Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color

2002 ◽  
Vol 104 (2) ◽  
pp. 357-376 ◽  
Author(s):  
Sabrina Zirkel
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Role Models ◽  
Academic Identity

Integrating Identities: Ethnic and Academic Identities among Diverse College Students

2013 ◽  
Vol 115 (8) ◽  
pp. 1-24
Author(s):  
Lovey H. M. Walker ◽  
Moin Syed
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Identity Development ◽  
White Students ◽  
Students Of Color ◽  
Rating Scale ◽  
Academic Identity ◽  
Identity Integration ◽  
Academic Identities ◽  
The U.S

Background/Context Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political, religious, gender, ethnic, and academic identities. Two identity domains that are particularly relevant for college Students of Color are ethnic and academic identities. Purpose/Objective/Research Question/Focus of Study In the present study we focused on identity development processes in college and how they differ between Students of Color and White students. Specifically, our study examined four hypotheses: Compared with White students, Students of Color would 1) report higher levels of ethnic identity and 2) endorse higher levels of ethnic-academic identity integration, and that the group difference in ratings of ethnic-academic identity integration would be both 3) mediated and 4) moderated by ethnic identity. Research Design This study was a cross-sectional survey of 282 college students in the U.S. (69% women, M age = 19.65, SD =2.78, Range = 18-39; 90% born in the U.S.). Participants were categorized as either White (54%) or as a Student of Color (47%). Participants completed rating-scale measures of ethnic identity exploration and commitment, academic identity, and ethnic-academic identity integration. Findings/Results Findings in the study supported our four hypotheses: 1) Students of Color reported higher levels of ethnic identity than White students, 2) Students of Color reported greater integration between their ethnic and academic identities than White students, 3) this difference was partially explained by Students of Color having stronger ethnic identities than White students, and 4) ethnic identity moderated the relation between ethnicity and ethnic-academic identity integration, such that ethnic identity predicts greater ethnicity-academic identity integration for Students of Color and White students, but the association is stronger for Students of Color. Conclusions/Recommendations Ethnic minority college students endorse higher levels of integration between their ethnic background and academic major. The ability for students to integrate their ethnic and academic identities may provide students with a sense of belonging during their college years. Both ethnicity and the academic environment play a role in the ways in which students feel belonging and pursue their academic careers. Thus, it is important to examine experiences of belonging in an academic context.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

Difficult times for college students of color: teaching white students about White Privilege provides hope for change

2013 ◽  
Vol 18 (7) ◽  
pp. 698-708 ◽  
Author(s):  
Su L. Boatright-Horowitz ◽  
Savannah Frazier ◽  
Yvette Harps-Logan ◽  
Nathanial Crockett
Keyword(s):  
College Students ◽  
White Students ◽  
Students Of Color ◽  
White Privilege ◽  
Difficult Times

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

scholarly journals Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students

2019 ◽  
Vol 49 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Joseph R. Cimpian ◽  
Sarah Theule Lubienski ◽  
Ian Thacker
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Hispanic Students ◽  
White Teachers ◽  
Mathematical Ability ◽  
Controlled Study ◽  
Randomized Controlled ◽  
Marginalized Groups ◽  
Implicit Biases ◽  
Detectable Bias

Researchers have long endeavored to understand whether teachers’ evaluations of their students’ mathematical ability or performance are accurate or whether their evaluations reveal implicit biases. To disentangle these factors, in a randomized controlled study (N = 390), we examined teachers’ evaluations of 18 mathematical solutions to which gender- and race-specific names had been randomly assigned. Teachers displayed no detectable bias when assessing the correctness of students’ solutions; however, when assessing students’ mathematical ability, biases against Black, Hispanic, and female students were revealed, with biases largest against Black and Hispanic girls. Specifically, non-White teachers’ estimations of students’ mathematical ability favored White students (both boys and girls) over students of color, whereas (primarily female) White teachers’ estimations of students’ mathematical ability favored boys over girls. Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups.

White Student Comfort and Conflict in Experiential Racial Dialogues

2019 ◽  
Vol 42 (3) ◽  
pp. 249-263
Author(s):  
Kelly Maxwell ◽  
Mark Chesler
Keyword(s):  
University Students ◽  
Student Learning ◽  
White Students ◽  
Students Of Color ◽  
Critical Reflection ◽  
Educational Practice ◽  
White Student ◽  
Racial Experiences ◽  
White Culture ◽  
The Impact

Background: White students are both curious and sometimes apprehensive about engaging in dialogues about race. Purpose: We investigate white university students’ experience of comfort and conflict in racial interaction in inter- and intragroup dialogues. Methodology/Approach: We analyzed student papers written at the beginning and end of the dialogue as well as their post-semester interviews, for their hopes/fears, classroom racial experiences, and learnings. Findings/Conclusions: White students in two types of semester-long dialogue courses reported issues of relative comfort and conflict as they explored their own and others’ racial histories and outlooks. They reported feeling safer in the white-only (intragroup) dialogues, as they learned about white culture and privilege; they also lamented not having racialized “others” to learn from. White students in the interracial (intergroup) dialogues often reported more discomfort, risk, and tension, as they learned about the impact of white culture and privilege on students of color, as well as about racism as a white problem. Implications: We draw implications for educational practice that include dissonance and conflict as stimuli for student learning and the use of experienced-based pedagogical techniques that encourage student sharing, critical reflection on narratives and encounters, and mutual participation.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

scholarly journals Diversity in Outdoor Education: Discrepancies in SEL Across a School Overnight Program

2021 ◽  
pp. 105382592110401
Author(s):  
Kaleb Germinaro ◽  
Erin Dunn ◽  
Kayla D. Polk ◽  
Hannah G. de Vries ◽  
Devin Daugherty ◽  
...  
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Private School ◽  
Outdoor Education ◽  
Washington State ◽  
Fifth Grade ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Fifth Grade Students ◽  
Western Washington

Background: Outdoor education plays a significant role in social emotional development; however, research on the benefits of outdoor education has focused on white student populations. Purpose: This pilot-study examines social emotional learning (SEL) growth, measured by instructor ratings, across a multicultural group of students who participated in an immersive outdoor education program. Methodology/Approach: 69 fifth-grade students from a public ( n = 50) and private school ( n = 21) located in western Washington state were included in the study. Instructors’ ratings were examined. Findings/Conclusions: Results indicated across all participants in the subsample, instructors’ ratings of students’ SEL skills significantly increased over the course of the program. Specifically, instructors perceived white students to improve more during the program than students of color. Implications: There will be more possibilities for outdoor immersive education experiences if there is increased focus on creating equitable experiences for students.

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