scholarly journals Cultural Wealth and the Racialized Experiences of Persisting Latinx Business Students in a Predominantly White Institution: A Study on Sense of Belonging

2020 ◽  
Author(s):  
Rebecca Sanchez
Keyword(s):  
Predominantly White ◽  
Sense Of Belonging ◽  
Business Students ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
White Institution

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).

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.

A Place for Me? African American Transfer Student Involvement on the Campus of a Predominantly White Institution in the Midwest

2020 ◽  
Vol 51 (6) ◽  
pp. 587-610
Author(s):  
Danielle J. McCall ◽  
Jason Castles
Keyword(s):  
African American ◽  
Predominantly White ◽  
Student Involvement ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Relationship Building ◽  
Predominantly White Institution ◽  
Staff Members ◽  
White Institution ◽  
University Support

The purpose of this study was to explore the experiences and sense of belonging of African American transfer students attending a predominantly White institution in the Midwest when resources tailored to this specific group were available. This study sought to explore the effect that support services (or lack of) and staff had on the lived experiences and student involvement of African American students on a particular campus. Themes that emerged from the study indicated the cultural difference some students noticed and the satisfaction others felt with the support and programs the university offered them. Staff members indicated a lack of university services and support in retaining and assisting these students. Themes discovered from the data collected included views of the campus community, level of involvement/sense of belonging, relationship building, staff/university support, and whether the staff at the institution was providing enough support for these students.

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

What Is It Like to Be a Minority Student at a Predominantly White Institution?

2021 ◽  
pp. 191-209
Author(s):  
Lucila T. Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Campus Climate ◽  
Minority Student ◽  
University Campus ◽  
Predominantly White Institution ◽  
Native American Students ◽  
American Students ◽  
White Institution

This study examines the differences in experiences and perceptions of campus climate of 38 minority students enrolled in a predominantly white institution (PWI). African American students, Native American students, gender and sexually diverse students, students with disabilities, Latinx students, and international students participated in the study. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported the opposite. Attribution to discrimination theory informed the theoretical framework of this study and the data analysis. Policy recommendations to improve the climate of diversity on university campus are provided.

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