scholarly journals Race and the Greek System in the 21st Century: Centering the Voices of Asian American Women

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Julie Park
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Asian American ◽  
Women Of Color ◽  
Southeastern United States ◽  
Asian American Women ◽  
Predominantly White Institution ◽  
White Institution ◽  
Greek System ◽  
Underrepresentation Of Women

Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities.

scholarly journals Art and Heart to counter the one-hour-zoom-diversity event: Counterspaces as a response to diversity regimes in academia

2021 ◽  
Author(s):  
Angie Mejia ◽  
Yuko Taniguchi
Keyword(s):  
Predominantly White ◽  
Women Of Color ◽  
Social Spaces ◽  
Institutional Diversity ◽  
Community Art ◽  
Predominantly White Institution ◽  
White Institution ◽  
Systemic Oppression ◽  
The One ◽  
Equity And Inclusion

This text explores our work as Women of Color (WoC) nurturing spaces and practices in response to the mirage of support, the inadequacy of resources, and the tepid responses to systemic oppression within the diversity, equity, and inclusion efforts of our university, a Predominantly White Institution (PWI) in the Midwest. Via reflective vignettes, we discuss developing a community art collaboration as a counterspace, defined by various scholars as “social spaces ... which offer support and enhance feelings of belonging” (Ong, Smith, and Ko 2018, 207) for minoritized students. Throughout this text, we discuss the potential of art-based projects shaped by an anti-racist praxis as a resistance to the “check the box” institutional diversity efforts and as transformative spaces to imagine alternative academic futures for Women of Color staff, faculty, and students.

Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution

2020 ◽  
pp. 153819272090580
Author(s):  
José G. Anguiano ◽  
Marbella Uriostegui ◽  
Melissa Gussman ◽  
Claudia Kouyoumdjian
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Physical Space ◽  
Social Contexts ◽  
Music Listening ◽  
Academic Experience ◽  
Latino Identity ◽  
Predominantly White Institution ◽  
White Institution

A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants’ open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters.

Critical Co-Constructed Autoethnography: Reflections of a Collaborative Teaching Experience of Two Black Women in Higher Education

2021 ◽  
pp. 002193472110574
Author(s):  
Kiesha Warren-Gordon ◽  
Angela Jackson-Brown
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Predominantly White ◽  
Teaching Experience ◽  
Predominantly White Institution ◽  
Capstone Courses ◽  
Global Pandemic ◽  
White Institution

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.

scholarly journals White Apathy and Pedagogical Renegotiations: An Autothistoria-teoría of Teaching While Sick, Tired, and Brown

2020 ◽  
Author(s):  
Angie Mejia
Keyword(s):  
Predominantly White ◽  
News Media ◽  
Race And Ethnicity ◽  
Women Of Color ◽  
Racial Bias ◽  
Higher Learning ◽  
Predominantly White Institution ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
White Institution

In this article, I reflect on my experience as a graduate student and an instructor to examine the embodied risks, professional decisions, and consequences connected to attending graduate school while working as an educator in a predominantly white institution (PWI). Through recollection, memory, and archival data, this autoethnographic text highlights events that led me to reanalyze my “failure” at reaching all of my enrolled students in a sociology of race and ethnicity class and reframe it as a reaction to the social environment of White apathy. This mindframe was supported by the practices of an East Coast university after a racial bias event was publicized in national news media. I argue that we must examine how institutions of higher learning are complicit in fostering racial ecologies of Whiteness that subject Women of Color and others to experience dif- ferent forms of pain and abuse. In doing so, we can create new movidas (moves) that hold groups accountable and promote healthier learning environments for all.

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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