Finding one’s People and One’s Self on Campus

2020 ◽  
pp. 96-110
Author(s):  
Gabriel Velez
Keyword(s):  
Ethnic Identity ◽  
Minority Students ◽  
Extracurricular Activities ◽  
Social Identities ◽  
Academic Identities ◽  
Campus Organizations ◽  
Identity Based ◽  
Race Ethnicity ◽  
Initial Attraction ◽  
Racial Ethnic

This chapter illustrates the diverse social identities that are developed in racial-ethnic, identity-based campus organizations. Students listed race-ethnicity as the focus of their initial attraction to these organizations. However, they came to embed themselves in these organizations because the organizations also developed other aspects of their identities, such as their professional, political, and academic identities. This chapter also highlights students who explicitly sought to embed themselves in organizations and clubs that were not connected with their racial-ethnic identity. In doing so, this chapter takes a critical look at extracurricular activities in relation to experiences of race-ethnicity at college and examines the role they serve in minority students' self-exploration.

The Impossibility of a Color-Blind Identity

2020 ◽  
pp. 23-39
Author(s):  
Micere Keels
Keyword(s):  
Minority Students ◽  
Colleges And Universities ◽  
College Campuses ◽  
Social Identities ◽  
Historically White ◽  
Academic Identities ◽  
Marginalized Groups ◽  
Psychic Energy ◽  
Racial Ethnic ◽  
Academic Potential

This chapter lays out the argument for shifting social identities from the margin to the center of how universities engage with students from historically marginalized groups. It does this by showing that even when minority students intentionally attempt to “move beyond” their social identities and embody a humanist identity, they are regularly tripped up by how they are identified by others, and by the psychic energy they must expend to deny, to themselves, their experiences of prejudice. To some extent, simple demographics predestine particular American racial-ethnic groups to be minorities on college campuses, but the marginalization that Black and Latinx students experience is an institutionally constructed phenomenon. To be minoritized is to be a member of a group that is both less in number and has less power and more stigma than other groups. And it is the combination of being both in the demographic minority and negatively stereotyped—having to interact with peers and professors who hold racialized stereotypes about academic potential—that leads Black and Latinx students in historically White colleges and universities to experience marginalization in ways that implicate both their racial-ethnic and academic identities.

Importance of a Critical Mass

2020 ◽  
pp. 82-95
Author(s):  
Carly Offidani-Bertrand
Keyword(s):  
Minority Students ◽  
Critical Mass ◽  
Additional Layer ◽  
Historical Figures ◽  
Campus Organizations ◽  
Campus Integration ◽  
White Professors ◽  
K 12 ◽  
First Time ◽  
Racial Ethnic

This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.

Racial and Ethnic Disparities in School Discipline: The Interactive Effects of Gender and Parental Educational Attainment

2021 ◽  
pp. 001112872110298
Author(s):  
Peter S. Lehmann ◽  
Andia M. Azimi ◽  
Kiarra Fortney ◽  
Kayla Alaniz
Keyword(s):  
Educational Attainment ◽  
Minority Students ◽  
Ethnic Disparities ◽  
Interactive Effects ◽  
Office Referrals ◽  
Race Ethnicity ◽  
Monitoring The Future ◽  
Using Data ◽  
Parental Educational Attainment ◽  
Racial Ethnic

Prior research has provided consistent evidence that minority students are more likely than White youth to experience punitive forms of discipline in schools. Scholars have theorized that these disadvantages are closely connected to gender and socioeconomic status, but little research has explored how these factors independently and jointly might moderate the effects of race/ethnicity. Using data from the 2012 to 2018 8th and 10th grade cohorts of the Monitoring the Future survey ( N = 53,986), these analyses find that minority students are more likely than Whites to experience suspension/expulsion and office referrals, and this pattern is especially prominent among females. Further, racial/ethnic disparities are amplified for youth whose parents have higher levels of educational attainment, though some differences by gender also emerge.

Power in the Midst of Powerlessness

2020 ◽  
pp. 69-81
Author(s):  
Elan Hope
Keyword(s):  
Social Media ◽  
Black Students ◽  
Campus Culture ◽  
Critical Examination ◽  
The Public ◽  
Identity Based ◽  
Race Ethnicity ◽  
Almost All ◽  
Racial Ethnic ◽  
Insight Into

This chapter provides insight into how Black and Latinx students navigated their identity as activists during a period in American history when social media documentation of racially-ethnically motivated violence made it impossible to pretend that America had entered a post-racial state of consciousness. There was little variation in how these students felt about police brutality and the targeting of Latinx deportation; almost all were disturbed, most were outraged. However, there was variation in the public visibility of their response and engagement with activism. Because of these societal realities, Black and Latinx college students have to balance academic pursuits with evolving racial-ethnic identity and growing civic purpose. As such, this chapter focuses on how identity-based counterspaces and activist campus culture facilitate Latinx and Black students' critical examination of race-ethnicity and racism.

scholarly journals The problematization of racial/ethnic minority student participation in U.S. study abroad

2013 ◽  
Vol 4 (2) ◽  
pp. 365-390 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Study Abroad Programs ◽  
Ethnic Minority Students ◽  
Race Ethnicity ◽  
Racial Ethnic

AbstractWithin U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.

Campus Counterspaces

2020 ◽  
Author(s):  
Micere Keels
Keyword(s):  
Ethnic Identity ◽  
Minority Students ◽  
College Transition ◽  
Colleges And Universities ◽  
Detailed Account ◽  
Historically White ◽  
Safe Spaces ◽  
Counter Narratives ◽  
New Ideas ◽  
Racial Ethnic

Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.

Race/Ethnicity and Multicultural Competence Among Counselor Trainees: Training, Racial/Ethnic Identity

2012 ◽  
Author(s):  
Ruth Chu-Lien Chao ◽  
Dayna Northart ◽  
Ben Berger ◽  
Deepta Dasgupta ◽  
Canzi Wang
Keyword(s):  
Ethnic Identity ◽  
Multicultural Competence ◽  
Counselor Trainees ◽  
Race Ethnicity ◽  
Racial Ethnic

scholarly journals Dimensions of Racial Identity and Perceived Discrimination in Health Care

2016 ◽  
Vol 26 (4) ◽  
pp. 501 ◽  
Author(s):  
Irena Stepanikova ◽  
Gabriela R. Oates
Keyword(s):  
Health Care ◽  
Ethnic Identity ◽  
Risk Factor ◽  
Native American ◽  
Racial Identity ◽  
Perceived Discrimination ◽  
Two Dimensions ◽  
Behavioral Risk ◽  
Race Ethnicity ◽  
Racial Ethnic

<p class="Pa7"><strong>Objective: </strong>Perceived discrimination is an important risk factor for minority health. Drawing from the scholarship on multi­dimensionality of race, this study exam­ines the relationships between perceived discrimination in health care and two dimensions of racial identity: self-identified race/ethnicity and perceived attributed race/ ethnicity (respondents’ perceptions of how they are racially classified by others).</p><p class="Pa7"><strong>Methods: </strong>We used Behavioral Risk Factor Surveillance System data collected in 2004- 2013 and we specifically examined the data on perceived racial discrimination in health care during the past 12 months, perceived attributed race/ethnicity, and self-identified race/ethnicity.</p><p class="Pa7"><strong>Results: </strong>In models adjusting for sociode­mographic and other factors, both dimen­sions of racial/ethnic identity contributed independently to perceived discrimination in health care. After controlling for self-identified race/ethnicity, respondents who reported being classified as Black, Asian, Hispanic, and Native American had higher likelihood of perceived discrimination than respondents who reported being classified as White. Similarly, after taking perceived attributed race/ethnicity into account, self-identified Blacks, Native Americans, and multiracial respondents were more likely to report perceived discrimination than coun­terparts who self-identified as White. The model using only perceived attributed race/ ethnicity to predict perceived discrimination showed a superior fit with the data than the model using only self-identified race/ ethnicity.</p><p class="Pa7"><strong>Conclusion: </strong>Perceived attributed race/ ethnicity captures an aspect of racial/ethnic identity that is correlated, but not inter­changeable, with self-identified race/ethnic­ity and contributes uniquely to perceived discrimination in health care. Applying the concept of multidimensionality of race/ ethnicity to health disparities research may reveal understudied mechanisms linking race/ethnicity to health risks.</p><p class="Pa7"><em>Ethn Dis. </em>2016;26(4):501-512; doi:10.18865/ ed.26.4.501</p><p><span style="font-family: Times New Roman;"><span style="font-size: medium;"><br /></span></span></p>

Links between race/ethnicity and cultural values as mediated by racial/ethnic identity and moderated by gender.

1997 ◽  
Vol 72 (6) ◽  
pp. 1460-1476 ◽  
Author(s):  
Stanley O. Gaines ◽  
William D. Marelich ◽  
Katrina L. Bledsoe ◽  
W. Neil Steers ◽  
Michael C. Henderson ◽  
...  
Keyword(s):  
Ethnic Identity ◽  
Cultural Values ◽  
Race Ethnicity ◽  
Racial Ethnic
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