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 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.

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.

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
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