scholarly journals Offensive or Not

2019 ◽  
Vol 3 (2) ◽  
pp. 51-65
Author(s):  
Brea M. Banks ◽  
Steve E. Landau
Keyword(s):  
Sexual Orientation ◽  
University Students ◽  
Predominantly White ◽  
Current Literature ◽  
The State ◽  
Prior Exposure ◽  
Predominantly White Institution ◽  
White Institution

Although the literature suggests that there exist harmful consequences of microaggression, some researchers argue that the state of the current literature lacks evidence that these indignities are in fact offensive to individuals holding marginalized identities. To address this gap, researchers sought to examine the perspectives of university students, as individuals at a Predominantly White Institution provided ratings to indicate their experiences with and interpretation of verbal racial insults that had been previously identified as microaggressive by previous researchers. Results demonstrate that there are differences in how university students interpret microaggressions. Specifically, the obtained data suggest that race, gender, sexual orientation, and prior exposure to the microaggressions are significant predictors to one’s interpretation of them as offensive or insulting. 

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

2009 ◽  
Vol 79 (4) ◽  
pp. 560-586 ◽  
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.

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

What Is It Like to Be a Minority Student at a Predominantly White Institution?

2021 ◽  
pp. 191-209
Author(s):  
Lucila T. Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Campus Climate ◽  
Minority Student ◽  
University Campus ◽  
Predominantly White Institution ◽  
Native American Students ◽  
American Students ◽  
White Institution

This study examines the differences in experiences and perceptions of campus climate of 38 minority students enrolled in a predominantly white institution (PWI). African American students, Native American students, gender and sexually diverse students, students with disabilities, Latinx students, and international students participated in the study. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported the opposite. Attribution to discrimination theory informed the theoretical framework of this study and the data analysis. Policy recommendations to improve the climate of diversity on university campus are provided.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019 ◽  
pp. 004208591989404
Author(s):  
Royel M. Johnson ◽  
Terrell L. Strayhorn ◽  
Christopher S. Travers
Keyword(s):  
Predominantly White ◽  
Academic Advising ◽  
Black Males ◽  
Academic Advisor ◽  
Predominantly White Institution ◽  
Urban University ◽  
White Institution ◽  
Race And Culture

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

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