Black Undergraduate Women and Their Sense of Belonging in STEM at Predominantly White Institutions

2017 ◽  
Vol 10 (2) ◽  
pp. 202-215 ◽  
Author(s):  
Deniece Dortch ◽  
Chirag Patel
Keyword(s):  
Predominantly White ◽  
Sense Of Belonging ◽  
Predominantly White Institutions ◽  
Undergraduate Women ◽  
White Institutions

scholarly journals Effects of Inclusive Campus Climate (ICC) program on Sense of Belonging and Mental Wellness for Students of Color in Predominantly White Institutions (PWIs)

2020 ◽  
Author(s):  
minjung choi
Keyword(s):  
Mental Health ◽  
Treatment Group ◽  
Predominantly White ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Campus Climate ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Mental Wellness ◽  
The Impact

Sense of belonging is the hypothesized precursor of the vulnerability factor for depression, whereas a higher sense of belonging promotes better psychological and social. Also, a sense of belonging for ethnic minorities is known to be negatively associated with their depressive symptoms and positively related to perceived self-efficacy, academic competence, and social acceptance. The objective of the proposed study is to evaluate the impact of the Inclusive Campus Climate (ICC) program on a sense of belonging and mental health of students of color in Predominantly White Institutions (PWI). Our central hypothesis is that an inclusive campus climate improves a sense of belonging and mental wellness for students of color in a PWI. The intervention ICC program (12-week) will be provided with the Control and Treatment group, and a pre/post/follow-up test will be conducted.; For the treatment group, Academic Support and Counseling Services will be given for 12 weeks. 420 undergraduate freshmen students will participate, and the effect size is assumed as.25. For the statistical analysis, a one-way repeated measures ANOVA test will be used separately on the experimental group and the control group. We can expect that 1) the ICC program positively affects the sense of belonging and mental wellness, and 2) treatment groups show a significant difference in both sense of belonging and mental health conditions.

Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?

NASPA Journal ◽  
2009 ◽  
Vol 45 (4) ◽  
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Predominantly White ◽  
Black Men ◽  
Sense Of Belonging ◽  
White Men ◽  
Predominantly White Institutions ◽  
Student Experiences ◽  
White Institutions ◽  
College Student Experiences Questionnaire ◽  
Part Time ◽  
Interactions With Peers

Prior research on interacting with diverse peers focuses on pooled samples including all racial/ethnic groups or specific subpopulations such as women and White men. Research on sense of belonging has tended to include part-time learners, Asians, and Latinos, but no studies were readily uncovered that focus on Black men. Addressing this gap in the literature, College Student Experiences Questionnaire data were analyzed for 231 Black and 300 White men (N = 531). Results suggest that cross-racial interactions were significant predictors for both groups; however, interactions with peers who have different interests was significant for Black men only. Implications for future practice and research are discussed.

Longing to Belong: Mentoring Relationships as a Pathway to Fostering a Sense of Belonging for Racially Minoritized Faculty at Predominantly White Institutions

JCSCORE ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 1-31
Author(s):  
Raquel Wright-Mair
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Sense Of Belonging ◽  
Faculty Members ◽  
Predominantly White Institutions ◽  
Mentoring Relationships ◽  
Predominately White Institutions ◽  
Community Based ◽  
Predominately White ◽  
White Institutions

As predominately white institutions (PWIs) seek to support racially minoritized faculty, there is evidence that racially minoritized faculty members at PWIs experience isolating, hostile, and unwelcoming environments (Bonner et al., 2014; Stanley, 2006; Turner, 2003). Existing higher education research does not explore the significance of sense of belonging for racially minoritized faculty and ways in which sense of belonging can be cultivated in these neoliberal institutions. Through a critical race theory lens and phenomenological method, this study focuses on ways in which mentoring relationships develop pathways to sense of belonging for racially minoritized faculty members at PWIs. Findings reveal a robust network of mentoring relationships for racially minoritized faculty, including holistic and critically conscious mentoring by colleagues, supportive peer mentoring, mentoring students, and community-based mentoring relationships. Implications for research and practice are outlined to further explore how these crucial relationships can develop sense of belonging for racially minoritized faculty members at PWIs.

scholarly journals Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors

2021 ◽  
Vol 29 (1) ◽  
pp. 20-28
Author(s):  
Natalie M. Welch ◽  
Jessica L. Siegele ◽  
Robin Hardin
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Athletic Directors ◽  
Collegiate Athletics ◽  
Predominantly White Institutions ◽  
Leadership Identity ◽  
Collegiate Sports ◽  
Professional Networks ◽  
White Institutions ◽  
Semistructured Interviews

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

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