African-American faculty and students on predominantly white university campuses

1993 ◽  
Vol 4 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Chinita A. Heard ◽  
Robert L. Bing
Keyword(s):  
African American ◽  
Predominantly White ◽  
University Campuses ◽  
Predominantly White University ◽  
African American Faculty

scholarly journals Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university

2021 ◽  
Author(s):  
◽  
Christine M. Woods
Keyword(s):  
African American ◽  
Predominantly White ◽  
Structured Interview ◽  
Influential Factors ◽  
Black Female ◽  
African American Female ◽  
Predominantly White Institution ◽  
Predominantly White University ◽  
White Institution ◽  
Persistence Toward Graduation

African American females are enrolling and graduating college at increasing rates and outpacing their male counterparts to graduation. While their graduation rates increase, narratives of their journeys to and through college are sparse in the literature. This qualitative study examines the narratives of persistence of 10 Black female undergraduates enrolled at a Mid-Western Predominantly White Institution (PWI). Through the lenses of Crenshaw's intersectionality and Bronfenbrenner's ecological systems theory, this study explores factors that impede or promote persistence through the socio-environmental contexts of Black female undergraduates' journeys to and through a PWI. Using a semi-structured interview protocol, participants share stories of persistence beginning from childhood. Interview data underscore family context, faith, and issues of race, gender, and class as influential factors of persistence toward graduation at a PWI. Implications for practice and research are presented, and recommendations for administrators and practitioners are offered.

What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth

2003 ◽  
Vol 73 (4) ◽  
pp. 524-558 ◽  
Author(s):  
KEVIN COKLEY
Keyword(s):  
African American ◽  
Predominantly White ◽  
Historically Black ◽  
African American Students ◽  
Academic Motivation ◽  
Black Colleges ◽  
Self Concept ◽  
African American College Students ◽  
Predominantly White University ◽  
American Students

In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.

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