The Relationship Between Racial Identity and the Socialization of Black Ph. D. Students at Predominantly White Institutions PDF Download
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Author: Ferlin Garbe McGaskey
Publisher:
ISBN:
Category :
Languages : en
Pages : 219
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Book Description
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: Ferlin Garbe McGaskey
Publisher:
ISBN:
Category :
Languages : en
Pages : 219
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Book Description
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: Vonnie C. McLoyd
Publisher: Guilford Press
ISBN: 1572309954
Category : Psychology
Languages : en
Pages : 367
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Book Description
This volume brings together leading experts from different disciplines to offer new perspectives on contemporary African American families. A wealth of knowledge is presented on the heterogeneity of Black family life today; the challenges and opportunities facing parents, children, and communities; and the impact on health and development of key cultural and social processes. Comprehensive and authoritative, the book critically evaluates current policies and service delivery models and sets forth cogent recommendations for supporting families' strengths. Following an overview that traces the ongoing evolution of theory and research in the field, the book examines how African American families fare on numerous indicators of well-being. Throughout, contributors identify factors that promote or hinder healthy child and family development, writing from a culturally sensitive, nonpathologizing stance. The concluding chapter provides an up-to-date framework for culturally competent mental health practice.
Author: Joe R. Feagin
Publisher: Routledge
ISBN: 1134718349
Category : Social Science
Languages : en
Pages : 209
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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: Chammie Claude Austin
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
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Book Description
Author:
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 292
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Book Description
Black students attending Predominantly White Institutions (PWI) often struggle due to a hostile campus environment. Higher education institutions have implemented diversity strategies to improve the campus environment and interactions among students. Black students experience the diversity efforts through the lens of racial identity and in interracial friendships. The purpose of this research was to determine the relationship between racial identity development and interracial friendships. A mixed methods approach was used to collect data. The Cross Racial Identity Scale (CRIS) was used to determine the racial identity stage of Black students at a PWI. Interviews provided data regarding the experiences of the participants as well as their interracial friendships. Results showed a significant relationship between level of interracial friendships and CRIS sub-scores which make up the racial identity profile. A significant relationship was also found between interracial friendships and how strongly participants agree with individual statements measuring each CRIS profile category. Interview results demonstrated participant experiences on the PWI's campus and how racial identity development emerges in interracial friendships.
Author: Evelyn Shepherd W. Farmer
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
The Black Student’s Pathway to Graduate Study and Beyond: The Making of a Scholar is an informative and ambitious book designed to help Black prospective and current graduate students pursue graduate degrees successfully. The book covers broad topics ranging from admissions policies, standardized tests, networking, mentorship, financial options, qualifying and comprehensive exams, proposal and dissertation writing, publishing, gender and race, socialization, and campus culture. This volume is organized into five graduate pathways: Pathway I: Embarking on the Graduate Admissions Process; Pathway II: Confronting Race and Gender Disparities in Graduate Education; Pathway III: Persevering to the Graduate Degree; Pathway IV: Adjusting to the Socialization of Graduate Education; and Pathway V: Preparing for Success Beyond Graduate Education. The book calls Black students’ attention to some of the barriers they may encounter along the pathway to a graduate degree. The pathway to success can be linear or nonlinear since students travel different journeys and are at different vectors on the continuum. The primary audience for this book consists of Black prospective and current graduate students, graduate deans, admissions counselors, recruiters, and faculty advisors in both black and white higher education institutions. The secondary audience includes high school students, guidance counselors, and social and religious organizations. Furthermore, this book can serve as a handy resource for undergraduates who are interested in pursuing a graduate degree. ENDORSEMENTS: "This book will be helpful not only for students seeking a meaningful experience in graduate and professional school, but perhaps more importantly, institutions that desire to create productive pathways for Black students to the advanced-degree workplace. The chapters unpack important lived experiences that should be carefully considered." — Jerlando F. L. Jackson, University of Wisconsin-Madison "The Black Student’s Pathway to Graduate Study and Beyond: The Making of a Scholar makes key contributions to the extant literature. By underscoring Black graduate students’ engagements with Academe, the scholars provide nuanced perspective through an array of contextual lenses (e. g. admissions; race and gender; socialization; transition) that are endemic to higher education in general, and the Historically Black College and University (HBCU) setting in particular. Critical Race Theory is the theoretical framework that provides scaffolding upon which the volume’s scholars theorize best practices, strategies, and solutions that are authentic representations of their experiences. The pathway is an appropriate metaphor for this book—the scholars have provided illumination; it is incumbent upon us to initiate the journey." — Fred A. Bonner II, Prairie View A&M University
Author: Terrell Strayhorn
Publisher: IAP
ISBN: 1623961491
Category : Education
Languages : en
Pages : 303
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Book Description
Living at the Intersections: Social Identities and Black Collegians brings together 21 diverse authors from 14 different institutions, including our nation’s most prestigious public and private universities, to advance the use of intersectionality and intersectional approaches in studying Black students in higher education. Chapters cover a diversity of topics, ranging from spirituality to sexuality and masculinity, from Black students at HBCUs to those in STEM majors, and a host of issues related to race, class, gender, and other identities. Authors draw upon a wealth of data including national surveys, interviews, focus groups, narratives, and even historical research. A smooth blend of anthropology, historiography, psychology, sociology, and intersectional approaches from multiple disciplines, this book breaks new ground on the “who, what, when, where, and how” of intersectionality applied to social problems affecting Black collegians. The authors go beyond merely stating the importance of intersectionality in research, but they also provide countless examples, recommended strategies, and tools for doing so. This book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in intersectionality and Black collegians.
Author: Robert T. Palmer
Publisher: IAP
ISBN: 1617358525
Category : Education
Languages : en
Pages : 284
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Book Description
This book provides context about the experiences of Black graduate and professional students attending HBCUs. Indeed, such research is important, particularly since HBCUs play a significant role in the number of Blacks who receive doctorates and professional degrees (i.e. M.D., D.D.S., J.D. etc.), especially in science and engineering. In fact, according to Redd and Minor (2008), the role of HBCUs in graduate education will become even more significant as more seek to offer graduate and professional programs, particularly at the doctoral level. This book focuses on the historical nature of graduate and professional education at HBCUs and the programs’ contribution to society. Further, it provides context about the experiences of students who have attended these institutions for their post-baccalaureate pursuits. Finally, the book addresses the future of graduate and professional education at HBCUs and what fundamental aspects are needed to ensure their survival, competitiveness, and growth. This book appeals to faculty, departmental chairs, administrators, and students. Furthermore, higher education scholars, who conduct or have an interest in pursuing empirical research on Black graduate and professional education or the efficacy and relevance of HBCUs, will find this book useful given its unique and comprehensive approach focusing on supporting retaining, and graduating Black graduate students at HBCUs. In addition, this book is an invaluable teaching resource for faculty in Higher Education Administration, Student Affairs, or Sociology program.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1668445085
Category : Social Science
Languages : en
Pages : 1407
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Book Description
Past injustice against racial groups rings out throughout history and negatively affects today’s society. Not only do people hold onto negative perceptions, but government processes and laws have remnants of these past ideas that impact people today. To enact change and promote justice, it is essential to recognize the generational trauma experienced by these groups. The Research Anthology on Racial Equity, Identity, and Privilege analyzes the impact that past racial inequality has on society today. This book discusses the barriers that were created throughout history and the ways to overcome them and heal as a community. Covering topics such as critical race theory, transformative change, and intergenerational trauma, this three-volume comprehensive major reference work is a dynamic resource for sociologists, community leaders, government officials, policymakers, education administration, preservice teachers, students and professors of higher education, justice advocates, researchers, and academicians.
Author: Nana Dawson-andoh
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.
