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.

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 Race and the Greek System in the 21st Century: Centering the Voices of Asian American Women

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Julie Park
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Asian American ◽  
Women Of Color ◽  
Southeastern United States ◽  
Asian American Women ◽  
Predominantly White Institution ◽  
White Institution ◽  
Greek System ◽  
Underrepresentation Of Women

Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities.

Critical Co-Constructed Autoethnography: Reflections of a Collaborative Teaching Experience of Two Black Women in Higher Education

2021 ◽  
pp. 002193472110574
Author(s):  
Kiesha Warren-Gordon ◽  
Angela Jackson-Brown
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Predominantly White ◽  
Teaching Experience ◽  
Predominantly White Institution ◽  
Capstone Courses ◽  
Global Pandemic ◽  
White Institution

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.

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.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

Black Collegians at a Rural Predominantly White Institution

2011 ◽  
Vol 42 (7) ◽  
pp. 1047-1079 ◽  
Author(s):  
Rachael A. Woldoff ◽  
Yolanda M. Wiggins ◽  
Heather M. Washington
Keyword(s):  
Predominantly White ◽  
Predominantly White Institution ◽  
White Institution
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