White University Campus Research Articles

Navigating an anti-Black campus climate: #black@pwi

ABSTRACT In the 1960s, Black student protests of racism through sit-ins, building occupations, and demands for the resignation of university top administrators spurred the creation of ethnic studies and diversity programs on white university campuses in the United States. These efforts did not, unfortunately, dismantle entrenched structural racism. Black student activism continues to confront racial inequities using digitized campaigns on social media platforms to reach a global audience. This study uses critical race theory to explore how Black students at a white-dominant university give meaning to their racialized experiences as communicated using the twitter hashtag campaign #Blackatpwi. The results illuminate the magnitude of anti-Black racism and conditions under which Black students are expected to learn, the myriad ways white institutions reproduce and reinforce white supremacy and the students’ mobilization efforts to resist anti-Black racism. We provide recommendations to promote racial equity in higher education.

HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab

This paper describes the interrelated conceptual activities that took a Psychosociocultural (PSC) approach to direct best practices, interactions, and processes to implement HMong Parent Days effectively. The purpose of HMong Parent Day/ Hnub Txhawb Nqa Niam Txiv, a culturally-centered community-focused intervention, was to bring HMong parents onto a midwestern predominantly White university campus for a day of college knowledge. The day honored HMong parents' support of their children into and through higher education via the cultural value of rau siab (hard work). Three levels of learning that emergent as new knowledge for HMong parents were highlighted and discussed relative to the PSC approach. Implications for scholars and university personnel were provided. The benefits of a culturally-centered community-focused intervention were discussed.

Experiences of black student-athletes on a predominantly White University Campus

ABSTRACTThe purpose of the study was to investigate and explain the academic, social, and athletic experiences of Black1 student-athletes attending a predominantly White degree-granting2 institution of higher education. Participants were six Black student-athletes (two women, four men). Situated in positioning theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and exposed that the participants had experienced academic challenges and negative social dynamics, but had athletic advantages in resources and training. To better support Black student-athletes, we encourage athletic departments, coaches, faculty, and all students to respect and value the identities, socio-economic backgrounds, and cultures of student-athletes of diversity.

African-American Students on a Predominantly White University Campus: Qualitative Research Findings

We conducted in-depth interviews with 13 African-American students at a selective, private, comprehensive University, located in the rural Midwest, where only 6 % of the student body (3,000) were minorities. Using qualitative research methodology, we conducted a phenomenological study from in-depth interviews. Analysis of the participant’s transcripts showed most data to revolve around five main constructs. These included experiences of interacting in the majority culture, perceived social pressures to conform, issues relating to personal identity, positive aspects they found relating to their campus experiences, and suggestions they offered for improving the multicultural experience on campus.

Two Separate Worlds

In this study, 21 African American, Asian American, and Latino students were interviewed in order to ascertain the nature of their experience as students of color on a small, predominantly White university campus in the northeastern United States. The data revealed awareness as the overarching theme in the phenomenon, in that awareness (or lack of it) produced “two separate worlds”: one for the White majority and another for students of color. The data also revealed a divergence in the phenomenon in that a small group of the youngest participants with the lightest skin color felt very much a part of the same world as their White counterparts. Cultural identity development theory is discussed as a possible explanation for the divergence in that it is linked to awareness and inherently incorporates relevant sociopolitical issues such as race, color, prejudice, and discrimination.

"A Fly in the Buttermilk": Descriptions of University Life by Successful Black Undergraduate Students at a Predominately White Southeastern University

And so a lot of times I felt out of place, because you see all white faces. You know I'm the only fly in the buttermilk, so that took some getting used to ... These words, shared by a black student during an interview for the present study, poignantly reflect the essence of the experience of being a minority student on a predominately white university campus. The impetus for this study of that experience was our realization that the graduation rate for black students was lower than the total rate for the university (four-year graduation rates are 19.6% versus 16.8%; five year rates are 36.1% versus 50.7). Available data provided no ready explanation for this discrepancy, although preliminary information from a research project concerning graduates of the university's nursing program indicated painful and alienating experiences among black students (Thomas & Davis, 2000). These early results led to a decision to enlarge the research team and to broaden the study to include students in other undergraduate majors. The purpose of this study was to obtain the first-person perspective of the students themselves, a perspective missing from most of the literature about the academic experience of black students. Review of Literature Minority groups in the United States currently constitute 25% of the overall population, and it is projected that before the year 2015 one-third of the population will consist of individuals culturally and ethnically different from the white majority (American Council on Education, 1988; U.S. Census Bureau, 1993). This national pattern of cultural change is also reflected on college campuses where increasing numbers of minority students are enrolling and, far too often, dropping out. Predominantly white institutions of higher education, in fact, often devote intensive efforts to minority student recruitment but find that subsequent retention is a significant problem. In predominantly white institutions, 70% of black students do not complete baccalaureate education compared to 20% of those from historically black institutions (National Center for Education Statistics, 1992; Steele, 1992). Throughout the 1990s the national college dropout rate for blacks was 20-25% higher than that for whites (Steele, 1999). This discrepancy is often explained by inferior academic preparation of black students prior to college entry. Extant data, however, strongly suggest that academic concerns are not paramount in the high attrition of black students (Echols, 1998) and certainly not the sole reason for their premature departure from campus (Steele, 1999). Given this possibility, attention must be given to nonacademic factors that influence attrition. In a meta-analysis of 113 studies covering research on minority students from 1970 to 1997, a number of social, academic, family, and institutional factors were found to be linked to academic success (Echols, 1998). Over 1500 institutions and 46,000 minority students (Hispanic Americans and Native Americans as well as black students) were represented in Echols' analysis. Supporting a theory proposed by Tinto (1975, 1987)--regarding the importance of social integration in promoting graduation--this analysis revealed that integrative experiences were a highly significant predictor variable. Negative or nonintegrative experiences (loneliness, alienation, and so forth) were positively correlated with voluntary withdrawal from college whereas positive or integrative experiences enhanced minority student persistence. Fostering educational attainment were factors such as an ability to be bicultural yet also maintain a cultural identity and to avoid becoming disheartened by racist events. Several authors suggest that the predominately white university campus does not present a hospitable atmosphere for minority student learning. If educational offerings are Euro-centric, culturally different students may feel unappreciated or come to devalue their own cultural group (Sue, Bingham, Porche-Burke, & Vasquez, 1999). …

Perceptions of White Identity and White Liability: An Analysis of White Student Responses to a College Campus Racial Hate Crime

This study takes a qualitative approach to understanding perceptions of White student identity in response to a racial hate email circulated to minority students throughout a predominantly White university campus community in the U.S. in 1999. This investigation adopts a critical White studies framework. Results indicated that even though White students did not feel the need to identify themselves as “White” because of its sense of normalcy, they still enjoyed and expected the privileges of being a member of that race. There is also a sense that their Whiteness is perceived as a negative attribute that now places them at a perceptual disadvantage in society. Additionally, the participants reported that their Whiteness should not be used as a marker of liability for continuing racial hate against minorities.

Perceptions of White Identity and White Liability: An Analysis of White Student Responses to a College Campus Racial Hate Crime

This study takes a qualitative approach to understanding perceptions of White student identity in response to a racial hate email circulated to minority students throughout a predominantly White university campus community in the U.S. in 1999. This investigation adopts a critical White studies framework. Results indicated that even though White students did not feel the need to identify themselves as “White” because of its sense of normalcy, they still enjoyed and expected the privileges of being a member of that race. There is also a sense that their Whiteness is perceived as a negative attribute that now places them at a perceptual disadvantage in society. Additionally, the participants reported that their Whiteness should not be used as a marker of liability for continuing racial hate against minorities.

Counseling Latino University Students: Psychosociocultural Issues for Consideration

Salient issues for Latino students on predominately White university campuses are identified and discussed. In particular, university counseling center (UCC) service providers can help diminish or diffuse educational and social difficulties of Latino students by considering psychosociocultural issues in counseling, such as university cultural environment, ethnic identity, acculturation, and social support from family and mentors. These concepts are illustrated and discussed through vignettes. Specific strategies for UCC service providers are also presented. Finally, attitudes and beliefs, knowledge, and skills necessary to provide competent psychosociocultural services to Latino students are identified.

Black Male Perspectives of Counseling On a Predominantly White University Campus

Researchers have reported that it is often more difficult for minority students than White students to adjust academically and socially on predominantly White college campuses (Taylor, 1986). Previous research also suggests that there are differences in both perceptions of stressors and types of problems experienced by both Black and White students. Black students have been found to have greater concern regarding ethnic unity and trust, more academic difficulties, and greater financial concerns than their White counterparts (Pliner & Brown, 1985). There is a growing number of overt racial incidents on predominantly White college campuses across America (Thomas, 1985). The Black student of today will have both emotional and psychological difficulties when attempting to adequately respond to such incidents and atmospheres. Some Black educators consider a predominantly White college or university setting a dangerous place for Black students who are struggling with their own identities. This study seeks to further investigate these areas of research.

African-American faculty and students on predominantly white university campuses

This paper stresses improving institutional climates by properly addressing issues affecting African-American students and faculty on predominantly white university campuses. We address concerns and experiences of the authors, and the shared experiences of other African-American faculty members. Topics include the dearth of African-American PhD students in criminology and criminal justice, mentoring issues, and suggested responsibilities for university administrators. We include results of a questionnaire mailed to African-Americans with PhDs in criminology or criminal justice. The paper contributes to an awareness of difficulties encountered by African-Americans on predominantly white university campuses.

A black student support group on a predominantly white university campus: Issues for counselors and therapists

Abstract Contextual and ethnocultural influences on group ‘therapeutic factors’ as well as issues for counselors, are illustrated by describing a support group for Black students on a White campus.

Prized Performers, but Frequently Overlooked Students:The Involvement of Black Athletes in Intercollegiate Sports on Predominantly White University Campuses, 1890-1972

(1991). Prized Performers, but Frequently Overlooked Students: The Involvement of Black Athletes in Intercollegiate Sports on Predominantly White University Campuses, 1890-1972. Research Quarterly for Exercise and Sport: Vol. 62, No. 2, pp. 164-177.