Motivations of Multiracial women in monoracial sororities at a predominately white institution

2021 ◽  
Vol 2021 (174) ◽  
pp. 37-41
Author(s):  
Jeanette Snider
Keyword(s):  
Predominately White ◽  
Predominately White Institution ◽  
White Institution

Emerging Black Scholars: Critical Reflections on the Impact of the Association of Black Psychologists

2018 ◽  
Vol 44 (8) ◽  
pp. 772-790 ◽  
Author(s):  
Oba T. Woodyard ◽  
Cecile A. Gadson
Keyword(s):  
Personal Experience ◽  
Black College ◽  
Black Psychology ◽  
Call To Action ◽  
Personal Training ◽  
Predominately White ◽  
Predominately White Institution ◽  
White Institution ◽  
African Black ◽  
The Impact

This article highlights two Student Circle members’ reflections on how the Association of Black Psychologists (ABPsi) has had an impact on their development as emerging scholars, clinicians, and advocates in African (Black) psychology. The emerging scholars share their personal training experiences at a predominately White institution and historical Black college/university. Reflections also include how ABPsi members and scholarly works have influenced their identities as future African (Black) psychologists. In addition, the history, meaning, and personal experience with jegnaship will be discussed. Finally, this reflection concludes with a call to action for students to get involved in shaping the future of ABPsi.

scholarly journals Discourse from #TheRealUW: What Tweets Say about Racial Concerns at a Predominately White Institution

2018 ◽  
Vol 7 (2) ◽  
pp. 21
Author(s):  
Karl Vachuska ◽  
Jack Brudvig
Keyword(s):  
Predominately White ◽  
Predominately White Institution ◽  
White Institution

scholarly journals Depressive Symptomatology of Black College Men

2006 ◽  
Vol 4 (3) ◽  
pp. 187-197 ◽  
Author(s):  
Daphne C. Watkins
Keyword(s):  
Depressive Symptoms ◽  
Middle Class ◽  
Historically Black ◽  
College Men ◽  
Black College ◽  
Predominately White ◽  
Predominately White Institution ◽  
White Institution ◽  
Class Status ◽  
Black Institution

Black Americans have poorer health than the rest of the nation and are exposed to a wider range of social and environmental factors that adversely impact their health. Although it may be presumed that men who acquire a college education will also attain middle-class status, middle-class status does not provide Black men with the anticipated reductions for at least some health risks. This study presents preliminary findings from a study designed to assess the prevalence of depressive symptoms among Black college men (n=115) at a predominately white institution and a historically Black institution. Results suggest that although depressive symptoms for the Black college men in the sample were relatively low, participants from the predominately white institution reported slightly higher on individual depression items and had a higher total depression score than participants from the historically Black institution. Findings from this study have implications for the provision of adequate mental health services for Black college men as well as future research conducted with this population regarding their health and health behaviors.

scholarly journals THE ECOLOGY OF LATINX TWITTER

2019 ◽  
Vol 2019 ◽  
Author(s):  
Jacqueline Oquendo ◽  
Lance Porter
Keyword(s):  
Asian American ◽  
Minority Group ◽  
The Body ◽  
Predominately White ◽  
Regional Dialects ◽  
Socially Constructed ◽  
Self Organized ◽  
Predominately White Institution ◽  
White Institution ◽  
The U.S

Twitter is a conduit of culture. A miscellany of networked communities where participants reinforce and/or dismantle socially constructed ideas and narratives. For nearly a decade, studies on the uses and gratifications, and sociality of ethnic-centered networks in the U.S. have emerged. The body of literature is interdisciplinary and largely discusses Black Twitter (Brock, 2012; Florini, 2013; Sharma, 2013; Clarke, 2014; Lee, 2017), and to a lesser extent, Asian-American Twitter (Lopez, 2016). Conversely, research on Latinx Twitter is scarce (Novak, Johnson, & Pontes, 2016; Slaughter, 2016; Rosenbaum, 2018). As the second largest Spanish speaking country in the world, Latinx make up 18% of the U.S. population – the nation’s largest minority group (Pew Research Center, 2017). Often described in monolithic terms, Latinx epitomizes diversity. The pan-ethnicity represents over 21 nationalities, and a host of European and Indigenous languages, in which regional dialects are blended with African tongues to varying degrees. We take the position that prior to conducting behavioral focused analyses on Latinx Twitter, the network’s ecology must be defined. This means, to understand how the network of tens of ethnicities and heritages has self-organized. Therefore, the purpose of this study is to augment existing scholarship by exploring its ecology. Through a content analysis and interviews with six Latinx and Afro-Latinx women (18-24 years old) attending a Predominately White Institution (PWI) in U.S. South, we identified three major ecological themes: (1) Seeking Latinx Twitter; (2) Mega Network versus Sub-Networks; and (3) Implications for Monolithic Narratives.

scholarly journals “I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110255
Author(s):  
Amanda R. Tachine ◽  
Nolan L. Cabrera
Keyword(s):  
Native American ◽  
Student Persistence ◽  
College Affordability ◽  
Predominately White ◽  
Educational Debt ◽  
Predominately White Institution ◽  
White Institution ◽  
Native Student ◽  
Family Connections ◽  
Indigenous Land

Family connections are critical for Native student persistence, yet families’ voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be repaid by supporting Native students, families, and communities.

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