scholarly journals Know Family, Know Self: Exploring the Influence of Family on Vietnamese American College Students’ Experiences

JCSCORE ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 83-116
Author(s):  
Elaine N.Y. Lê ◽  
Sonia H. Ramrakhiani
Keyword(s):  
College Students ◽  
Qualitative Methodology ◽  
College Experiences ◽  
Family Influence ◽  
Vietnamese Americans ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Individual Interviews ◽  
Vietnamese American ◽  
White Institution

Much of the existing literature on Vietnamese Americans focuses on experiences of previous generations and does not capture the perspectives of the current generation of Vietnamese Americans, more specifically those who are college students. The present study examined the role of family influence on college experiences for Vietnamese American students. This study utilized qualitative methodology, analyzing data collected from semi-structured, in-person individual interviews conducted with six Vietnamese American college students (VACS) attending a large, predominantly white institution (PWI). Results from this study reveal not only how VACS construct meaning of their family influences and college experiences, but also how they come to understand their own Vietnamese American identity. Major findings from this study reveal that VACS exist between two worlds: the life of a second-generation immigrant Vietnamese American, and the life of an American college student. This article provides implications for higher education and student affairs practitioners to understand the unique experiences of this underrepresented and under-researched student population. Implications for further research are also discussed.

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

2021 ◽  
pp. 216769682110403
Author(s):  
Alexandrea R. Golden ◽  
Riana E. Anderson ◽  
Shauna M. Cooper ◽  
Elan C. Hope ◽  
Bret Kloos
Keyword(s):  
College Students ◽  
Emerging Adults ◽  
Racial Socialization ◽  
The United States ◽  
Black College ◽  
Sociopolitical Development ◽  
Black College Students ◽  
Predominantly White Institution ◽  
Racial Experiences ◽  
White Institution

With the increased frequency of highly publicized racism in the United States, the engagement of racial socialization among Black emerging adults and their peers is critical for navigating their racial experiences and organizing for change as evident in social movements led by young adults (e.g., Black Lives Matter). However, little is known about the process of peer racial socialization and its relation to sociopolitical development. In this study, we qualitatively explored these processes with 35 Black undergraduates attending a predominantly white institution. Two peer racial socialization themes associated with sociopolitical development emerged: Political Division and Media. An additional theme, Culture as a Form of Resistance, highlighted the relationship between peer racial socialization and coping with racism. Implications for further exploration of non-traditional forms of activism and the creation of safe spaces for Black college students are discussed.

Subjective Social Status, Perceived Academic Competence, and Academic Achievement Among Underrepresented Students

2017 ◽  
Vol 21 (2) ◽  
pp. 150-165 ◽  
Author(s):  
Emily Loeb ◽  
Noelle M. Hurd
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Social Status ◽  
Grade Point Average ◽  
Underrepresented Students ◽  
Academic Competence ◽  
Subjective Social Status ◽  
Grade Point ◽  
Predominantly White Institution ◽  
White Institution

Underrepresented college students are more likely than majority students to underperform and drop out of college. Perceptions of status relative to other students may play a key role in this process. The current study uses subjective social status (SSS) to predict underrepresented students’ grade point average via their sense of academic competence at the end of their first year at an elite predominantly White institution. A total of 329 underrepresented college students (i.e., students from historically underrepresented racial or ethnic minority groups, first generation college students, or students from economically disadvantaged family backgrounds) participated in data collection during their first academic year attending a predominantly White institution. On average, students reported a drop in SSS from their home community to the university. After accounting for gender, race or ethnicity, family income, standardized test scores, and depressive symptoms, a larger drop in SSS was related to lower spring grade point average via reduced perceived academic competence.

Latina/o Undergraduate Students Mentoring Latina/o Elementary Students: A Borderlands Analysis of Shifting Identities and First-Year Experiences

2009 ◽  
Vol 79 (4) ◽  
pp. 560-586 ◽  
Author(s):  
Dolores Delgado Bernal ◽  
Enrique Alemán Jr. ◽  
Andrea Garavito
Keyword(s):  
College Students ◽  
University Students ◽  
Predominantly White ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Ethnic Studies ◽  
First Year ◽  
Predominantly White Institution ◽  
White Institution ◽  
Shifting Identities

This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences served as sitios y lenguas (decolonizing spaces and discourses; Pérez, 1998)in which the undergraduate students were able to reflect on the ongoing transformation of their social and political identities, revealing the complex and fluid latinidades(Latina/o identities; Latina Feminist Group, 2001) that exist among the Latina/o university students. This article explores the physical and metaphorical borders (Anzaldúa, 1987) the undergraduates occupy, navigate, and challenge while they work simultaneously as mentors in a mostly Latina/o setting and as college students on a mostly white campus.

scholarly journals Wellness among African-American and Caucasian students attending a predominantly White institution

2017 ◽  
Vol 24 (12) ◽  
pp. 1637-1645 ◽  
Author(s):  
Michael D Oliver ◽  
Subimal Datta ◽  
Debora R Baldwin
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Racial Differences ◽  
Well Being ◽  
College Campuses ◽  
Influential Factor ◽  
Predominantly White Institution ◽  
White Institution ◽  
Caucasian Students ◽  
And Coping

The wellness movement is growing on college campuses; however, the examination of race is lacking. We examined aspects of physical and emotional well-being as a function of race in 197 college students at a predominantly White institution. Results revealed racial differences on diet, F(1, 196) = 7.537, p = 0.007 and resilient coping, F(1, 196) = 8.614, p = 0.004. Furthermore, regression analyses revealed that the association between stress and coping was moderated by race ( F(1, 196) = 8.196, p = 0.005), demonstrating that Whites and Blacks experience and cope with stressors in differing ways. Findings of this study suggest that race is an influential factor of wellness and subsequent well-being in college students.

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