scholarly journals 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

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).

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.

scholarly journals Examining the continuum of Black student leadership: From community to college and beyond

2021 ◽  
Vol 29 ◽  
pp. 42
Author(s):  
Bryan Hotchkins ◽  
Jon McNaughtan
Keyword(s):  
Predominantly White ◽  
Racial Socialization ◽  
Student Leadership ◽  
Black College ◽  
Added Value ◽  
Comparative Case Study ◽  
Predominantly White Institution ◽  
White Institution ◽  
The Continuum

This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.

scholarly journals Friendship Within and Across Borders

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Kaleb L. Briscoe ◽  
Christina Yao ◽  
Evangela Oates ◽  
Jennifer N. Rutt ◽  
Kathleen Buell
Keyword(s):  
Social Networks ◽  
International Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Future Research ◽  
First Year ◽  
Domestic Students ◽  
Predominantly White Institution ◽  
Shared Experiences ◽  
White Institution

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.

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

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

Lucia's Journey of Bridging Two Worlds

2020 ◽  
pp. 107-123
Author(s):  
Angelica M. Tello
Keyword(s):  
Predominantly White ◽  
First Generation ◽  
Counseling Services ◽  
State University ◽  
Predominantly White Institution ◽  
First Generation College Student ◽  
School Work ◽  
White Institution ◽  
First Generation College

Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.

scholarly journals Students Perspectives on Holistic Mentoring Practices in STEM Fields

JCSCORE ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 33-59 ◽  
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.

A Place for Me? African American Transfer Student Involvement on the Campus of a Predominantly White Institution in the Midwest

2020 ◽  
Vol 51 (6) ◽  
pp. 587-610
Author(s):  
Danielle J. McCall ◽  
Jason Castles
Keyword(s):  
African American ◽  
Predominantly White ◽  
Student Involvement ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Relationship Building ◽  
Predominantly White Institution ◽  
Staff Members ◽  
White Institution ◽  
University Support

The purpose of this study was to explore the experiences and sense of belonging of African American transfer students attending a predominantly White institution in the Midwest when resources tailored to this specific group were available. This study sought to explore the effect that support services (or lack of) and staff had on the lived experiences and student involvement of African American students on a particular campus. Themes that emerged from the study indicated the cultural difference some students noticed and the satisfaction others felt with the support and programs the university offered them. Staff members indicated a lack of university services and support in retaining and assisting these students. Themes discovered from the data collected included views of the campus community, level of involvement/sense of belonging, relationship building, staff/university support, and whether the staff at the institution was providing enough support for these students.

Lucia's Journey of Bridging Two Worlds

2021 ◽  
pp. 343-355
Author(s):  
Angelica M. Tello
Keyword(s):  
Predominantly White ◽  
First Generation ◽  
Counseling Services ◽  
State University ◽  
Predominantly White Institution ◽  
First Generation College Student ◽  
School Work ◽  
White Institution ◽  
First Generation College

Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.

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