How Involvement in African American Student Organizations Supports and Hinders Academic Achievement

2004 ◽  
Vol 24 (1-2) ◽  
pp. 88-98 ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Academic Success ◽  
African American Students ◽  
Student Organizations ◽  
African American Student ◽  
American Student ◽  
Predominantly White Institution ◽  
American Students ◽  
White Institution

The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.

scholarly journals African American Student Persistence at a Predominantly White Institution

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Brian Bourke ◽  
Nathaniel Bray
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Students ◽  
Institutional Factors ◽  
African American Student ◽  
State University ◽  
Cultural Elements ◽  
Predominantly White Institution ◽  
American Students ◽  
White Institution

Persistence in college among African American students continues to remain low compared to persistence among White students. Often, the focus in examining this issue has been on institution-wide retention efforts, which can ignore socio-cultural elements that can influence the decisions of individual students to persist at an institution; however, persistence may rely on a combination of institutional factors and socio-cultural elements. The purpose of this article is to present findings from a research project that highlight institutional factors and socio-cultural elements that influence the persistence of African American students at a predominantly White institution. The findings from focus groups with African American students suggest that they persist despite a “cold” campus climate and ongoing experiences with racism and prejudice at Southern State University [pseudonym].

scholarly journals African American Students in the Community College Classroom with White Teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 66-79
Author(s):  
Denise Erskine-Meusa
Keyword(s):  
Community College ◽  
African American ◽  
African American Students ◽  
Culturally Responsive ◽  
White Teachers ◽  
The United States ◽  
Pedagogical Practices ◽  
African American Student ◽  
American Student ◽  
American Students

The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom.

Sign in / Sign up

Export Citation Format

Share Document