A Place for Me? African American Transfer Student Involvement on the Campus of a Predominantly White Institution in the Midwest

2020 ◽  
Vol 51 (6) ◽  
pp. 587-610
Author(s):  
Danielle J. McCall ◽  
Jason Castles
Keyword(s):  
African American ◽  
Predominantly White ◽  
Student Involvement ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Relationship Building ◽  
Predominantly White Institution ◽  
Staff Members ◽  
White Institution ◽  
University Support

The purpose of this study was to explore the experiences and sense of belonging of African American transfer students attending a predominantly White institution in the Midwest when resources tailored to this specific group were available. This study sought to explore the effect that support services (or lack of) and staff had on the lived experiences and student involvement of African American students on a particular campus. Themes that emerged from the study indicated the cultural difference some students noticed and the satisfaction others felt with the support and programs the university offered them. Staff members indicated a lack of university services and support in retaining and assisting these students. Themes discovered from the data collected included views of the campus community, level of involvement/sense of belonging, relationship building, staff/university support, and whether the staff at the institution was providing enough support for these students.

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.

scholarly journals African American Student Persistence at a Predominantly White Institution

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Brian Bourke ◽  
Nathaniel Bray
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Students ◽  
Institutional Factors ◽  
African American Student ◽  
State University ◽  
Cultural Elements ◽  
Predominantly White Institution ◽  
American Students ◽  
White Institution

Persistence in college among African American students continues to remain low compared to persistence among White students. Often, the focus in examining this issue has been on institution-wide retention efforts, which can ignore socio-cultural elements that can influence the decisions of individual students to persist at an institution; however, persistence may rely on a combination of institutional factors and socio-cultural elements. The purpose of this article is to present findings from a research project that highlight institutional factors and socio-cultural elements that influence the persistence of African American students at a predominantly White institution. The findings from focus groups with African American students suggest that they persist despite a “cold” campus climate and ongoing experiences with racism and prejudice at Southern State University [pseudonym].

scholarly journals Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

2021 ◽  
Vol 11 (2) ◽  
pp. 127
Author(s):  
Patrick Turner ◽  
Efren Miranda Zepeda
Keyword(s):  
Community College ◽  
Predominantly White ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Attrition Rate ◽  
Predominantly White Institution ◽  
Men Of Color ◽  
White Institution ◽  
Education Statistics

The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

Sign in / Sign up

Export Citation Format

Share Document