Friendship Within and Across Borders

Establishing social networks can be extremely challenging when international students, particularly those of Color, move to a new academic and social environment. We examined first-year international students of Color perceptions of their social networks and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminated participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.

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Navigating the First Year: Transition and Adjustment Experiences of International Students of Color at a Predominantly White Institution

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v26i2.2374 ◽

2019 ◽

Vol 26 (2) ◽

Author(s):

Christina W. Yao ◽

Jennifer N. Rutt ◽

Kaleb Briscoe ◽

Alexandra Kirshenbaum ◽

Matthew W. Knight ◽

...

Keyword(s):

Higher Education ◽

International Students ◽

Students Of Color ◽

International Student ◽

Student Mobility ◽

The United States ◽

First Year ◽

Political Issues ◽

Predominantly White Institution ◽

White Institution

International student mobility has been a highly discussed topic in higher education in the United States (U.S.). Yet current geo-political issues necessitate a re-examination of how international students, especially those who would be considered students of Color, are transitioning to U.S. higher education institutions. Findings from three interviews that spanned participants’ first year on campus include the importance of social interactions, challenges with academic adjustments, and navigating the effects of politics. Suggestions for student affairs practice are addressed, including pre-sojourn connections and peer engagement.

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International students’ lived experiences in a predominantly White institution in Southwest Florida

Multicultural Learning and Teaching ◽

10.1515/mlt-2020-0005 ◽

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.

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Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

Higher Education Studies ◽

10.5539/hes.v11n2p127 ◽

2021 ◽

Vol 11 (2) ◽

pp. 127

Author(s):

Patrick Turner ◽

Efren Miranda Zepeda

Keyword(s):

Community College ◽

Predominantly White ◽

Students Of Color ◽

Sense Of Belonging ◽

Attrition Rate ◽

Predominantly White Institution ◽

Men Of Color ◽

White Institution ◽

Education Statistics

The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

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Socio-Emotional Experiences of Students of Color at a Predominantly White Institution

PsycEXTRA Dataset ◽

10.1037/e509442019-001 ◽

2019 ◽

Author(s):

Shao-Jung Ko ◽

Anne S. Neuweiler ◽

Greg A. Arbogast ◽

Aleis C. Pugia ◽

Patton Garriott ◽

...

Keyword(s):

Predominantly White ◽

Students Of Color ◽

Emotional Experiences ◽

Predominantly White Institution ◽

White Institution

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Students Perspectives on Holistic Mentoring Practices in STEM Fields

JCSCORE ◽

10.15763/issn.2642-2387.2019.5.1.33-59 ◽

2019 ◽

Vol 5 (1) ◽

pp. 33-59 ◽

Cited By ~ 1

Author(s):

Courtney L. Luedke ◽

Dorian L. McCoy ◽

Rachelle Winkle-Wagner ◽

Jamila Lee-Johnson

Keyword(s):

Predominantly White ◽

Historically Black ◽

Students Of Color ◽

Social Reproduction ◽

Mentoring Relationships ◽

Stem Fields ◽

Predominantly White Institution ◽

Social Reproduction Theory ◽

Mentoring Practices ◽

White Institution

This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.

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The Experiences of Students of Color at a Predominantly White Institution: Implications for Counselor Training

Journal of Multicultural Counseling and Development ◽

10.1002/jmcd.12156 ◽

2019 ◽

Vol 47 (4) ◽

pp. 239-255

Author(s):

Nicole Pulliam ◽

Tina R. Paone ◽

Krista M. Malott ◽

Jordan Shannon

Keyword(s):

Predominantly White ◽

Students Of Color ◽

Counselor Training ◽

Predominantly White Institution ◽

White Institution

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Latina/o Undergraduate Students Mentoring Latina/o Elementary Students: A Borderlands Analysis of Shifting Identities and First-Year Experiences

Harvard Educational Review ◽

10.17763/haer.79.4.01107jp4uv648517 ◽

2009 ◽

Vol 79 (4) ◽

pp. 560-586 ◽

Cited By ~ 29

Author(s):

Dolores Delgado Bernal ◽

Enrique Alemán Jr. ◽

Andrea Garavito

Keyword(s):

College Students ◽

University Students ◽

Predominantly White ◽

Elementary Students ◽

Undergraduate Students ◽

Ethnic Studies ◽

First Year ◽

Predominantly White Institution ◽

White Institution ◽

Shifting Identities

This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences served as sitios y lenguas (decolonizing spaces and discourses; Pérez, 1998)in which the undergraduate students were able to reflect on the ongoing transformation of their social and political identities, revealing the complex and fluid latinidades(Latina/o identities; Latina Feminist Group, 2001) that exist among the Latina/o university students. This article explores the physical and metaphorical borders (Anzaldúa, 1987) the undergraduates occupy, navigate, and challenge while they work simultaneously as mentors in a mostly Latina/o setting and as college students on a mostly white campus.

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The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution

The Qualitative Report ◽

10.46743/2160-3715/2020.4224 ◽

2020 ◽

Author(s):

Talisha Adams ◽

Juliann McBrayer

Keyword(s):

College Students ◽

Predominantly White ◽

Students Of Color ◽

Lived Experiences ◽

First Generation ◽

First Generation College Students ◽

Student Body ◽

Predominantly White Institution ◽

White Institution ◽

First Generation College

As many colleges and universities continue to increase their enrollment and diversification of their student body, the number of first-generation college students of color will continue to rise. Colleges have been charged with the challenge of not only enrolling this student population but also ensuring that they are connected to the university and persist to graduation. The purpose of this phenomenological qualitative study was to examine the lived experiences of first-generation college students of color at a Predominantly White Institution (PWI). This study utilized individual in-depth interviews and a focus group to examine how first-generation students of color experienced college at a PWI. Four major themes were revealed: a college degree is a means to a better lifestyle; money always matters; a heightened sense of safety concerns exists; and there is a desire for a supportive multicultural campus environment. The findings of this study may aid institutional leaders in understanding the first-generation college student of color experience at a PWI and assist in establishing and maintaining academic and social support programs that are geared towards these students.

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