scholarly journals Students Perspectives on Holistic Mentoring Practices in STEM Fields

JCSCORE ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 33-59 ◽  
Author(s):  
Courtney L. Luedke ◽  
Dorian L. McCoy ◽  
Rachelle Winkle-Wagner ◽  
Jamila Lee-Johnson
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Students Of Color ◽  
Social Reproduction ◽  
Mentoring Relationships ◽  
Stem Fields ◽  
Predominantly White Institution ◽  
Social Reproduction Theory ◽  
Mentoring Practices ◽  
White Institution

This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution.  We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.

scholarly journals Friendship Within and Across Borders

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Kaleb L. Briscoe ◽  
Christina Yao ◽  
Evangela Oates ◽  
Jennifer N. Rutt ◽  
Kathleen Buell
Keyword(s):  
Social Networks ◽  
International Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Future Research ◽  
First Year ◽  
Domestic Students ◽  
Predominantly White Institution ◽  
Shared Experiences ◽  
White Institution

Establishing social networks can be extremely challenging when international students, particularly those of Color, move to a new academic and social environment. We examined first-year international students of Color perceptions of their social networks and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminated participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.

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).

Socio-Emotional Experiences of Students of Color at a Predominantly White Institution

2019 ◽  
Author(s):  
Shao-Jung Ko ◽  
Anne S. Neuweiler ◽  
Greg A. Arbogast ◽  
Aleis C. Pugia ◽  
Patton Garriott ◽  
...  
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Emotional Experiences ◽  
Predominantly White Institution ◽  
White Institution

Promoting Diversity and Inclusion: Developing Partnerships Between Historically Black Colleges and Universities and Predominantly White Institutions

2017 ◽  
Vol 6 (4) ◽  
pp. 368-374
Author(s):  
Sarah Price ◽  
Richard H. Williams ◽  
Christopher Wilburn ◽  
Portia Williams ◽  
Danielle Wadsworth ◽  
...  
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Predominantly White Institution ◽  
Bridge Program ◽  
Diversity And Inclusion ◽  
White Institution ◽  
Black Colleges And Universities

This article presents an overview of how faculty in the School of Kinesiology at Auburn University (AU) are working with minority-serving institutions in similar disciplines to promote diversity and inclusion. Florida A&M (FAMU) and Albany State University (ASU) are both Historically Black Colleges and Universities (HBCU), and AU is a Predominantly White Institution (PWI). Part of this initiative has been accomplished through the development of AU’s Future Scholars Summer Research Bridge Program in partnership with south-eastern HBCUs. Success has been measured as an increase in student recruitment and increased opportunities for students from underrepresented groups seeking graduate opportunities. The partnership between FAMU and AU has also provided opportunities for faculty and students to promote diversity and be more inclusive through research collaborations. These partnerships are addressing this important need to be more purposeful in our efforts of establishing greater diversity and being a more inclusive discipline.

Engaging Undergraduate Social Work Students in Challenging Dialogues About Race

2017 ◽  
Vol 22 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Shane R. Brady ◽  
Jason M. Sawyer ◽  
Samara Herrera ◽  
Haley Stevens
Keyword(s):  
Social Work ◽  
Predominantly White ◽  
Historically Black ◽  
Social Work Students ◽  
Lessons Learned ◽  
Predominantly White Institution ◽  
Historically Black University ◽  
White Institution ◽  
Generalist Practice

This study provides a description, overview, and lessons learned from an undergraduate generalist practice course assignment aimed at promoting critical dialogues about race among undergraduate social work students at a historically Black university and students from a predominantly White institution. The preliminary qualitative results from reflection journals provide lessons learned about how students experienced this dialogue project and can be helpful to other undergraduate social work instructors considering incorporating race dialogues into their classes.

scholarly journals The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution

2020 ◽  
Author(s):  
Talisha Adams ◽  
Juliann McBrayer
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Lived Experiences ◽  
First Generation ◽  
First Generation College Students ◽  
Student Body ◽  
Predominantly White Institution ◽  
White Institution ◽  
First Generation College

As many colleges and universities continue to increase their enrollment and diversification of their student body, the number of first-generation college students of color will continue to rise. Colleges have been charged with the challenge of not only enrolling this student population but also ensuring that they are connected to the university and persist to graduation. The purpose of this phenomenological qualitative study was to examine the lived experiences of first-generation college students of color at a Predominantly White Institution (PWI). This study utilized individual in-depth interviews and a focus group to examine how first-generation students of color experienced college at a PWI. Four major themes were revealed: a college degree is a means to a better lifestyle; money always matters; a heightened sense of safety concerns exists; and there is a desire for a supportive multicultural campus environment. The findings of this study may aid institutional leaders in understanding the first-generation college student of color experience at a PWI and assist in establishing and maintaining academic and social support programs that are geared towards these students.

Everyday Racism in Integrated Spaces: Mapping the Experiences of Students of Color at a Diversifying Predominantly White Institution

2018 ◽  
Vol 108 (5) ◽  
pp. 1245-1259 ◽  
Author(s):  
Stacy Anne Harwood ◽  
Ruby Mendenhall ◽  
Sang S. Lee ◽  
Cameron Riopelle ◽  
Margaret Browne Huntt
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Predominantly White Institution ◽  
White Institution
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