Different Yet Similar: The Educational Experiences of Latinx Male Students at Texas PWI, HSI, and HBCU Institutions

2020 ◽  
pp. 153819271989633
Author(s):  
Luis Ponjuán ◽  
Susana Hernández
Keyword(s):  
Educational Experiences ◽  
Education Institution ◽  
Black College ◽  
Male Students ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
College And University ◽  
White Institution ◽  
Latino Male ◽  
Hispanic Serving

This article explored Latino male students’ educational experiences at a Predominantly White Institution (PWI), Hispanic Serving Institution (HSI), and Historically Black College and University (HBCU) in Texas. Yosso’s concept of Community Cultural Wealth was used. The study revealed that Latino male students, regardless of the higher education institution, shared similar challenges. This study helps institutions understand their challenges and improve their educational experiences.

Improving Minority Student Persistence

2017 ◽  
pp. 1-25
Author(s):  
Yvonne R. Hilton ◽  
Monica Gray
Keyword(s):  
Student Satisfaction ◽  
Student Persistence ◽  
Minority Student ◽  
Institutional Factors ◽  
Good Prediction ◽  
Freshman Year ◽  
Predominantly White Institution ◽  
College And University ◽  
White Institution ◽  
Freshman Students

Student persistence in college is a major concern for every institution of higher education. Statistics show that the greatest percentage of attrition occurs after the freshman year. Many studies surrounding this phenomenon tend to focus on pre-college predictors to gain knowledge into mass premature departure during the freshman to sophomore transition. However, very few have looked at institutional factors and how they may explain the problem. Further, most research studies have been done at relatively large and predominantly white institution. This chapter investigates student satisfaction with institutional factors at a small Historically Black College and University (HBCU). Specifically, it looks at how the campus environments may impact freshman students' decisions to return for their sophomore year. While freshman students were dissatisfied with certain aspects of the university they consider to be important, the results precluded good prediction in a practical sense if they influence their decision not to return.

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.

How Are Personal Values Linked to Help-Seeking Stigma?

2019 ◽  
Vol 48 (2) ◽  
pp. 249-276
Author(s):  
Daniel G. Lannin ◽  
Wyndolyn M. A. Ludwikowski ◽  
Patrick J. Heath ◽  
David L. Vogel ◽  
Lukas J. Wolf ◽  
...  
Keyword(s):  
Help Seeking ◽  
Personal Values ◽  
Black College ◽  
Psychological Help ◽  
Public Stigma ◽  
Predominantly White Institution ◽  
Black African ◽  
White Institution ◽  
Self Transcendence ◽  
Seeking Psychological Help

The extent to which individuals prioritize different personal values may be conceptually linked to the perceptions of societal stigma associated with seeking psychological help (public stigma), as well as the extent to which they apply that stigma to themselves (self-stigma). We examined how personal values predicted public stigma and self-stigma of seeking psychological help. Undergraduates ( N = 342) from two universities, one historically Black college/university and one predominantly White institution, completed questionnaires assessing personal values and public stigma and self-stigma of seeking psychological help. Self-transcendence values predicted lower self-stigma directly and indirectly via public stigma. Though there were no structural differences between the modeled relationships of values, public stigma, and self-stigma between Black/African American and White/European American undergraduates, the groups differed in their prioritization of self-transcendence, openness to change, and conservation values. Results suggest that understanding how individuals prioritize certain values over others may help explain group-differences in help-seeking stigmas.

Haciendose un Líder: Leadership Identity Development of Latino Men at a Predominantly White Institution

2020 ◽  
pp. 153819272093247
Author(s):  
Alan A. Acosta ◽  
Kathy L. Guthrie
Keyword(s):  
Identity Development ◽  
Leadership Identity ◽  
Latino Men ◽  
Case Study Methodology ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
Predominately White ◽  
White Institution ◽  
Study Methodology ◽  
Leadership Identity Development

There is limited literature on how race influences leadership identity development. Using a case study methodology, this research explores the influence of race on the leadership identity development of Latino men at a Predominately White Institution. This study revealed that the leadership identity development model was applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the developmental influences and developing self categories, respectively.

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

2021 ◽  
pp. 216769682110403
Author(s):  
Alexandrea R. Golden ◽  
Riana E. Anderson ◽  
Shauna M. Cooper ◽  
Elan C. Hope ◽  
Bret Kloos
Keyword(s):  
College Students ◽  
Emerging Adults ◽  
Racial Socialization ◽  
The United States ◽  
Black College ◽  
Sociopolitical Development ◽  
Black College Students ◽  
Predominantly White Institution ◽  
Racial Experiences ◽  
White Institution

With the increased frequency of highly publicized racism in the United States, the engagement of racial socialization among Black emerging adults and their peers is critical for navigating their racial experiences and organizing for change as evident in social movements led by young adults (e.g., Black Lives Matter). However, little is known about the process of peer racial socialization and its relation to sociopolitical development. In this study, we qualitatively explored these processes with 35 Black undergraduates attending a predominantly white institution. Two peer racial socialization themes associated with sociopolitical development emerged: Political Division and Media. An additional theme, Culture as a Form of Resistance, highlighted the relationship between peer racial socialization and coping with racism. Implications for further exploration of non-traditional forms of activism and the creation of safe spaces for Black college students are discussed.

Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments

2019 ◽  
Vol 43 (2) ◽  
pp. 131-150 ◽  
Author(s):  
India R. Johnson ◽  
Evava S. Pietri ◽  
Felicia Fullilove ◽  
Samantha Mowrer
Keyword(s):  
Women Students ◽  
Black Women ◽  
Role Models ◽  
Role Model ◽  
Black College ◽  
Stem Majors ◽  
Predominantly White Institution ◽  
White Institution ◽  
Woman Professor ◽  
Identity Safety

Black women are underrepresented in science, technology, engineering, and math (STEM) and report feeling unwelcome in STEM. A successful scientist exemplar or role model may signal to Black women they are valued in STEM environments. We investigated who acts as an identity-safety cue for Black women. In Study 1, Black women students who learned about a Black man or a Black woman professor in a hypothetical School of Science and Engineering reported greater anticipated belonging and trust, relative to those learning about a White man or a White woman professor. In Study 2, we recruited Black women STEM majors from a predominantly White institution and a women-only historically Black college. We examined how both groups identified role models in STEM and assessed how perceptions that role models were allies related to belonging in the institution and belonging in STEM. Across both educational environments, having Black women and Black men role models, and perceiving role models who lacked a common racial identity as allies, positively related to belonging in the institution. We encourage the use of Black exemplars and role models, as well as allies, in interventions geared toward increasing belonging among Black women in STEM. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319830926 and a podcast for instructors who want to use this article for teaching is available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

scholarly journals Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Darris R. Means ◽  
Oluwadamilola Babatola ◽  
Chimezie Osondu ◽  
Omowunmi Oni ◽  
...  
Keyword(s):  
Predominantly White ◽  
Research Approach ◽  
Racial Climate ◽  
Science Majors ◽  
Science Students ◽  
Participatory Action ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
Action Research Approach ◽  
White Institution

A participatory action research approach was used to identify the community cultural wealth Black science majors use to navigate the racial climate at a predominantly white institution (PWI). Black science students use their internal strengths to succeed in their majors, and they create spaces where they share support and resources to thrive at a PWI.

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