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.

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.

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 A Qualitative Analysis of the Intersectional Socialization of NCAA Division I Student-Athletes Across Diverse Identities

2021 ◽  
pp. 1-33
Author(s):  
Martha Serena Archer ◽  
Tony Weaver
Keyword(s):  
Predominantly White ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Case Study Research ◽  
Division I ◽  
Predominantly White Institution ◽  
Collegiate Sport ◽  
The Social ◽  
White Institution ◽  
Division I Football

This research explores the socialization of NCAA Division I student-athletes through case study research methods to understand the influence of collegiate sport on interactions across intersectional identities. Grounded in academic theories relation to student-athlete socialization and intersectionality, this study addresses the following overarching question: What is the influence of athletic participation on the socialization of student-athletes? Interviews lasting 30-45 minutes were conducted with student-athletes (n=21) and athletic staff (n=4) associated with an NCAA Division I football program at a predominantly White institution (PWI) in the southern United States. Results suggested that the socialization of student athletes is complicated by their diverse, intersectional identities and oftentimes requires them to fall into perceived situational identities depending on the social setting.

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.

South Africa’s Institutions of Higher Learning

2014 ◽  
Vol 31 (3) ◽  
pp. 50-69
Author(s):  
Muhammed Haron
Keyword(s):  
Social Science ◽  
Religious Studies ◽  
Higher Learning ◽  
Honors Program ◽  
Islamic Studies ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Regional Universities ◽  
Muslim Communities ◽  
Insight Into

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular. 

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

South Africa’s Institutions of Higher Learning

2014 ◽  
Vol 31 (3) ◽  
pp. 50-69
Author(s):  
Muhammed Haron
Keyword(s):  
Social Science ◽  
Religious Studies ◽  
Higher Learning ◽  
Honors Program ◽  
Islamic Studies ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Regional Universities ◽  
Muslim Communities ◽  
Insight Into

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular. 

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