The perils of integration: exploring the experiences of African American and black Caribbean students in predominately white secondary schools

Abstract Context.—Nationally, African Americans are underrepresented in community blood donation programs. To increase blood donation by African Americans, differences between motivators and barriers to blood donation between races should be investigated. Objective.—To investigate motivators and barriers to blood donation in African American and white blood donors. Design.—An 18-item, anonymous, self-administered questionnaire regarding demographics and motivators and barriers to donation was completed by blood donors at a predominately African American and a predominately white fixed donation site. Results.—A total of 599 participants (20% African American, 75% white, and 5% other) completed the survey. The most commonly reported reasons to donate included: “because it is the right thing to do” (45% African Americans and 62% white) and “because I want to help save a life” (63% African Americans and 47% white). Unpleasant experiences did not differ as a barrier to continue donation between African Americans and whites. African Americans placed more importance on donating blood to someone with sickle cell disease, convenience of blood donation, treatment of donor center staff, and level of privacy during the screening process. Conclusions.—These data suggest that in a large metropolitan area, reasons for donation among African American and white donors differ. To retain and increase donation frequency of African American donors, these factors should be considered in creating an African American donor recruitment and retention program.

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African-American Student Perceptions of Predominately White Campuses: The Importance of Institutional Characteristics Relating to Racial Climate

Journal of Applied Sociology ◽

10.1177/19367244032000204 ◽

2003 ◽

Vol os-20 (2) ◽

pp. 65-76 ◽

Cited By ~ 3

Author(s):

Brenda T. King ◽

Thomas E. Ford

Keyword(s):

African American ◽

Student Perceptions ◽

White Students ◽

African American Students ◽

African American Student ◽

Institutional Characteristics ◽

Racial Climate ◽

Campus Environment ◽

Predominately White ◽

American Students

The Campus Climate Survey was developed to identify the institutional characteristics of predominately white colleges or universities (PWCUs) that African-American students perceive as important predictors of the quality of the campus environment. We examined whether African-American and White students differentially consider institutional characteristics relating to racial climate to evaluate the campus environment. The survey was administered to 131 African-American and 247 White high school seniors and college students. Results suggest that African-Americans were especially attuned to racial climate characteristics. Furthermore, these racial climate characteristics are uniquely important for African-American students: they mattered to them but not to Whites. Indeed, the general institutional characteristics (non-racial climate related) were more important for determining social comfort for White students.

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"It's about just staying focused" : how African American gay and bisexual men persist at a predominately white institution

10.32469/10355/9681 ◽

2009 ◽

Author(s):

David T. Goode-Cross

Keyword(s):

African American ◽

Gay And Bisexual Men ◽

Bisexual Men ◽

Predominately White ◽

Predominately White Institution ◽

White Institution ◽

And Bisexual

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Ethnic group differences in racial identity attitudes, perceived discrimination and mental health outcomes in African American, Black Caribbean and Latino Caribbean college students

International Journal of Culture and Mental Health ◽

10.1080/17542863.2015.1081955 ◽

2015 ◽

Vol 9 (1) ◽

pp. 31-43 ◽

Cited By ~ 10

Author(s):

Delida Sanchez ◽

Germine H. Awad

Keyword(s):

Mental Health ◽

College Students ◽

African American ◽

Racial Identity ◽

Group Differences ◽

Black Caribbean ◽

Ethnic Group Differences ◽

Racial Identity Attitudes ◽

Identity Attitudes ◽

American Black

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Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

Accessibility and Diversity in Education ◽

10.4018/978-1-7998-1213-5.ch044 ◽

2020 ◽

pp. 891-905

Author(s):

Tiece Ruffin

Keyword(s):

African American ◽

21St Century ◽

Culturally Responsive ◽

Student Perception ◽

Teacher Educator ◽

Teacher Resistance ◽

Predominately White ◽

21St Century Classroom ◽

White Institution ◽

American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

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Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South

Journal of Black Studies ◽

10.1177/0021934717749416 ◽

2018 ◽

Vol 49 (2) ◽

pp. 171-186 ◽

Cited By ~ 2

Author(s):

Patrick Webb ◽

Le’Brian Patrick ◽

Sandra H. Sulzer

Keyword(s):

African American ◽

Underrepresented Students ◽

The United States ◽

Policy Implications ◽

Acting White ◽

African American College Students ◽

Predominately White Institutions ◽

Predominately White ◽

Racial Authenticity ◽

Student Classification

The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.

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