Fictive Kinship Networks in Postsecondary Education

2021 ◽  
pp. 64-85
Author(s):  
Tiffanie Turner-Henderson ◽  
Maureen Leary
Keyword(s):  
Predominantly White ◽  
Postsecondary Education ◽  
Predominantly White Institutions ◽  
The Self ◽  
People Of Color ◽  
Kinship Networks ◽  
White Institutions ◽  
Fictive Kinship ◽  
History Of ◽  
Tinto's Model

To discuss the disparity of education among minorities in this country, the understanding of the problem is essential. Education equality for people of color is based on their socioeconomic status and ethnic backgrounds. The lack of knowledge and appreciation of Black culture is a practice of disengagement that prohibits the connection between instructor and student. Utilizing Tinto's Model of Attrition and the Self-Determination and Resilience Theories, the chapter will explore the history of fictive kinship models, their impact on minority persistence in higher education and provide recommendations for the creation of networks on predominantly white institutions.

The Chronicle of the Resurrection Regalia: Or Why Every Black Hire Is the First

2020 ◽  
Vol 64 (14) ◽  
pp. 1961-1974
Author(s):  
Glenn E. Bracey ◽  
David F. McIntosh
Keyword(s):  
Predominantly White ◽  
Black People ◽  
Jim Crow ◽  
Predominantly White Institutions ◽  
People Of Color ◽  
Racial Groups ◽  
Historically White ◽  
White Institutions ◽  
Historically White Institutions ◽  
Institutional Space

This article uses Wendy Moore’s concept of White institutional space to explain why Black people experience ostracization, microaggressions, and other forms of othering in predominantly White institutions. More than five decades since the official end of Jim Crow, Black people report Whites treating them as though they do not belong in predominantly White institutions. It is as though Black people are still integrating White spaces, even when other Black people are members in those spaces. Drawing on sociology, psychology, and education literatures and our own ethnographic research, we argue that Black people feel like they are integrating White institutional spaces because they are. White people have constructed a three-part system to protect the Whiteness of spaces as people of color struggle for increased membership in historically White institutions. The first part of the system is physical segregation, accomplished primarily through residential segregation and institutional siloing. The second part is segregation via microaggressions that ensure that only a few people of color enter White institutional space, that the few who enter are unlikely to disturb White institutional space, and any people of color who no longer consent to White normativity are quickly discovered and excised. Finally, Whites use cognitive tricks like subtyping, which define colleagues of color as special exceptions to their otherwise undesirable racial groups. Through a fictional chronicle, the authors demonstrate how White colleagues use physical separation, microaggressions, and subtyping to maintain the Whiteness of their White institutional space.

Mapping Microaggressions on a Southern University Campus: Where Are the Safe Spaces for Vulnerable Students?

2019 ◽  
Author(s):  
Kirk A Johnson ◽  
Willa M Johnson ◽  
James M Thomas ◽  
John J Green
Keyword(s):  
Predominantly White ◽  
Minority Groups ◽  
Higher Learning ◽  
Predominantly White Institutions ◽  
University Campus ◽  
White Institutions ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
University Leaders ◽  
Southern University

Abstract When leaders at institutions of higher education downplay everyday incivilities directed against racial and other minority groups, it can obscure the magnitude of intergroup antipathy at these schools. At the most prominent university in the only state whose flag contains the Confederate emblem, we wondered whether reports of so-called microaggressions were more common than university leaders sometimes suggest, more frequent in certain campus spaces than in others, and likely to invoke the South and its history. Using online diaries, we collected 1,301 accounts of incidents from 684 students during the 2014–2015 academic year.  Our mixed-method approach revealed widespread incivilities, many of them blatant, both on and off campus. Microaggressions in classrooms were less frequent but as blatant as those in living spaces, and reports of environmental microaggressions seemed particularly likely to invoke students’ references to the history of the region. This research suggests the value of using online diaries as a method for understanding the everyday experiences of vulnerable students at predominantly white institutions of higher learning.

scholarly journals Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors

2021 ◽  
Vol 29 (1) ◽  
pp. 20-28
Author(s):  
Natalie M. Welch ◽  
Jessica L. Siegele ◽  
Robin Hardin
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Athletic Directors ◽  
Collegiate Athletics ◽  
Predominantly White Institutions ◽  
Leadership Identity ◽  
Collegiate Sports ◽  
Professional Networks ◽  
White Institutions ◽  
Semistructured Interviews

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

Transitioning Courses During COVID-19

2021 ◽  
pp. 99-125
Author(s):  
Kanita K. DuCloux ◽  
Michelle S. Jones ◽  
Jeffrey D. Herron
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Time Frame ◽  
Colleges And Universities ◽  
Predominantly White Institutions ◽  
Black Faculty ◽  
Face To Face ◽  
White Institutions ◽  
Face To Face Instruction ◽  
Short Time

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

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