Teaching Anthropological Concepts of Race in Higher Education

Journal ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Crystal A Dozier
Keyword(s):  
Identity Development ◽  
Undergraduate Students ◽  
The United States ◽  
Subject Area ◽  
Racial Identity Development ◽  
Predominately White Institutions ◽  
Predominantly White Institution ◽  
Predominately White ◽  
Before And After ◽  
Pedagogical Choices

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals.  This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

College Student Commitment and Outdoor Orientation Programming

2020 ◽  
Vol 43 (3) ◽  
pp. 299-316
Author(s):  
Curt Davidson ◽  
Alan Ewert
Keyword(s):  
College Student ◽  
Undergraduate Students ◽  
Emotional Reactivity ◽  
Social Activity ◽  
The United States ◽  
College Life ◽  
Self Confidence ◽  
Before And After ◽  
Reactivity Study ◽  
Outdoor Orientation

Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.

scholarly journals Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South

2018 ◽  
Vol 49 (2) ◽  
pp. 171-186 ◽  
Author(s):  
Patrick Webb ◽  
Le’Brian Patrick ◽  
Sandra H. Sulzer
Keyword(s):  
African American ◽  
Underrepresented Students ◽  
The United States ◽  
Policy Implications ◽  
Acting White ◽  
African American College Students ◽  
Predominately White Institutions ◽  
Predominately White ◽  
Racial Authenticity ◽  
Student Classification

The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.

Haciendose un Líder: Leadership Identity Development of Latino Men at a Predominantly White Institution

2020 ◽  
pp. 153819272093247
Author(s):  
Alan A. Acosta ◽  
Kathy L. Guthrie
Keyword(s):  
Identity Development ◽  
Leadership Identity ◽  
Latino Men ◽  
Case Study Methodology ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
Predominately White ◽  
White Institution ◽  
Study Methodology ◽  
Leadership Identity Development

There is limited literature on how race influences leadership identity development. Using a case study methodology, this research explores the influence of race on the leadership identity development of Latino men at a Predominately White Institution. This study revealed that the leadership identity development model was applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the developmental influences and developing self categories, respectively.

Immigration and Race

2020 ◽  
pp. 81-112
Author(s):  
Eugenio M. Rothe ◽  
Andres J. Pumariega
Keyword(s):  
Identity Development ◽  
The United States ◽  
Racial Identity Development ◽  
Majority Culture ◽  
The Face ◽  
History Of ◽  
Ethnicity And Race ◽  
Therapeutic Encounter ◽  
Individual Self ◽  
History Of Race

The chapter on Immigration and Race describes the history of race relations and the present and future and the rapidly changing racial topography of the United States. It explains these changes are based on the high rates of ethnic-racial intermarriage that have appeared in the last two decades. It analyzes the complexity of ethnic-racial self-identification, taking into account the tensions that appear between the identification imposed by the majority culture, in contrast with the person’s individual self-concept of ethnicity and race, especially in the face of the increasing multi-ethnic and multi-racial American population. It addresses the history of racism and discrimination experienced by minority populations and immigrants of color and the psychological effects of discrimination and racism on these populations. It describes the risk factors and protective factors that come into play when individuals are faced with experiences of discrimination and racism. It describes the process of ethnic-racial identity development and the different styles of ethnic-racial socialization and cultural orientation. Ultimately, it discussed the importance of ethnicity and race in the psycho-therapeutic encounter and offers treatment recommendations on how to approach and discuss issues of ethnicity and race in psychotherapy.

scholarly journals Self-Acceptance in Black and White

2019 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abigail Hasberry
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Predominantly White ◽  
Professional Community ◽  
The United States ◽  
Racial Identity Development ◽  
Support Network ◽  
Main Research ◽  
Research Questions ◽  
Self Acceptance

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.

An examination of educator multicultural attitudes before and after a diversity dinner dialogue

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Clare Merlin-Knoblich ◽  
Merry Leigh Dameron
Keyword(s):  
Public Schools ◽  
Racial Identity ◽  
Identity Development ◽  
Multicultural Competence ◽  
Racial Identity Development ◽  
University Partnerships ◽  
Content Type ◽  
Before And After ◽  
Development Processes ◽  
K 12

Purpose The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work. Design/methodology/approach This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training. Findings Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention. Research limitations/implications Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education. Originality/value This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

Patterns of Black Racial Identity Development of Black Men Affiliated with Historically Black Fraternities at a Large Predominately White University in the Midwest

2014 ◽  
Author(s):  
◽  
Andre Brown
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Historically Black ◽  
Black Men ◽  
Racial Identity Development ◽  
Black College ◽  
Greek Letter ◽  
Predominately White ◽  
Black Racial Identity ◽  
Black Greek Letter Organizations

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study examined the meaning behind the experiences that influence racial identity development of Black fraternity members at a large public land grant research university in the Midwest. Existing literature specific to racial identity development in Black college men is outdated and largely underdeveloped. Previous studies have rarely made the distinction between student experiences in predominantly White fraternities and sororities and historically Black Greek letter organizations. No comprehensive qualitative research has been published on how participation in a historically Black fraternity influences Black racial identity development. In order to gain a greater understanding of how the participants make meaning of their experience at a predominately White campus and whether their affiliation in a historically Black fraternity influences their racial identity development, a phenomenological study using an exploratory design was utilized. Implications of this study provide perspectives to student affairs practitioners and lead to interventions to mitigate the high rate of attrition among Black men at predominately White campuses. Utilizing Cross's model of psychological nigrescence, five themes emerged through the course of this study about their decision to join a historically Black fraternity and how affiliation in those organizations influenced the participants' Black racial identity. Findings revealed that Black fraternity members' Black racial identity is influenced by participation in these student organizations. Moreover, historically Black fraternities provide members a social support network to cope with the stressors of attending a predominately White institution while simultaneously promoting positive outcomes. Lastly, Black Greek letter organizations members use their respective organizations as an outlet for Black racial expression and provide members a cultural connection with their African Ancestry. Keywords: historically Black Greek lettered organization, Greek letter societies, Black college students, student involvement, African American leadership, student activities

scholarly journals “We Were All Just the Black Kids”: Black Mixed-Race Men and the Importance of Adolescent Peer Groups for Identity Development

2018 ◽  
Vol 6 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Jennifer Patrice Sims ◽  
Remi Joseph-Salisbury
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Black People ◽  
Peer Groups ◽  
Mixed Race ◽  
The United States ◽  
Gender And Sexuality ◽  
Racial Identity Development ◽  
The United Kingdom ◽  
Adolescent Peer Groups

While critical Mixed-Race studies (CMRS) has paid attention to the intersections of race, gender, and sexuality in sampling and analysis, most studies disproportionately focus on women. This means that generalizability of findings and theories to men should not become axiomatic. Regarding black Mixed-Race people, for example, the theory that rejection from black people is influential for many black Mixed-Race individuals’ identity development is derived from interviews with mainly women. Explicitly noting that these processes are not as applicable for men, yet offering no accompanying theorizing as to the influence of gendered interactions on men’s racial identity development, appears to have become the standard. Therefore, bringing together data from two studies that explored black mixedness in the United States and the United Kingdom, this article joins a nascent literature on the gendered experiences of Mixed-Race men. Our analysis shows that, unlike black Mixed-Race women, black Mixed-Race men’s mixedness is often constructed as compatible with the heteronormative gender identities that are constituted in racialized peer groups. As such, black Mixed-Race men are able to cultivate a sense of strategic sameness with same gender black peers. This and other findings are discussed in light of their implications for CMRS’s intersectional theories of identity development.

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