scholarly journals Breaking Down Walls and Building Bridges: A Study of Cross-Racial Interactions across Two Predominantly White Campuses

JCSCORE ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Tabitha Grier-Reed ◽  
James Houseworth ◽  
David Diehl
Keyword(s):  
Predominantly White ◽  
Parent Education ◽  
White Students ◽  
Ego Networks ◽  
Black And White ◽  
White Institutions ◽  
Significant Difference ◽  
Diversity In Higher Education ◽  
White Institution ◽  
White Campuses

We examined predictors of self-reported cross-racial interactions (CRIs) by exploring ego networks for 355 Black and White undergraduates at two predominantly White institutions (PWIs). One PWI was 67% White, and the otherPWI was only 50% White. Institution, 1st year status, and racial homogeneity of student network were significant predictors of CRI. Students at the less structurally diverse university (that was 67% White) reported fewer CRIs;students with racially homogeneous networks (i.e., where all alters/connections were the same race as each other) also reported fewer CRIs. In contrast, 1st yearstudents reported a higher number of CRIs. Network homophily (i.e., where alters/connections in a network were all the same race as ego--the student himor herself) did not significantly predict CRIs, and neither did parent education or ego’s (i.e., the students’) race or gender. There was one significant difference by race; however, a higher percentage of White students had racially homogeneous networks. The importance of structural, interactional, and curricular diversity in higher education is discussed.

Negotiations of Women’s Black and Activist Identity Through Dress on the College Campus, 2013–2019

2020 ◽  
pp. 0887302X2096880
Author(s):  
Dyese L. Matthews ◽  
Kelly L. Reddy-Best
Keyword(s):  
College Students ◽  
Black Women ◽  
Predominantly White ◽  
Black People ◽  
College Campus ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Women College Students ◽  
White Campuses ◽  
Embodied Practice

Black people, especially Black women, have used dress to reject racism and discrimination and as a means for negotiating their Black and activist identities. Building on past work, we examine how Black women use dress as an embodied practice to negotiate both their Black and activist identities. We focus on a particular space and time: campus life at predominantly White institutions during the Black Lives Matter movement era from 2013 to 2019.To achieve this purpose, we conducted 15 in-depth, semistructured wardrobe interviews with current Black women college students. Overall, we identified three themes relating to Black women college students: experiences on predominantly White campuses, negotiating Black identity through dress, and negotiating activist identity through dress. Examining how Black women negotiate identity through dress recognizes their stories as important through counter-storytelling, allowing Black women to write their own history in their own voices.

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

2020 ◽  
Vol 75 (4) ◽  
pp. 362-374
Author(s):  
Jeffrey S. Wilkinson ◽  
William R. Davie ◽  
Angeline J. Taylor
Keyword(s):  
Civil Rights ◽  
Predominantly White ◽  
Historically Black ◽  
News Media ◽  
Mass Communication ◽  
Black Colleges ◽  
Journalism Education ◽  
Black And White ◽  
White Institutions ◽  
The Government

The struggle for equality in journalism education for African Americans raises questions about how the government, news media, and educators worked together to realize the principles of civil rights. Certain milestones over the past 50 years can be charted through the collective scholarship of this journal’s pages. A careful look back reveals how goals of diversity were achieved or frustrated through reports on pedagogy, enrollment, technology, and trends in scholarship. Looking through the prism of Journalism & Mass Communication Educator ( JMCE) offers a telling explanation of how journalism education moved away from segregation, and how the complicated relationship between predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) played a role in this journey.

Differences in Self-Reported Intellectual and Social Gains Between African American and White College Students at Predominantly White Institutions: Implications for Student Affairs Professionals

NASPA Journal ◽  
2003 ◽  
Vol 41 (1) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
College Students ◽  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Racial Differences ◽  
White Students ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
White College

This study examined the extent to which racial differences existed in self-reported intellectual and social gains between African American and White college students at predominantly White institutions. Taking into account the influence of an array of intervening variables, African American and White students reported significantly different intellectual and social gains in college. Implications for student affairs professionals are discussed.

Relationship of Special Studies to Dropout Rates of Black and White College Students

1979 ◽  
Vol 44 (1) ◽  
pp. 73-74
Author(s):  
Sidney E. Brown ◽  
Leroy Ervin
Keyword(s):  
White Students ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Disadvantaged Students ◽  
Black And White ◽  
Regular School ◽  
Significant Difference ◽  
Special Studies ◽  
Relationship Of ◽  
White College

Differences between two groups of students were examined on the basis of participation ( n = 73) and non-participation ( n = 67) in a special studies program designed primarily to meet the needs of disadvantaged students at a selective midwestern private liberal arts college. Blacks participating in the regular school program had significantly higher dropout frequencies than did blacks in the special studies program. No significant difference in dropout frequency was found between participating and nonparticipating white students.

Coming Home: Hermanos Académicos Reflect on Past and Present Realities as Professors at Their Alma Mater

2012 ◽  
Vol 82 (3) ◽  
pp. 353-380 ◽  
Author(s):  
Richard Reddick ◽  
Victor Sáenz
Keyword(s):  
Predominantly White ◽  
Structural Changes ◽  
Personal Narratives ◽  
Community Outreach ◽  
Predominantly White Institution ◽  
Scholarly Personal Narrative ◽  
Cultural Integrity ◽  
White Institutions ◽  
White Institution ◽  
The University

In this article, Richard J. (Rich) Reddick and Victor B. Sáenz, two assistant professors of color, utilize scholarly personal narrative to reflect on their trajectory from undergraduates at a predominantly White institution—one prominently mired in a legacy of discrimination and exclusion toward people of color—to faculty members at that same institution. Employing the concept of (in)visibility to discuss their alternating feelings of exclusion and acceptance in the university community, Reddick and Sáenz describe how they endeavor to maintain their senses of self through the support of family, mentors, and their home communities. The institution's efforts to reconcile its difficult history through community outreach and structural changes provide what appears to be a safe space for these hermanos académicos (academic brothers), though the two scholars continue to struggle with multiple and sometimes competing responsibilities: navigating the institution, retaining their cultural integrity, and meeting the demands of the academy. The authors conclude by making recommendations for institutions invested in increasing faculty diversity and calling for greater use of scholarly personal narratives to detail the experiences of underrepresented communities in predominantly White institutions.

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.

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