Education Commons^™

Exploring The Lived Experience Of International Students Of Color At Predominately White Institutions., Soheli Farzana Jony

Culminating Experience Projects

International students are essential to US higher education, bringing cultural, global, and economic growth to US institutions each year. Despite previous research explaining this population's adjustment barriers due to cultural and linguistic differences, this project paper investigated the lived experience of international students of color (ISC) in relation to racism, microaggression, sexism, classism, and linguicism that they experience in U.S. higher education. Thus, to fully understand the lived experience of international students of color in predominantly white institutions, four major tenets of critical race theory: racism is normal and not aberrational, white supremacy, counter storytelling, and intersectionality, were applied to …

Mentoring: The Factors That Contribute To Persistence To Graduation For African American Males In Predominantly White Institutions In Missouri, Paula Miller

Dissertations

Due to several decisions by the United States Supreme Court in the 19^th and 20^th centuries, African Americans were granted access to PWI’s of higher education. However, African Americans still face challenges in obtaining post-secondary education. For example, in 2019 – 2020, according to the National Center for Educational Statistics (2021), 13.1% of African Americans graduated with master’s degrees. Additionally, in 2020, 19% of African Americans attained a post-secondary degree in Missouri (Towncharts.com, 2021).

Despite access, the number of African Americans obtaining degrees remains low. And, when the lens is focused on African American males, the numbers are …

The Influence Of Black Identity Development On Academic Achievement Of Black College Students At Pwis, Abbey Rae Jerome

Culminating Experience Projects

Past and present literature suggests that racial identity development has a presumably positive influence on Black students’ academic achievement in college settings. The literature also shows that Black students continue to underperform in academic settings when compared to their White counterparts. Throughout this literature and development of an intervention, these issues begin to merge as racial identity development is linked to academic achievement at PWIs. This project explores what exactly it means to develop Black Identity in college, and why this is impacting academic achievement among Black students. Through identification of these issues, a course will be designed in order …

Exceptionally Flawed: A Story About Expectations And Truth, Maria Del Sol Nava

The Vermont Connection

This is my story about the pressures of growing up as a first-gen Latina from a low-income background who was often told my only option was to be exceptional. Putting my all into everything was the only way to be successful; to be the social ladder for my family. Because of this pressure to always be perfect there were many times when I failed to meet false expectations which led to disappointment, dismay, and feelings of imposter syndrome. My successes and failures are valuable, valid, and equal parts of where I am today; with love, support, and lots of tears …

Borderlands And Mestiza Consciousness In Appalachia: Latina Undergraduate Experiences In A Predominantly White Institution, Susana Mazuelas Quirce

Graduate Theses, Dissertations, and Problem Reports

This qualitative phenomenological study explores the experiences of eight undergraduate Latinas in a Predominantly White Institution in the Appalachian region using Gloria Anzaldúa’s insights on Borderlands and Mestiza consciousness. A vast majority of the studies focused on the Latinx college student population that takes place in states and tertiary institutions with a dense concentration of Latinx population, leaving rural areas—especially the Appalachian region— unexplored. There is, as well, a scarcity of studies in research focused on four-year-degree-granting institutions in which Latinx are highly underrepresented. A substantial number of studies continue presenting Latinx students as a homogenous group despite their heterogeneity …

The Impact Of Interlocking Systems Of Oppression On The Leadership And Decision-Making Experiences Of Black Women In Executive-Level Leadership Positions At Predominantly White Public Research Institutions In The United States, Altheia Richardson

All Dissertations

Despite having the necessary credentials to assume executive-level leadership positions at institutions of higher education, Black women continue to be among the least represented in these roles, especially at predominantly White institutions. The purpose of this qualitative study was to illuminate and understand how interlocking systems of oppression impact the leadership and decision-making experiences of Black women in executive-level leadership positions at predominantly White public research institutions in the U.S. The research question was: How do Black women in executive-level leadership positions at predominantly White public research institutions in the U.S. make sense of misogynoir in relation to their leadership …

A Case Study: Increasing The Persistence And Graduation Rates Of Undergraduate Black Female College Students At A Predominantly White Institution, Catrina Smith-Edmond

Theses and Dissertations

Since 1954, Black females were presented with the opportunity to earn an education equivalent to non-Black females. Despite the challenges, Black females have made significant strides in their academic performance by attaining degrees at every level over the years.

The purpose of the study is to explore factors that affected the retention and graduation rates of Black female undergraduate students enrolled at a Predominantly White Institution. The researcher will conduct an exploratory single-case study to explore Black female undergraduate students' barriers to retention during their college experience. The sample included 10 Black female undergraduate students and three staff members from …

But What Can I Do? Engaging White Institutional Agents In Anti-Racist Reflection And Practice, Allie Ross

M.A. in Higher Education Leadership: Action Research Projects

College students continue to become more racially diverse. Despite this, some students of color do not achieve a sense of belonging on their campuses, and whites continue to be overrepresented as educators and administration in higher education. It is critical for white staff and faculty to examine their roles in upholding systemic racism in their institutions. This study investigated how white faculty and student affairs staff, including myself, engage in our own racial identity development and subsequently engage in anti-racist action in our professional roles. Recommendations are provided for how white educators can perform self-work to identify blind spots, how …

The Triple Burden: Black Women Leaders In Predominantly White Institutions Of Higher Education, Nadia Mitchell

Graduate College Dissertations and Theses

Black women face greater challenges than their white female, Black male, and white male colleagues within predominantly white institutions of higher education (PWIs) because institutional and systemic oppression encourages ideologies that promote white supremacy culture. As such, Black women remain severely underrepresented in positions of leadership in PWIs. This narrative inquiry reports the stories of five Black women’s experiences as leaders in PWIs in the northeast region of the United States and sheds light on the factors that impact their empowerment and sustainability.

Black women leaders navigate a number of issues in PWIs. The burden of taking on additional work …

An Exploration Of The Cultural And Social Experiences Of Urban High School Students Attending Schools Outside Of Their Communities, Kerrin Mckenney

Master's Theses

The historic residential racial segregation in the United States results in racially segregated public and private schools. Higher achieving schools tend to be in more affluent areas and are more accessible to white students. Schools that are older, in need of repairs, and tend to be identified as low-achieving, remain in the poorer areas and are mostly attended by students of color. Despite the 1954 landmark case that declared separate but equal schools unconstitutional, public schools are more segregated now than before the Brown v. Board of Education case was heard by the US Supreme Court. As a result, some …

Exploring Influences On Black Student Study Abroad Participation, Stephanie Hartkopf

Electronic Theses and Dissertations, 2020-

The purpose of this case study was to explore the factors that influence Black students' decisions to participate in study abroad programs. This study took place at a large, public, Predominantly White Institution in the southeastern United States. Three theories formed a conceptual framework to guide this study, including Critical Race Theory, Theory of Planed Behavior, and Astin's Input-Environment-Output Model. Semi-structured interviews were conducted with 5 Black study abroad alumni, which revealed 6 themes of influential factors in making decisions to participate in study abroad: (a) familiarity, (b) finance, (c) family, (d) faculty, (e) fear, and (f) finish.

First-Generation Black Males’ Challenges In Attending A Pwi: Understanding What Makes Them Persist, Shakeitra Simmons

Masters Theses

Using qualitative methodology, the researcher studied the challenges and persistence factors for undergraduate First-generation Black males to persist at a Predominantly White Institution. Through conducting six one-on-one semi-structured interviews, the researcher identified the challenges faced by this group of students as mental health, lack of support, and racism/microaggressions. The researcher also identified the factors for persistence at the PWI to be upward mobility, family and school personnel support, and campus involvement.

The Impact Of Retention Efforts On The Collegiate Experience Of Students Of Color At A Predominantly White Institution (Pwi), Jeffrie Mallory

Electronic Theses and Dissertations

This dissertation explored perceptions of thirteen stakeholders who participated in the Minority Orientation Program, a pre-entry initiative focused on retaining students of color at a private, four-year university located in the northeast region of the United States. Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in …

The Lived Experiences Of Black Men Creating A Third Space At A Predominantly White Institution, Steven E. Radwanski

Theses and Dissertations

The purpose of this study was to explore the experiences of Black men creating third spaces at a predominantly White institution (PWI). The use of the third space theory permitted the researcher to examine both the student's current cultural experiences and the campus climate to understand better how Black men create a third space (Bhabha, 1994). Many Black men have found themselves in between two cultures their previous cultural experiences, and the campus climate of the institution they are attending.

The research gathered and analyzed through this study indicates that the third space theory can be situated to the student's …

Don’T Count Me Out! The Impact Of Mentoring On The Persistence Of African-American Male Students At Predominately White Institutions (Pwis), Darryl E. Hylton Jr.

Education Dissertations and Projects

Over the years, more opportunities have been provided to individuals of all ages due to more and easier access to higher education; however, despite these opportunities, major barriers still exist that impact the success of a specific demographic—African-American males. While students of color had the greatest growth in postsecondary enrollment in 4 decades (Fry, 2010), research indicates a deficit trend of undergraduate males of color who fail to graduate once enrolled in colleges and universities (Carnevale & Strohl, 2013). To address this issue, institutions of higher learning have implemented programs, initiatives, and other strategies in an attempt to help these …

Dark On Campus: A Phenomenological Study Of Being A Dark-Skinned Black College Student, Kiara Lee

Theses and Dissertations

As recent research finally starts to recognize colorism, a form of discrimination where light skin is valued over dark skin within an ethnic group, as a legitimate form of discrimination in the Black community, research on colorism in higher education still wanes. A limited amount of scholarship focuses on the manifestation of colorism in education and even less research examines the implications of complexion on Black college students and their intersectional identities. As empirical studies describe how complexion often denotes institutional degradation for dark-skinned Black students in K-12 and beyond -- from teacher perceptions, to the school-to-prison pipeline, to social …

Hidden Cracks In The Leaking Stem Pipeline: Retention Within First-Generation Latinx Students In Baccalaureate Stem Programs At Predominately White Institutions, Kevin Kandamby

Pitzer Senior Theses

This thesis documents the lived experiences of first-generation Latinx students navigating

through predominately white institutions while attaining or attempting to attain a STEM degree. To examine this, twelve students from five different institutions were interviewed in semi- structured focus groups to better understand the educational trajectories of students in STEM. Inadequate high school preparation, educational disparities, mental health, and lack of institutional support were some of the reoccurring concerns students had across all focus groups. Students also highlighted that cultural competency across faculty in STEM, support from identity groups, and returning back to their Latinx community to serve as professionals …

Black Student Leaders’ Race-Conscious Engagement: Contextualizing Racial Ideology In The Current Era Of Resistance, Veronica A. Jones

Journal of Critical Scholarship on Higher Education and Student Affairs

Black youth of the current generation are creating new definitions of engagement that vary from the nostalgic reverence to the activism of Black student leaders of the Civil Rights Movement. Because today’s student leaders are engaged in navigating predominantly White institution (PWI) norms, this research sought to contextualize the racial attitudes of Black student leaders through race-conscious engagement. While some Black students may not function under an activist label, they are nevertheless committed to social change and realize their involvement through a salient Black identity. Racial ideology survey items from the multidimensional inventory of Black identity (MIBI) which operationalizes the …

Counter-Stories Of First-Generation Latinx Alumnae: A Critical Race Theory Analysis, Pamela Ezell

Education (PhD) Dissertations

This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict …

Self-Perceived Success Of First-Generation College-Going Latinx Students, Sarah Mongillo

Honors Scholar Theses

This exploratory study aims to address the unique experiences of Latinx first-generation college-going students during their undergraduate careers. Literature has emphasized the obstacles Latinx students face during admission phase to college; this research examines the experiences of students attending a predominantly white institution (PWI) in the northeast. Latinx individuals are the most underrepresented ethnic group on college campuses, and those whose parents lack knowledge of the US education system must overcome additional struggles. Through qualitative data analysis of 20 undergraduate students’ survey responses, this study finds that first-generation college-going Latinx students feel isolated in their college experience and prioritize non-traditional …

Examining The Lived Experiences Of Native American Students At Predominantly White Institutions, Zachary Palmer

Department of Educational Administration: Dissertations, Theses, and Student Research

This qualitative research study sought to examine the lived experiences and sense of belonging of Native American students at a predominantly white institution. Three participants were each interviewed twice for data collection purposes. Findings from data analysis process indicated that establishing and maintaining relationships within the campus community facilitated a sense of belonging and that racial microaggression were present in the campus environment which often made participants feel hesitant to reveal their Native American identity. Recommendations are offered for higher education professionals and areas for future research are noted.

Advisor: Corey Rumann

Black Student Leaders’ Race-Conscious Engagement: Contextualizing Racial Ideology In The Current Era Of Resistance, Veronica A. Jones

Journal of Critical Scholarship on Higher Education and Student Affairs

Black youth of the current generation are creating new definitions of engagement that vary from the nostalgic reverence to the activism of Black student leaders of the Civil Rights Movement. Because today’s student leaders are engaged in navigating predominantly White institution (PWI) norms, this research sought to contextualize the racial attitudes of Black student leaders through race-conscious engagement. While some Black students may not function under an activist label, they are nevertheless committed to social change and realize their involvement through a salient Black identity. Racial ideology survey items from the multidimensional inventory of Black identity (MIBI) which operationalizes the …

A Quantitative Study On Student Perception Of Campus Climate For Diversity At A Predominantly White Institution, Tyler O. Harrison

Theses and Dissertations

This quantitative study was conducted during the spring 2015 semester at Rowan University—a Predominantly White Institution located in Glassboro, NJ that also consists of classes in Camden, NJ. The target population of this study was all main-campus, full-time undergraduate students at or above the age of 18 years who were enrolled in Rowan University for at least a full semester—during the Fall 2014 semester and returned in the Spring 2015 semester.

The purpose of this research study was to close a knowledge gap for research surrounding undergraduate perception of campus climate for diversity at a Predominantly White Institution as represented …

The Culture Of A (Multi)Culture Center: A Quantitative Analysis Of The Use Of A Multicultural Center At A Pwi, Jessica E. Weed

Department of Educational Administration: Dissertations, Theses, and Student Research

Diversity in higher education is becoming an increasingly popular topic of discussion amongst administrators, particularly in regards of how to best support students of color as well as how to encourage students of differing social identities to interact with one another. However, little is known about multicultural centers, where students of color go to build community and where engagement in diversity initiatives is prominent. Using the Jackie Gaughan Multicultural Center (JGMC) at the University of Nebraska-Lincoln as the focus, this study analyzes the population of the center for commonalities and differences between student and faculty/staff populations as well as White …

We Matter, We’Re Relevant And We Are Black Women In Sororities: An Exploration Of The Experiences Of Black Sorority Members At A Predominately White Institution, Delores J. Allison

Department of Educational Administration: Dissertations, Theses, and Student Research

This qualitative research study explored the experiences of NPHC Black sorority women at a predominately White institution and the benefits that their individual sororities provided. The theory that guided this study is Black feminist thought, which reveals the complexity of Black women’s experiences. The case study approach was used to collect their stories because it focuses on them individually. Three Black graduate sorority women were interviewed in depth. Throughout these women’s college careers they have been faced with racism and sexism. Through their individual sororities they were able to find solace and embrace their Black womanhood on campus.

Advisor: Stephanie …

Intercultural And Career Experiences Of African American Women Midlevel Leaders At Predominately White Institutions, Rabekah Stewart

Walden Dissertations and Doctoral Studies

African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants' intercultural and career advancement experiences, perceived influences, …

Black Girl Magic: How Black Women Administrators Navigate The Intersection Of Race And Gender In Workspace Silos At Predominantly White Institutions, Allison Michelle Smith

LSU Doctoral Dissertations

In choosing to look at the impact of white racially homogeneous work environments, if any, in relation to Black women higher education administrators, this research was grounded in Patricia Hill Collins’ Black Feminist Thought. Utilizing Black Feminist Thought, rooted in intersectionality, provided a sturdy foundation for one interested in conducting research specific to Black women, whether the discourse is race, gender, and/or any other intersecting identities. Black Feminist Thought conveys the message that Black women have similar yet different experiences from White women and similar yet different experiences from Black men, while simultaneously having shared yet different experiences than other …

Navigating Spaces: Exploring The Impact Of Study Abroad For U.S. Students Of Color, Virginia R. Downing

Department of Educational Administration: Dissertations, Theses, and Student Research

Opportunities for international travel are becoming a necessity for undergraduate students in the United States. Students are taking advantage of study abroad experiences that will impact their future and provide benefits that students may not be able to receive in the U.S. The increase in scholarships and variety of cost-effective study abroad programs are allowing students from a variety of different backgrounds the opportunity to travel, which before was only seen as an opportunity for the wealthy. As study abroad continues to grow as a high impact practice, so should the way administrators approach the impact this experience has for …

Experiences Of African American Female First Generation College Students, Ashley Green

Dissertations

The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students attending a large, predominantly White research university and to understand what motivates them. The major research question guiding this study was: How do African American, female, first generation college students (in good academic standing) describe their college experience? The researcher asked the participants to discuss their challenges, how they responded to challenges, sources of motivation, and factors that contributed to their success in college.

Through individual, face to face, interviews with 10 African American, female, FGC …

A Grounded Theory Of The College Experiences Of African American Males In Black Greek-Letter Organizations, David Julius Ford Jr.

Counseling & Human Services Theses & Dissertations

Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson & Mason, 2008; Williams & Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that …