Validating African American Students at Predominantly White Institutions

2000 ◽  
Vol 2 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Sharon L. Holmes ◽  
Larry H. Ebbers ◽  
Daniel C. Robinson ◽  
Abel G. Mugenda
Keyword(s):  
Higher Education ◽  
African American ◽  
Predominantly White ◽  
Minority Students ◽  
African American Students ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
American Students ◽  
Primary Focus

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

Validating African American Students at Predominantly White Institutions

2019 ◽  
pp. 79-96
Author(s):  
Sharon L. Holmes ◽  
Larry H. Ebbers ◽  
Robinson Daniel C. ◽  
Magenda Abet G.
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Students ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
American Students

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

scholarly journals A Link To The Future: A Pilot Study Look At How Historically Black Colleges And Universities With Journalism And Mass Communications Units Use The Internet In Recruiting

2012 ◽  
Vol 5 (2) ◽  
pp. 47 ◽  
Author(s):  
Jerry Crawford, II
Keyword(s):  
African American ◽  
Predominantly White ◽  
Historically Black ◽  
African American Students ◽  
First Generation ◽  
Black Colleges ◽  
The Internet ◽  
White Institutions ◽  
American Students ◽  
The 1960S

Historically Black Colleges and Universities (HBCUs) have had the ability to recruit African-American students since the 1860s by stressing a sense of inclusion and family through their mission statements and community outreach. There was little to no competition for African-American students from predominantly white institutions until integration was fully implemented a hundred years later in the 1960s. HBCUs, by their standing in the community, have been a gateway to first generation college students, regardless of race or social class status and "many continue to have 'open' admissions policies, welcoming all who wish to attend college, regardless of previous academic performance. Today, HBCUs have to actively recruit students students that can now apply and enroll in Predominantly White Institutions (PWIs) with the use of technology that includes the Internet. How has the digital divide changed from its classification in the 1960s? How are African-Americans using the web and are HBCUs using the Internet to inform, recruit and enroll African-Americans today? This pilot study looks at HBCUs that have Journalism/Mass Communications units to examine if their websites have a good sense of usability and interactivity for African-American students looking to go to college, primarily as first-generation students.

A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

2011 ◽  
Vol 13 (3) ◽  
pp. 329-349 ◽  
Author(s):  
Robert T. Palmer ◽  
Dina C. Maramba ◽  
Sharon L. Holmes
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Qualitative Study ◽  
Predominantly White ◽  
Minority Students ◽  
Predominantly White Institutions ◽  
Faculty Interaction ◽  
White Institutions ◽  
Predominantly White University ◽  
The Impact

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

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