Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

2021 ◽  
pp. 074355842110069
Author(s):  
Mariah Kornbluh ◽  
Sherry Bell ◽  
Kristin Vierra ◽  
Zachary Herrnstadt
Keyword(s):  
Student Engagement ◽  
Identity Development ◽  
School Engagement ◽  
First Generation ◽  
Development Theory ◽  
Late Adolescent ◽  
Black African ◽  
Qualitative Focus Groups ◽  
Multicultural Center ◽  
Adolescent Identity Development

This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants ( n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

scholarly journals Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses

2021 ◽  
Vol 11 (9) ◽  
pp. 549
Author(s):  
Charles T. Cox ◽  
Nicole Stepovich ◽  
Alexandra Bennion ◽  
Jessie Fauconier ◽  
Nicole Izquierdo
Keyword(s):  
Best Practices ◽  
Sense Of Belonging ◽  
First Generation ◽  
African Students ◽  
Black African ◽  
Academic Standing ◽  
Asian Pacific Islander ◽  
Large Enrollment ◽  
Asian Pacific ◽  
Remote Learning

The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.

Second-Generation Entrepreneurship

2018 ◽  
pp. 181-205
Keyword(s):  
First Generation ◽  
Second Generation ◽  
Cultural Value ◽  
Black Africans ◽  
Black African ◽  
The Uk

This chapter looks into the second-generation Black Africans in the UK diaspora and their activities (e.g., social and economic). The second-generation Black African entrepreneurs and non-entrepreneurs tend to have different enterprise tendencies and socio-cultural value compared to the first-generation Black Africans. Together with the analysis of their entrepreneurship, this chapter reviews their preparations, motivations, and experiences in the UK and the instrumentality of their agency in the development of their parents' homeland (ancestral home).

scholarly journals Conflict-Resolution Strategies and Adolescent Identity Development

1989 ◽  
Vol 2 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Candida C. Peterson
Keyword(s):  
Conflict Resolution ◽  
Identity Development ◽  
Identity Status ◽  
Physical Injury ◽  
Adolescent Identity ◽  
Identity Foreclosure ◽  
Conflict Resolution Strategies ◽  
Adolescent Conflict ◽  
Adolescent Identity Development ◽  
Resolution Strategies

I explored the influence of parent–adolescent conflict on identity development by examining the identity status of 278 migrant and mainstream adolescents in relation to methods of dealing with disagreements with parents. Results were generally consistent with Erikson's theory, with the 8% minority of teenagers who habitually disputed so violently with their parents as to attempt to inflict verbal or physical injury scoring higher on the diffusion maladaptive identity dimension, whereas the 26% who routinely avoided all forms of heated discussion or argument scored nonsignificantly higher on identity foreclosure.

Experiences of Arab heritage youth in US schools and impact on identity development

2019 ◽  
Vol 40 (3) ◽  
pp. 251-274 ◽  
Author(s):  
Khadeja Najjar ◽  
Shereen C. Naser ◽  
Katie Clonan-Roy
Keyword(s):  
Identity Development ◽  
School Psychologists ◽  
Student Development ◽  
First Generation ◽  
School Setting ◽  
Identity Negotiation ◽  
The United States ◽  
School Curriculum ◽  
School Structures ◽  
Inclusive School

To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed.

Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation

2018 ◽  
Vol 31 (2) ◽  
pp. 217-238
Author(s):  
Sarah Demmrich ◽  
Uwe Wolfradt
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Identity Formation ◽  
Developmental Tasks ◽  
Adolescent Identity ◽  
Self Reflection ◽  
Male Adolescents ◽  
Identity Style ◽  
Adolescent Identity Development ◽  
The Impact

Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.

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