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.

Different Experiences and Perceptions of Campus Climate Among Minority Students at a Predominantly White Institution

2017 ◽  
Vol 2 (1) ◽  
pp. 40-56
Author(s):  
Lucila Telles Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Minority Students ◽  
Campus Climate ◽  
Minority Group ◽  
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). The study included six focus group sessions, each designated for a specific minority group – African American students, Native American students, gender and sexually diverse students, students with disabilities, Latino-Hispanic students, and International students. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported exactly the opposite. Attribution to discrimination theory was used as a lens to closely analyze participants' discourse.

Different Experiences and Perceptions of Campus Climate Among Minority Students at a Predominantly White Institution

2017 ◽  
pp. 1267-1283
Author(s):  
Lucila Telles Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Minority Students ◽  
Campus Climate ◽  
Minority Group ◽  
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). The study included six focus group sessions, each designated for a specific minority group – African American students, Native American students, gender and sexually diverse students, students with disabilities, Latino-Hispanic students, and International students. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported exactly the opposite. Attribution to discrimination theory was used as a lens to closely analyze participants' discourse.

scholarly journals African American Student Persistence at a Predominantly White Institution

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Brian Bourke ◽  
Nathaniel Bray
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Students ◽  
Institutional Factors ◽  
African American Student ◽  
State University ◽  
Cultural Elements ◽  
Predominantly White Institution ◽  
American Students ◽  
White Institution

Persistence in college among African American students continues to remain low compared to persistence among White students. Often, the focus in examining this issue has been on institution-wide retention efforts, which can ignore socio-cultural elements that can influence the decisions of individual students to persist at an institution; however, persistence may rely on a combination of institutional factors and socio-cultural elements. The purpose of this article is to present findings from a research project that highlight institutional factors and socio-cultural elements that influence the persistence of African American students at a predominantly White institution. The findings from focus groups with African American students suggest that they persist despite a “cold” campus climate and ongoing experiences with racism and prejudice at Southern State University [pseudonym].

scholarly journals Challenges for Rural Native American Students With Disabilities During COVID-19

2021 ◽  
pp. 875687052098229
Author(s):  
Candi Running Bear ◽  
William P. A. Terrill ◽  
Adriana Frates ◽  
Patricia Peterson ◽  
Judith Ulrich
Keyword(s):  
Native American ◽  
Students With Disabilities ◽  
High Speed ◽  
The United States ◽  
Contributing Factors ◽  
Running Water ◽  
Native American Students ◽  
Adequate Funding ◽  
American Students ◽  
Bureau Of Indian Education

The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.

scholarly journals Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships

2009 ◽  
Vol 4 (3) ◽  
pp. 21-26 ◽  
Author(s):  
Derrick Love
Keyword(s):  
African American ◽  
Predominantly White ◽  
Student Retention ◽  
Campus Climate ◽  
African American Students ◽  
Racial Stereotypes ◽  
African American College Students ◽  
Predominantly White Institution ◽  
Faculty Relationships ◽  
American Students

Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationships and student retention in African-American students attending a predominantly white institution. There was a statistically positive correlation between the perceptions of African-American students pertaining to student retention and campus climate, racial stereotypes, and faculty relationships at a predominantly white institution. African-American students want to be a part of an inclusive academic body that promotes diversity and student success.

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