Differences in Selected Attitudes and College Orientations Between Black Students Attending Traditionally Negro and Traditionally White Institutions

1970 ◽  
Author(s):  
Rodney T. Hartnett
Keyword(s):  
Black Students ◽  
Traditionally White ◽  
White Institutions

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

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.

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