Impressions: African American First-Year Students' Perceptions of a Predominantly White University

1998 ◽  
Vol 67 (4) ◽  
pp. 416 ◽  
Author(s):  
Katie Branch Douglas
Keyword(s):  
African American ◽  
Predominantly White ◽  
First Year ◽  
First Year Students ◽  
Predominantly White University

scholarly journals Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university

2021 ◽  
Author(s):  
◽  
Christine M. Woods
Keyword(s):  
African American ◽  
Predominantly White ◽  
Structured Interview ◽  
Influential Factors ◽  
Black Female ◽  
African American Female ◽  
Predominantly White Institution ◽  
Predominantly White University ◽  
White Institution ◽  
Persistence Toward Graduation

African American females are enrolling and graduating college at increasing rates and outpacing their male counterparts to graduation. While their graduation rates increase, narratives of their journeys to and through college are sparse in the literature. This qualitative study examines the narratives of persistence of 10 Black female undergraduates enrolled at a Mid-Western Predominantly White Institution (PWI). Through the lenses of Crenshaw's intersectionality and Bronfenbrenner's ecological systems theory, this study explores factors that impede or promote persistence through the socio-environmental contexts of Black female undergraduates' journeys to and through a PWI. Using a semi-structured interview protocol, participants share stories of persistence beginning from childhood. Interview data underscore family context, faith, and issues of race, gender, and class as influential factors of persistence toward graduation at a PWI. Implications for practice and research are presented, and recommendations for administrators and practitioners are offered.

What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth

2003 ◽  
Vol 73 (4) ◽  
pp. 524-558 ◽  
Author(s):  
KEVIN COKLEY
Keyword(s):  
African American ◽  
Predominantly White ◽  
Historically Black ◽  
African American Students ◽  
Academic Motivation ◽  
Black Colleges ◽  
Self Concept ◽  
African American College Students ◽  
Predominantly White University ◽  
American Students

In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.

Sense of Belonging and Persistence in White and African American First-Year Students

2009 ◽  
Vol 50 (7) ◽  
pp. 649-669 ◽  
Author(s):  
Leslie R. M. Hausmann ◽  
Feifei Ye ◽  
Janet Ward Schofield ◽  
Rochelle L. Woods
Keyword(s):  
African American ◽  
Sense Of Belonging ◽  
First Year ◽  
First Year Students

Examining Individualism, Collectivism, and Self-Differentiation in African American College Women

2003 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
George V. Gushue ◽  
Madonna G. Constantine
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Women ◽  
College Women ◽  
Emotional Reactivity ◽  
Predominantly White University ◽  
Individualism And Collectivism ◽  
Self Differentiation ◽  
Emotional Cutoff ◽  
The Relationship

This study examined aspects of individualism, collectivism, and self-differentiation in 123 African American women attending a predominantly White university. Specifically, the study explored the relationship between Triandis's (1995) model of horizontal and vertical individualism and collectivism, and four self-differentiation constructs (i.e., emotional reactivity, I-position, emotional cutoff, and fusion with others) proposed by Skowron and Friedlander (1998). Results revealed that aspects of individualism and collectivism were differentially related to self-differentiation in African American college women. Implications of the findings are discussed.

Gifted Black Males in a Predominantly White University: Portraits of High Achievement

2002 ◽  
Vol 26 (1) ◽  
pp. 25-64 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
African American ◽  
Predominantly White ◽  
Extracurricular Activities ◽  
Black Males ◽  
Peer Group ◽  
Case Study Research ◽  
African American College Students ◽  
University Environment ◽  
Predominantly White University ◽  
The University

This article addresses the limited research on high-achieving African American students by examining the experiences of 5 gifted Black males in a predominantly White university setting. Through case study research methodology, this study revealed significant factors that influenced the achievement of the gifted university males. Themes uncovered in the data included influential mothers, recognition of giftedness, and support from significant teachers and mentors. These factors interacted to shape a belief in self and internal motivation within the gifted Black males. Additional themes in the data included the multiple talents of the gifted males nurtured through involvement in extracurricular activities and their positive experiences with an integrated peer group. The final theme in the data accentuated the participants' ability to ignore racist experiences within the university environment and remain focused on their goals. Implications of the findings designed for university educators dedicated to meeting the needs of gifted African American college students are presented.

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