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 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 Offensive or Not

2019 ◽  
Vol 3 (2) ◽  
pp. 51-65
Author(s):  
Brea M. Banks ◽  
Steve E. Landau
Keyword(s):  
Sexual Orientation ◽  
University Students ◽  
Predominantly White ◽  
Current Literature ◽  
The State ◽  
Prior Exposure ◽  
Predominantly White Institution ◽  
White Institution

Although the literature suggests that there exist harmful consequences of microaggression, some researchers argue that the state of the current literature lacks evidence that these indignities are in fact offensive to individuals holding marginalized identities. To address this gap, researchers sought to examine the perspectives of university students, as individuals at a Predominantly White Institution provided ratings to indicate their experiences with and interpretation of verbal racial insults that had been previously identified as microaggressive by previous researchers. Results demonstrate that there are differences in how university students interpret microaggressions. Specifically, the obtained data suggest that race, gender, sexual orientation, and prior exposure to the microaggressions are significant predictors to one’s interpretation of them as offensive or insulting. 

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.

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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