Student affairs professionals experiences with campus racial climate at predominantly white institutions.

2021 ◽  
Author(s):  
Kaleb L. Briscoe
Keyword(s):  
Student Affairs ◽  
Predominantly White ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
White Institutions

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.

scholarly journals Experiences of African Students in Predominantly White Institutions: A Literature Overview

2016 ◽  
Vol 2016 ◽  
pp. 1-6 ◽  
Author(s):  
Davis Inyama ◽  
Allison Williams ◽  
Kay McCauley
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
Future Research ◽  
African Students ◽  
White Institutions ◽  
African Health ◽  
Health Sciences Students

The objective of this paper is to examine research conducted on the experiences of African health sciences students in predominantly white higher education institutions/environments. The main elements of cross-cultural adaptation models were adopted to discuss the amalgamated themes under the auspices of adjustment, integration, and conditioning. The overview revealed that African students encounter unique experiences, with isolation and “feeling different” being commonly mentioned. Recommendations for future research are presented, including programmatic implications for higher education and student affairs professionals.

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