Discrimination, mental health and academic performance among underrepresented college students: the role of extracurricular activities at predominantly white institutions

2019 ◽  
Vol 22 (2) ◽  
pp. 421-446 ◽  
Author(s):  
Janelle T. Billingsley ◽  
Noelle M. Hurd
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Performance ◽  
Predominantly White ◽  
Extracurricular Activities ◽  
Predominantly White Institutions ◽  
White Institutions

Transitioning Courses During COVID-19

2021 ◽  
pp. 99-125
Author(s):  
Kanita K. DuCloux ◽  
Michelle S. Jones ◽  
Jeffrey D. Herron
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Time Frame ◽  
Colleges And Universities ◽  
Predominantly White Institutions ◽  
Black Faculty ◽  
Face To Face ◽  
White Institutions ◽  
Face To Face Instruction ◽  
Short Time

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

Negotiations of Women’s Black and Activist Identity Through Dress on the College Campus, 2013–2019

2020 ◽  
pp. 0887302X2096880
Author(s):  
Dyese L. Matthews ◽  
Kelly L. Reddy-Best
Keyword(s):  
College Students ◽  
Black Women ◽  
Predominantly White ◽  
Black People ◽  
College Campus ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Women College Students ◽  
White Campuses ◽  
Embodied Practice

Black people, especially Black women, have used dress to reject racism and discrimination and as a means for negotiating their Black and activist identities. Building on past work, we examine how Black women use dress as an embodied practice to negotiate both their Black and activist identities. We focus on a particular space and time: campus life at predominantly White institutions during the Black Lives Matter movement era from 2013 to 2019.To achieve this purpose, we conducted 15 in-depth, semistructured wardrobe interviews with current Black women college students. Overall, we identified three themes relating to Black women college students: experiences on predominantly White campuses, negotiating Black identity through dress, and negotiating activist identity through dress. Examining how Black women negotiate identity through dress recognizes their stories as important through counter-storytelling, allowing Black women to write their own history in their own voices.

scholarly journals Outreach librarian to black students : A de facto role

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Katrina Spencer
Keyword(s):  
College Students ◽  
Black Students ◽  
Predominantly White ◽  
Personal Experience ◽  
Educational Experiences ◽  
Predominantly White Institutions ◽  
Black College ◽  
Black College Students ◽  
White Institutions ◽  
Additional Labor

While some predominantly white institutions can offer unique and laudable educational experiences to Black college students, they can also lack resources that provide these same students with a culturally affirming milieu. Black faculty and staff can organize their time, energy and resources to offer culturally enriching experiences for Black students. However, this additional labor is not systematically seen, cataloged or recognized as a core or essential duty. The author describes some effective forms of outreach from her personal experience and simultaneously asks whose job it is to meet the cultural needs of this population.

scholarly journals Effects of Inclusive Campus Climate (ICC) program on Sense of Belonging and Mental Wellness for Students of Color in Predominantly White Institutions (PWIs)

2020 ◽  
Author(s):  
minjung choi
Keyword(s):  
Mental Health ◽  
Treatment Group ◽  
Predominantly White ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Campus Climate ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Mental Wellness ◽  
The Impact

Sense of belonging is the hypothesized precursor of the vulnerability factor for depression, whereas a higher sense of belonging promotes better psychological and social. Also, a sense of belonging for ethnic minorities is known to be negatively associated with their depressive symptoms and positively related to perceived self-efficacy, academic competence, and social acceptance. The objective of the proposed study is to evaluate the impact of the Inclusive Campus Climate (ICC) program on a sense of belonging and mental health of students of color in Predominantly White Institutions (PWI). Our central hypothesis is that an inclusive campus climate improves a sense of belonging and mental wellness for students of color in a PWI. The intervention ICC program (12-week) will be provided with the Control and Treatment group, and a pre/post/follow-up test will be conducted.; For the treatment group, Academic Support and Counseling Services will be given for 12 weeks. 420 undergraduate freshmen students will participate, and the effect size is assumed as.25. For the statistical analysis, a one-way repeated measures ANOVA test will be used separately on the experimental group and the control group. We can expect that 1) the ICC program positively affects the sense of belonging and mental wellness, and 2) treatment groups show a significant difference in both sense of belonging and mental health conditions.

Differences in Self-Reported Intellectual and Social Gains Between African American and White College Students at Predominantly White Institutions: Implications for Student Affairs Professionals

NASPA Journal ◽  
2003 ◽  
Vol 41 (1) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
College Students ◽  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Racial Differences ◽  
White Students ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
White College

This study examined the extent to which racial differences existed in self-reported intellectual and social gains between African American and White college students at predominantly White institutions. Taking into account the influence of an array of intervening variables, African American and White students reported significantly different intellectual and social gains in college. Implications for student affairs professionals are discussed.

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