Mentoring Graduate Students at HBCUs

2016 ◽  
pp. 64-79
Author(s):  
Sean Robinson
Keyword(s):  
African American ◽  
Graduate Students ◽  
African American Students ◽  
Empirical Literature ◽  
Professional Students ◽  
The Social ◽  
American Students ◽  
The Impact ◽  
Essential Support

Several scholars contend that the reason for success of African-American graduate and professional students at HBCUs is that the students receive better support than they do at PWIs. Thompson (2009) describes the HBCU environments as an “academically rigorous and socially conscious environment that challenges in shape students intellectual as well as the social, political and spiritual lives” (p. 30). But a thorough examination of the essential support structures for African-American graduate students is generally lacking in the empirical literature. The purpose of this chapter, therefore, is to discuss the role of a mentoring, a particular type of support structure that has been shown to impact engagement, retention, and completion for graduate students. Given the limited research around mentoring for African-American students, including graduate students, we seek to highlight the impact that this particular type of relationship has for graduate students attending HBCUs.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

Racialized Perceptions of School Violence Suspensions of African-American Students

2019 ◽  
pp. 208-226
Author(s):  
Jeffrey Herron ◽  
Morghan Vélez Young-Alfaro
Keyword(s):  
African American ◽  
School Violence ◽  
Racial Discrimination ◽  
African American Students ◽  
School Suspensions ◽  
American Students ◽  
Learning School ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

Racialized Perceptions of School Violence Suspensions of African-American Students

2021 ◽  
pp. 1284-1302
Author(s):  
Jeffrey Herron ◽  
Morghan Vélez Young-Alfaro
Keyword(s):  
African American ◽  
School Violence ◽  
Racial Discrimination ◽  
African American Students ◽  
School Suspensions ◽  
American Students ◽  
Learning School ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

African American Students, Racism, and Academic Injustice

2021 ◽  
pp. 666-689
Author(s):  
Patrice W. Glenn Jones ◽  
Warren C. Hope
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
Instructional Strategy ◽  
Academic Improvement ◽  
Low Socioeconomic ◽  
American Students ◽  
Racial Injustice ◽  
Urban Student ◽  
The Impact

In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.

Sign in / Sign up

Export Citation Format

Share Document