWIs). Data were collected from 389 current Ph. D. students and recent completers. Racial identity was assessed using the Multidimensional Inventory of Black Identity (Sellers, Smith, Shelton, Rowley, & Chavous, 1998). After controlling for key demographic variables, results indicated racial identity influenced some aspects of socialization. Specifically, public regard was positively related to faculty-student interaction as well as students' perception of faculty. Racial centrality and ascribing to a humanist ideology were also positively related to students' perception of faculty. Finally, ascribing to a nationalist ideology was inversely related to peer-peer interactions. The findings indicate that cultural beliefs and values do influence the socialization experience. Moreover, the results reveal a potential rationale for the possible differences in socialization among Black Ph. D. students. Specifically, differences in racial identity attitudes and beliefs influence the behavior of students and thus their socialization experience. Overall, the findings suggest that faculty and students in Ph. D. programs at PWI institutions might develop socialization practices that take into consideration cultural differences. Specific recommendations include: forming a mentoring/advising partnership with student to determine the most relevant plan for socialization into the student's desired roles and using pedagogies and practices such as collaborative learning and wise schooling that are culturally relevant and supportive.
Author: Roderick C. Lewis (Sr.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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Given the large number of students who begin their college education yet never graduate, it is essential that, as higher education leaders and policymakers develop student success strategies, they consider the persistence and degree attainment dynamics of all populations. This study focuses on the problem of degree attainment from the perspective of male, second-year, African American, community college students. A qualitative narrative case study approach was used to ascertain their perception of race, status attainment, and instructional learning modalities as predictors of degree attainment. Accordingly, those perceptions were then evaluated to determine their utility as predictors of degree attainment. Six students were recruited via electronically distributed flyers and participated in semistructured interviews via Zoom. The research questions focused on these students’ perceptions of learning modalities and additional supports offered at their community college, how status attainment impacted their academic persistence, and what these male, second-year, African American, community college students perceived as institutional barriers to degree attainment. The data were hand-coded and revealed 11 emergent themes. The emergent themes were further analyzed using NVivo, revealing three primary themes categorized as follows: (a) Representation, (b) Support and (c) Race. The findings revealed that in as much as the research participants embraced the challenges within their learning environment, they perceived the need for additional support services, which they felt would contribute to retention and eventual degree attainment. Moreover, the findings also revealed that while the student generally did not experience overt racism, they still perceived institutional barriers to degree attainment grounded in implicitly biased interactions on campus. Accordingly, the perceived biases influenced these students’ perception of status as it relates to a student’s perception of self and how others view him, and also a perception of self within the context of economic and social status. Hence, this study discusses these findings and provides new insights into predictors of academic persistence and degree attainment of African American, male, community college students. Keywords: Achievement gap, community college, degree attainment, first time in college (FTIC), persistence, race
