Student involvement and racial identity attitudes among African American males. (original) (raw)
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These two men served as advisors, mentors, confidants, and role models throughout this process. Their influence extends across my entire post-baccalaureate experience, and I appreciate their leadership and example. Dr. Adams thank you for your constant support both academically and as a professional. Dr. Wilson, thank you for stepping in despite a number of other priorities, and while still acclimating to your role within the University of Louisville. Your insight, challenge, and support have been appreciated. Dr. Rosch, who I admire more and more everyday, thank you for agreeing to share in this experience from Illinois. Your knowledge of the MSL and passion for this work is inspiring and much appreciated. Thank you all! I want to also acknowledge the following people and groups for your support and encouragement throughout the years: Cultural Center staff and family
African American Men on College Campuses: Their Needs and Their Perceptions
New Directions for Student Services, 1997
A significant amount of attention is devoted to the circumstances of students of ethnic minority status at predominantly white colleges and universities. As the largest group among these students, African American students have received a considerable amount of that attention. From Willie and McCord' s work from a quarter century ago (1972), through Jacqueline Fleming' s landmark study in 1984, to the research of a host of more recent writers, the state of black college students has been examined, many of the detrimental obstacles have been exposed, and numerous remedies have been implemented. One concern, however, has been less apparent among this analysis of African American college students: the disparity between the accomplishments of men and women within this population.
Journal of Humanities and Social Studies, 2017
African American Students' Attitudes and Beliefs about Ethnic and Racial Diversity at a Predominantly White Public University in the Mid-West 1.Introduction Even though the number of diverse students has increased across universities/colleges in the United States, various studies have shown that historically underrepresented ethnic minorities continue to perceive the campus environment differently than their white counterparts (Ancis, Sedlacek & Mohr, 2000; Cress & Ikeda, 2003; Hurtado, 1994). Consequently, universities/colleges are increasingly involved in efforts to improve the campus climate and diversity on campus. Hence, the purpose of the current research is to extend previous studies that examined perceptions of campus climate by probing the attitudes and beliefs of African American students about racial and ethnic diversity at a MWU where no such study has been done previously. 2. Literature Review Climate on a university campus is a term that is used to discuss how individuals and groups experience membership in the campus community. The term also encompasses the inclusivity dynamics of the institution and the degree to which various stake holders feel included or excluded in the environment. It also covers real and perceived realities of different groups, an idea which is ingrained in broader socio-historical context of differences defined in terms of race, ethnicity, gender, sexuality, disability and a wide range of social identities (Pieterse, Carter, Evans & Walter 2010). According to Hurtado, Carter & Kardia (1998), campus climate is shaped by four dimensions which is a result of educational programs and practices. The first of these dimensions is an institution's legacy of inclusion or exclusion of various racial/ethnic groups. Duster (1993) argues that, how a university or college reacted to the policy of desegregation in the past continues to influence the climate on a particular campus. For instance, where there was resistance to desegregation on a particular campus environment or community, policies, attitudes and behaviors that prevent interaction across racial and ethnic lines continue because of being ingrained in the culture of the segregated community. This is especially true in predominantly white institutions that had served a homogeneous population and would continue with the same policy of giving benefits to the same student group excluding and limiting access to non-white groups. Additionally, diversity scholars have argued that historical legacy of exclusion can be changed if the university/college creates a supportive campus environment, by making diversity a central purpose of their educational commitment. They could do it by clearly explaining their past histories of exclusion and the insidious impact that it had on the institution and then articulating a vision for an inclusive future. This could be supplemented by a positive response to the admission of students of color through an enactment of policies that support the education of such students, commitment to affirmative action, promotion of minority specific programs and