scholarly journals Reclaiming Our Time: A 21st-Century Response to Banks’ “Afro-American Scholars in the University”

2018 ◽  
Vol 55 (2) ◽  
pp. 238-266
Author(s):  
Richard J. Reddick
Keyword(s):  
Urban Education ◽  
Affirmative Action ◽  
Predominantly White ◽  
Predominantly White Institutions ◽  
Black Faculty ◽  
The Past ◽  
White Institutions ◽  
Urban Educators ◽  
The University ◽  
The Impact

William Banks’ 1984 article “Afro-American Scholars in the University” situated Black faculty at predominantly White institutions in a milieu noting the uses and misuses of Black scholars, constituencies in conflict, the range of responses from Black scholars, and the standards and realities for their advancement in academia. Banks further discussed the stigma of affirmative action and the burden of symbolism for Black faculty. This article, written in the #BlackLivesMatter and Trump era, engages with the same questions that Banks raised 34 years prior. This response expands the context to the field of urban education, and Black urban educators in the academy particularly, through an analysis of community engagement experiences, the burdens of cultural taxation, and the impact of affirmative action in a post-Fisher political context. Incorporating events both inside and outside of academia, the author considers the centrality of creating spaces of resistance and leveraging the gains for Black academics over the past three decades to alter the standards of the academy to support Black scholars and their allies.

Transitioning Courses During COVID-19

2021 ◽  
pp. 99-125
Author(s):  
Kanita K. DuCloux ◽  
Michelle S. Jones ◽  
Jeffrey D. Herron
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Time Frame ◽  
Colleges And Universities ◽  
Predominantly White Institutions ◽  
Black Faculty ◽  
Face To Face ◽  
White Institutions ◽  
Face To Face Instruction ◽  
Short Time

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

scholarly journals Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

2021 ◽  
Vol 41 (1) ◽  
pp. 13-25
Author(s):  
Samuel D. Museus ◽  
Joanna N. Ravello
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Academic Advising ◽  
Minority Student ◽  
Predominantly White Institutions ◽  
Student Departure ◽  
Ethnic Minority Student ◽  
White Institutions ◽  
The Impact ◽  
Racial And Ethnic Minority

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.

scholarly journals The Impact Of Integration, Affirmative Action, And Diversity On Minority Student Recruitment At The University Of Alabama: A Longitudinal Perspective

2006 ◽  
Vol 1 (2) ◽  
pp. 25-34
Author(s):  
John L. Festervand ◽  
Troy A. Festervand
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Minority Student ◽  
Minority Faculty ◽  
University Of Alabama ◽  
Minority Representation ◽  
The Past ◽  
Diversity In Higher Education ◽  
The University ◽  
The Impact

This paper explores the University of Alabama's positions, actions, policies, and accomplishments over the past forty years with respect to minority representation among its students and faculty. The impact and progression of these initiatives by the University of Alabama demonstrates strides have been made. The paper also examines the University's recruiting efforts to attract more minority faculty and students. The transition from integration to affirmative action to diversity in higher education also are examined.

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.

Diane K. Lewis and the Transformation of Anthropology

2018 ◽  
pp. 37-51
Author(s):  
Cheryl R. Rodriguez
Keyword(s):  
Predominantly White ◽  
Predominantly White Institutions ◽  
Professional Life ◽  
Black Communities ◽  
Cornell University ◽  
White Institutions ◽  
The Impact ◽  
Hiv Aids ◽  
Intellectual Activism ◽  
Policies And Practices

This chapter explores Diane Lewis’s professional life as a courageous, self-determined intellectual activist. She studied anthropology at predominantly white institutions during the years when America’s apartheid policies and practices were firmly in place. Undaunted by the explicit racism and sexism of her time, Diane K. Lewis earned a PhD from Cornell University in 1962. Her experiences with blatant discrimination inspired a fiery intellectual activism. Although critical of anthropology’s colonial influences, Lewis believed the discipline could be transformed through activist engagement by insider or native scholars. Her most influential work addressed the intersection of race, gender, and class and the impact of HIV/AIDS on black communities.

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

2010 ◽  
Vol 30 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Samuel D. Museus ◽  
Joanna N. Ravello
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Academic Advising ◽  
Minority Student ◽  
Predominantly White Institutions ◽  
Student Departure ◽  
Ethnic Minority Student ◽  
White Institutions ◽  
The Impact ◽  
Racial And Ethnic Minority

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.

A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

2011 ◽  
Vol 13 (3) ◽  
pp. 329-349 ◽  
Author(s):  
Robert T. Palmer ◽  
Dina C. Maramba ◽  
Sharon L. Holmes
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Qualitative Study ◽  
Predominantly White ◽  
Minority Students ◽  
Predominantly White Institutions ◽  
Faculty Interaction ◽  
White Institutions ◽  
Predominantly White University ◽  
The Impact

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

Sign in / Sign up

Export Citation Format

Share Document