The Place of Black Cultural Centers in the Lives of African American Undergraduate Male Students in Predominantly White Institutions PDF Download
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Author: Elizabeth Zika Okwudi
Publisher:
ISBN:
Category :
Languages : en
Pages : 183
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Book Description
African American (also called Black American, or Black) students' performance in higher educational institutes reveal critical issues concerning their matriculation through higher education. A 2014 report by the National Center for Education Statistics (NCES) on cohorts of university students from 2004 to 2007 showed the graduation rate of Black students was 20 percent while White students' graduation rate during the same period of time was 40 percent. African American male students had the lowest graduation rate; of all African American males who enrolled in four-year higher education institutions from 2007 to 2013, only 8 percent graduated (www.nces.ed.gov). To support African American students, Black Cultural Centers (BCCs) also called African American Cultural Centers, were instituted around 1960 as supportive entities for Black students on many higher education predominantly White institutions (PWIs). However, in spite of the advent of BCCs on college and university campuses, the high dropout rate among the college Black student populations in predominantly White institutions (especially male students) has persisted (Harkavy & Hodges, 2012). The purpose of this study was to examine the perspectives of African American undergraduate male students in an urban predominantly White institution campus (PWI) to explore how (or if at all) the Black Cultural Center prepared and assisted them in negotiating the barriers posed by the PWI's campus-cultures and enabled them to achieve academic success. The use of instrumental case study qualitative research approach including semi-structured interviews, and study of archival documents provided insight and in-depth understanding of the issue. It revealed the answer to the overarching research question: In the context of PWIs, what meaning do African American male students enrolled in higher education give to the Black Cultural Centers or African American Cultural Centers? The sample of five student-participants and three staff-participants (reduced from 12 participants due to the 2020 COVID-19 pandemic) included current Black male students, and Black male alumni who were users of this specific PWI's on-campus Black Cultural Center. Findings answered the guiding research questions and led to recommendations for enhancement of the Center's contribution to the success rate of African American male students in the PWI, while contributing to current literature.
Author: Elizabeth Zika Okwudi
Publisher:
ISBN:
Category :
Languages : en
Pages : 183
Get Book Here
Book Description
African American (also called Black American, or Black) students' performance in higher educational institutes reveal critical issues concerning their matriculation through higher education. A 2014 report by the National Center for Education Statistics (NCES) on cohorts of university students from 2004 to 2007 showed the graduation rate of Black students was 20 percent while White students' graduation rate during the same period of time was 40 percent. African American male students had the lowest graduation rate; of all African American males who enrolled in four-year higher education institutions from 2007 to 2013, only 8 percent graduated (www.nces.ed.gov). To support African American students, Black Cultural Centers (BCCs) also called African American Cultural Centers, were instituted around 1960 as supportive entities for Black students on many higher education predominantly White institutions (PWIs). However, in spite of the advent of BCCs on college and university campuses, the high dropout rate among the college Black student populations in predominantly White institutions (especially male students) has persisted (Harkavy & Hodges, 2012). The purpose of this study was to examine the perspectives of African American undergraduate male students in an urban predominantly White institution campus (PWI) to explore how (or if at all) the Black Cultural Center prepared and assisted them in negotiating the barriers posed by the PWI's campus-cultures and enabled them to achieve academic success. The use of instrumental case study qualitative research approach including semi-structured interviews, and study of archival documents provided insight and in-depth understanding of the issue. It revealed the answer to the overarching research question: In the context of PWIs, what meaning do African American male students enrolled in higher education give to the Black Cultural Centers or African American Cultural Centers? The sample of five student-participants and three staff-participants (reduced from 12 participants due to the 2020 COVID-19 pandemic) included current Black male students, and Black male alumni who were users of this specific PWI's on-campus Black Cultural Center. Findings answered the guiding research questions and led to recommendations for enhancement of the Center's contribution to the success rate of African American male students in the PWI, while contributing to current literature.
Author: Walter Recharde Allen
Publisher: SUNY Press
ISBN: 9780791404850
Category : Education
Languages : en
Pages : 346
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Book Description
This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students' characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education.
Author: Robert T. Palmer
Publisher: John Wiley & Sons
ISBN: 1118941667
Category : Education
Languages : en
Pages : 121
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Book Description
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Joe R. Feagin
Publisher: Routledge
ISBN: 1134718411
Category : Social Science
Languages : en
Pages : 212
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Book Description
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.
Author: Terrell L. Strayhorn
Publisher: Taylor & Francis
ISBN: 1000980146
Category : Education
Languages : en
Pages : 208
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Book Description
Presenting new empirical evidence and employing fresh theoretical perspectives, this book sheds new light on the challenges that Black Students face from the time they apply to college through their lives on campus.The contributors make the case that the new generation of Black students differ in attitudes and backgrounds from earlier generations, and demonstrate the importance of understanding the diversity of Black identity.Successive chapters address the nature and importance of Black spirituality for reducing isolation and race-related stress, and as a source of meaning making; students’ college selection and decision process and the expectations it fosters; first-generation Black women’s motivations for attending college; the social-psychological determinants of academic achievement, and how resiliency can be developed and nurtured; institutional climate and the role of cultural centers; as well as identity development; and mentoring. The book includes a new research study of African American male undergraduates who identify as gay or bisexual; discusses the impact of student-to-student interactions in intellectual development and leadership building; describes the successful strategies used by historically Black institutions with at-risk men; considers the role of parents in Black male students’ lives, and the applicability of the “millennial” label to the new cohort of African American students.The book offers new insights and concrete recommendations for policies and practices to provide the social and academic support for African American students to persist and fully benefit from their collegiate experience. It will be of value to student affairs personnel and faculty; constitutes a textbook for courses on student populations and their development; and provides a springboard for future research.
Author: Ted N. Ingram
Publisher: IAP
ISBN: 1641132299
Category : Education
Languages : en
Pages : 274
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Book Description
This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Author: Henry T. Frierson
Publisher: Emerald Group Publishing
ISBN: 1849506442
Category : Education
Languages : en
Pages : 374
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Book Description
Part of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.
Author: Robert T. Palmer
Publisher: Routledge
ISBN: 1136582940
Category : Education
Languages : en
Pages : 233
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Book Description
Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Chapter contributors describe the diverse challenges Black men in HBCUs face and discuss how to support and retain high-achieving men, gay men, academically unprepared men, low-income men, men in STEM, American immigrants, millennials, collegiate fathers, those affiliated with Greek organizations, and athletes. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions.
Author: Lori D. Patton
Publisher: Taylor & Francis
ISBN: 1000977218
Category : Education
Languages : en
Pages : 148
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Book Description
Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students. This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution. For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education.
Author: Shafiqa Ahmadi
Publisher: Taylor & Francis
ISBN: 1000979121
Category : Education
Languages : en
Pages : 145
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Book Description
While Islamophobia was present in our society before 9/11, it has become more pervasive in recent years. This is evidenced by the current social and political climate, hate speech and hate crimes directed at Muslims, and the Supreme Court’s upholding of Presidential Proclamation 645 that effectively bans Muslim immigration from coming to the U.S. What does this mean for Muslim students in college, and indeed for institutions of higher education as they navigate law and policy on the one hand and adhere to their mission of achieving inclusive and equitable educational environments on the other? Two thirds of Muslims in the U.S. are vexed with current policy, and there has been an alarming increase in reports of bigotry and discrimination against them since the 2016 presidential elections. The fear of Islam, in general, and Muslims, specifically, not only compels non-Muslims to differentially treat Muslims, but also trade some of their own civil rights and civil liberties under the guise of national security. To address these issues, institutions require a nuanced understanding of laws and policies that institutionalize Islamophobia, and a greater understanding of the diverse college students that identify as Muslim. This book fills what has been a dearth of research that explores the experiences and navigation of Muslim students in colleges and universities, and addresses the even less studied domain of the experiences of Muslim students who hold multiple marginalized identities -- such as race, ethnicity, and LGBTQ status – as well as the intersection of those identities that may create multiple burdens of oppression and discrimination. This book begins by critically engaging with how current laws and policies institutionalize Islamophobia and affect the intersectionality and diversity within the Muslim community. It includes multidisciplinary voices, such as an international human rights attorney, a civil rights attorney, a criminal law attorney, student affairs practitioners, and research faculty whose work on this marginalized student population is traditionally not recognized within academic settings; and brings the voices of female Muslim scholars to the fore. Each chapter includes a critical analysis of the literature, a legal analysis when appropriate, a set of recommendations for policy and practice, and discussion questions.
