Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019 ◽  
pp. 004208591989404
Author(s):  
Royel M. Johnson ◽  
Terrell L. Strayhorn ◽  
Christopher S. Travers
Keyword(s):  
Predominantly White ◽  
Academic Advising ◽  
Black Males ◽  
Academic Advisor ◽  
Predominantly White Institution ◽  
Urban University ◽  
White Institution ◽  
Race And Culture

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

scholarly journals Examining the continuum of Black student leadership: From community to college and beyond

2021 ◽  
Vol 29 ◽  
pp. 42
Author(s):  
Bryan Hotchkins ◽  
Jon McNaughtan
Keyword(s):  
Predominantly White ◽  
Racial Socialization ◽  
Student Leadership ◽  
Black College ◽  
Added Value ◽  
Comparative Case Study ◽  
Predominantly White Institution ◽  
White Institution ◽  
The Continuum

This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.

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).

Lucia's Journey of Bridging Two Worlds

2020 ◽  
pp. 107-123
Author(s):  
Angelica M. Tello
Keyword(s):  
Predominantly White ◽  
First Generation ◽  
Counseling Services ◽  
State University ◽  
Predominantly White Institution ◽  
First Generation College Student ◽  
School Work ◽  
White Institution ◽  
First Generation College

Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.

Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution

2020 ◽  
pp. 153819272090580
Author(s):  
José G. Anguiano ◽  
Marbella Uriostegui ◽  
Melissa Gussman ◽  
Claudia Kouyoumdjian
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Physical Space ◽  
Social Contexts ◽  
Music Listening ◽  
Academic Experience ◽  
Latino Identity ◽  
Predominantly White Institution ◽  
White Institution

A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants’ open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters.

Lucia's Journey of Bridging Two Worlds

2021 ◽  
pp. 343-355
Author(s):  
Angelica M. Tello
Keyword(s):  
Predominantly White ◽  
First Generation ◽  
Counseling Services ◽  
State University ◽  
Predominantly White Institution ◽  
First Generation College Student ◽  
School Work ◽  
White Institution ◽  
First Generation College

Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.

Playing the Game: Recruiting Black Males in Teaching

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Satasha L. Green ◽  
Darren Martin
Keyword(s):  
Teacher Preparation ◽  
Predominantly White ◽  
Black Males ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Predominantly Black ◽  
Preparation Programs ◽  
Predominantly White Institution ◽  
White Institution ◽  
Black Institution

AbstractThe purpose of this comparative study is to ascertain the experiences and perceptions of four Black males enrolled in teacher preparation programs, one at a Predominantly Black Institution (PBI) and three at a Predominantly White Institution (PWI). Findings provide insight for Colleges of Teacher Education to understand the barriers that prevent Black males from successfully matriculating and entering the teaching profession.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

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