Perceptions of Black Student Athletes About Academic Mentorship at a Predominantly White Institution in Higher Education

2018 ◽  
Vol 50 (4) ◽  
pp. 559-583 ◽  
Author(s):  
Takahiro Sato ◽  
Kevin Eckert ◽  
Steven L. Turner
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
Black Student ◽  
Student Athletes ◽  
Predominantly White Institution ◽  
White Institution

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

scholarly journals A Qualitative Analysis of the Intersectional Socialization of NCAA Division I Student-Athletes Across Diverse Identities

2021 ◽  
pp. 1-33
Author(s):  
Martha Serena Archer ◽  
Tony Weaver
Keyword(s):  
Predominantly White ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Case Study Research ◽  
Division I ◽  
Predominantly White Institution ◽  
Collegiate Sport ◽  
The Social ◽  
White Institution ◽  
Division I Football

This research explores the socialization of NCAA Division I student-athletes through case study research methods to understand the influence of collegiate sport on interactions across intersectional identities. Grounded in academic theories relation to student-athlete socialization and intersectionality, this study addresses the following overarching question: What is the influence of athletic participation on the socialization of student-athletes? Interviews lasting 30-45 minutes were conducted with student-athletes (n=21) and athletic staff (n=4) associated with an NCAA Division I football program at a predominantly White institution (PWI) in the southern United States. Results suggested that the socialization of student athletes is complicated by their diverse, intersectional identities and oftentimes requires them to fall into perceived situational identities depending on the social setting.

Critical Co-Constructed Autoethnography: Reflections of a Collaborative Teaching Experience of Two Black Women in Higher Education

2021 ◽  
pp. 002193472110574
Author(s):  
Kiesha Warren-Gordon ◽  
Angela Jackson-Brown
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Predominantly White ◽  
Teaching Experience ◽  
Predominantly White Institution ◽  
Capstone Courses ◽  
Global Pandemic ◽  
White Institution

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.

Sign in / Sign up

Export Citation Format

Share Document