scholarly journals Anti-Racism Working Group

2021 ◽  
Vol 21 (2/3) ◽  
pp. 857-875
Author(s):  
Anaïs Bailly ◽  
Benjamin P. Brumley ◽  
Megan A. Mraz ◽  
Benjamin S. Morgan ◽  
Gwenelle Styles O'Neal ◽  
...  
Keyword(s):  
Predominantly White ◽  
Working Group ◽  
Relationship Building ◽  
Self Awareness ◽  
Systemic Racism ◽  
Bias Power ◽  
Predominantly White Institution ◽  
University Departments ◽  
White Institution ◽  
Education And Awareness

Institutions of higher education fail to address ongoing systemic racism within their classrooms, boardrooms, and commons when university personnel and students are not prepared to discuss racism and structural inequalities that exist within the campus community. To address this at a public, Predominantly White Institution (PWI), a group of students, staff, and faculty developed an action-oriented community to increase awareness and advocacy efforts against systemic and micro-level racism. Founded by faculty in the university’s BSW and MSW programs, the Anti-Racism Working Group (ARWG) is composed of faculty, staff, and students from multiple university departments. The goals of ARWG include education and awareness, and dialogue about race, ethnicity, bias, power, and privilege; cultivating interdisciplinary faculty and student relationships, and inspiring anti-racist actions. This paper discusses and disseminates research about ARWG’s inaugural year and early assessments of the program. Data includes responses from students who attended ARWG workshops and found them useful in their conceptualization and self-awareness around race, privilege, and taking anti-racist action. ARWG members benefited around three themes including skill development, relationship building, and the increased awareness and ability to engage in productive discussions around race, power, and privilege. We share these results with other universities and organizations to encourage the creation of similar programs and to facilitate learning from our experiences.

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.

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

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.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019 ◽  
pp. 004208591989404
Author(s):  
Royel M. Johnson ◽  
Terrell L. Strayhorn ◽  
Christopher S. Travers
Keyword(s):  
Predominantly White ◽  
Academic Advising ◽  
Black Males ◽  
Academic Advisor ◽  
Predominantly White Institution ◽  
Urban University ◽  
White Institution ◽  
Race And Culture

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

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