This document summarizes an academic study that explored the experiences and perspectives of 8 black students who graduated or were near graduation from the University of Wisconsin-La Crosse. The study found that these successful students developed strong determination and confidence despite facing racism on campus. They also relied on supportive family and foundational academic support systems. The students provided advice to future black students, such as having clearly defined goals and getting involved on campus. However, they also noted ongoing issues with racism and lack of diversity at the university.
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
ABSTRACT: This article explores collegiate Black identity development when African American students attend predominantly White institutions (PWIs) in the United States, considering the overall impact of total marginality. The term “total marginality” is used to describe the myriad, chronic, and often inescapable ways that African American college students attending PWIs are marginalized in a college setting. The focus of this paper is the impact of total marginality on Black identity development for those African American collegians who successfully complete their university studies at a PWI.
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
ABSTRACT: This article explores collegiate Black identity development when African American students attend predominantly White institutions (PWIs) in the United States, considering the overall impact of total marginality. The term “total marginality” is used to describe the myriad, chronic, and often inescapable ways that African American college students attending PWIs are marginalized in a college setting. The focus of this paper is the impact of total marginality on Black identity development for those African American collegians who successfully complete their university studies at a PWI.
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
It is the year 2013, fifty years since the infamous “Stand in the Schoolhouse Doors” event that took place at The University of Alabama. There have been celebrations and media coverage to mark the changes and progress the university has made in integration since 1963. The university even has a website titled ‘Through the Doors” available to the public to commemorate the memorials built in honor of these “pioneers” and to mention others who played a key role in this historical event. There is a section on the website titled “UA African American Experience 2003”. Through data collected and research, the question of how The University of Alabama presents the black experience to the public will be answered.
Lane washington, la forrest women superintendents nfeasj v27 n4 2010William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
It is the year 2013, fifty years since the infamous “Stand in the Schoolhouse Doors” event that took place at The University of Alabama. There have been celebrations and media coverage to mark the changes and progress the university has made in integration since 1963. The university even has a website titled ‘Through the Doors” available to the public to commemorate the memorials built in honor of these “pioneers” and to mention others who played a key role in this historical event. There is a section on the website titled “UA African American Experience 2003”. Through data collected and research, the question of how The University of Alabama presents the black experience to the public will be answered.
Lane washington, la forrest women superintendents nfeasj v27 n4 2010William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
STUDENTS NAME :
REGISTRATION NUMBER:
SCHOOL :
FACULTY :
COURSE TITLE :
DATE :
HOW MINORITY RECRUITMENT AND ENROLLMENT IS EFFECTIVE ON PREDOMINANTLY WHITE INSTITUTIONS.
INTRODUCTION.
A predominantly white institution refers to an institution of higher learning that mainly comprises of white students and few other races such as African-Americans, Asians and Hispanic. The racial diversity in higher learning institutions across the United States of America is inconsistent since many colleges and campuses tend to be white. Minority and racial recruitment have become significant in general recruitment efforts at many predominantly white institutions. Despite the increased efforts a majority of learning institutions are still unsuccessful in increasing diversity on campus. In predominantly white institutions, it is difficult for foreign students to blend with the white. Most of them are despised, not only by their fellow students but also their teachers. They are never given attention and they are deemed stupid for any concerns they raise in class. This can lead to lower class participation, grades and in some cases even drop outs. This is why it is important for minority students in predominantly white institutions to have a strong support network. We therefore look at look at how minority recruitment and enrollment is now effective on predominantly white institutions.
Some predominantly white institutions have student groups that are dedicated in supporting the foreign students to adjustments. This includes organizations such as Asian Student Association, Black Cultural Society and South Asian Multicultural Organized Students Association. These organizations welcome and support students from other races and also create a network for students to people who remind them of their families. This is essential for a group of students who feel isolated and lack a sense of belonging.
The legal aspect of diversity in higher education system ensures increase in minority groups. The current efforts being made by institutes of higher education to increase diversity on campuses stems from early American segregation. The Supreme Court set legal standards for social conditions. Among them was the separate-but-equal legal standard, also called Plessy v. Ferguson, which was a legal justification for European Americans who attempted to keep the minority illiterate and submissive.
In order to further increased minority enrollment in American colleges and universities, the Supreme Court heard the case of Regents of the University of California v.Bakke in 1978. Bakke who is a student, was denied admission twice to a California medical school despite having better grades and test scores than successful minority applicants. Bakke was among the first to present grievances about affirmative action to court. Bakke clai.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews. See: www.nationalforum.com
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
AN0119616678;acd01nov.16;2016Nov23.1200;v2.2.500 Faculty members .docxnettletondevon
AN0119616678;acd01nov.16;2016Nov23.12:00;v2.2.500 Faculty members sometimes unknowingly or inadvertently contribute to a racist climate in their classrooms. But they can take steps to address racism more effectively in their teaching
Last year, at dozens of colleges and universities across the United States, students protested institutional unresponsiveness to pervasive issues of racial inequity. Most media attention disproportionately focused on the popularity of the protests as opposed to the actual issues underlying campus unrest. For example, instead of deeply exploring the experiences that ignited demonstrations among students at the University of Missouri, journalists wrote mostly about the football team's threat to cancel its game against Brigham Young University, the potential financial implications of the team's activism, and the eventual resignations of the system president and the chancellor of the university's flagship campus. Similarly, news coverage of protests at Yale University concentrated less on students' frustrations with the university's climate of racial exclusion and more on e-mails about potentially offensive Halloween costumes and perceived threats to free speech.
It is important for faculty members to understand that students were protesting racism. It is also essential that professors recognize how they, often unknowingly and inadvertently, say and do racist things to students of color in the classroom. Student uprisings were as much a response to negative experiences with their peers and administrators as they were expressions of frustration with the cultural incompetence of their teachers. Students of color did not suddenly start experiencing racist stereotyping and racially derogatory comments, disregard for the thoughtful integration of their cultural histories in the curriculum, and threats to their sense of belonging in college classrooms during the 2015-16 academic year. We know from our work as scholars at the University of Pennsylvania's Center for the Study of Race and Equity in Education that these problems are long-standing.
College presidents, provosts, deans, and other institutional leaders hire researchers from the Center for the Study of Race and Equity in Education to spend three to four days on their campuses doing racial climate assessments. At some places we are asked to focus on racial and ethnic differences among faculty and staff members in their feelings of inclusion, respectability, and opportunities for fair and equitable professional advancement, as well as on racial tensions in workplace settings. But on most campuses, administrators ask us to assess the racial climate for students -- feelings of inclusion and belonging across racial and ethnic groups, the extent to which students interact substantively across difference, where and what students learn about race, appraisals of institutional commitments to fostering inclusive environments, and characterizations of the supportiveness of cla.
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docxwlynn1
Running head: LITERATURE REVIEW 1
MINORITY BOYS SCHOOL DROPOUT AND CONTINUATION SCHOOL 2
Literature Review
Literature Review
It is expected that every student enrolled in high school works hard towards the completion of their high school diploma. However, research indicates there was a 5.4% drop out among the minority groups, in which 6.4% of the overall status dropout rate is that of the male youth. Among the Africans, Hispanics, and American Indian Natives, the dropout rates among the boys are 8%, 10%, and 11.6%, respectively (Musu-Gillette, De Brey, McFarland, Hussar, Sonnenberg, & Wilkinson-Flicker, 2017). These dropouts often join continuation schools later in life with the hope that they will get an equivalent of their high school diploma. The theoretical framework of this research is based on the phenomenological approach, in which the aim is to examine the occurrence of school dropout among minority boys and their performance after joining continuation school.
One of the theories that explain why minority boys drop out of school is the Critical Race Theory. The model argues that education opportunities are often affected by an individual’s race and racism (Colbert, 2017). Based on this theory, minority groups are often faced with issues such as poverty and racial discrimination in schools, which causes some of the male students to drop out of school. Racism victims in school feel inferior to the whites and sometimes feel like they do not deserve a quality education, and they end up falling behind in school.
Cultural production theory, on the other hand, explains why the dropouts choose to go back to school. The theory holds that the education system helps to level out the playing field so that people get equal opportunities to make their lives. The approach provides an essential perspective as to why minority boys dropouts join continuation schools and complete their learning process.
According to Bania, Lydersen, and Kvernmo (2016), non-completion of high school mostly results from different problems, most of which are health-related. In research in which the authors carried out among the youths in the Arctic, they found out that dropout rates were higher among males. Additionally, minority males often drop out due to mental issues. Based on the article, education affects an individual’s employment opportunities and income, as well as the quality of life, which explains why the dropouts choose to join continuation schools later in life.
Hernandez and Ortez (2019) undertake research in which they analyze the experiences of some Latinas who are enrolled in continuation school. Based on the writers’ claims, continuation schools have put in place strategies that enable the students to cope and realize that they have an opportunity to succeed just like any other individual. Additionally, due to the improvement in the prospects for quality education presented to the marginalized groups, the article indicates that there are .
Similar to CWendland NCUR Research Paper Submission (20)
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docx
CWendland NCUR Research Paper Submission
1. Proceedings of the National Conference
On Undergraduate Research (NCUR) 2014
University of Kentucky, Lexington April 3-5, 2014
The Ingredients of Success: A Positivistic Approach to Black Students
Graduation and the University of Wisconsin- La Crosse
Christian Wendland
Department of Sociology
The University of Wisconsin-La Crosse
1725 State St.
La Crosse, Wisconsin 54601 USA
Faculty Advisor: Dr. Laurie Cooper Stoll
Abstract
The project is a qualitative exploration of the pathways black students take in order to reach
graduation. Uncovering the ingredients most vital to their academic success at UW-La Crosse was
done through in-depth interviews with eight recently graduated, or expecting to graduate, black
seniors. This research explores the relationship between motivational factors and academic success.
Themes of identity development, adaptation strategies, and racial consciousness are woven
into the paper. The project is an effort to locate where and how these students position themselves
within the framework of the university. This insight into black students’ successful graduation is to
refine the tools administrators, faculty, and students use in addressing diversity related issues at
UW-L, specifically the graduation gap between black students and the larger student body. The
results offer insights into how a diverse learning environment beneficial to all students can best be
created.
Keywords: Minority, Education, Graduation, Predominantly White Institution (PWI)
1. Introduction:
“And yet not a dream, but a mighty reality- a glimpse of the higher life, the broader possibilities of
humanity, which is granted to the man who, amid the rush and roar of living, pauses four short
years to learn what living means” - W.E.B Du Bois
This quote captures the incredible possibilities offered at institutions of higher education, as
Du Bois (1903) contends that the university enables individuals to discover their inner humanity.
With similar idealism, the mission statement of UW- La Crosse is to (1) “provide a challenging,
dynamic, and diverse learning environment in which the entire university community is fully
engaged in supporting student success;” and (2) “serve the needs of women, minority,
disadvantaged, disabled, and nontraditional students and seek racial and ethnic diversification of the
student body and the professional faculty and staff.” (Provost & Vice Chancellor for Academic
Affairs Office, n.d).
2. Fundamental to achieving the mission of UW-La Crosse is a rich, diverse learning environment.
However, the gap in graduation rates between white students and students of color reflects the
reality that not all of the university’s students are allowed to fulfill their dreams. For example, in
2011 UW-L black students had a 6-year graduation rate of only 50%; a rate 20% lower than their
white counterparts (The University of Wisconsin System Student Statistics & National Center for
Education Statistics). Despite a stated commitment to Inclusive Excellence by the university and
UW-System, the gap in graduation rates between white students and students of color has remained
unchanged since 1997 (The University of Wisconsin System Student Statistics).
The purpose of this research is to better understand the gap in graduation rates at UW-L by
exploring the experiences of black students who have successfully navigated their way through a
predominantly white university. While previous research has focused primarily on uncovering the
factors that contribute to black students’ inability to successfully matriculate college (Toby 2006;
Cannady 2009; Torres 2009), this research is concerned with black students who have been
successful. As such, the respondents in this study are students who have already graduated from
UW-L or who are near graduation. This research seeks to answer the question: how have these
students overcome the odds? In other words, what ingredients, characteristics and/or factors have
contributed to these students’ academic success, and how might their advice translate into helping
other minority students at UW-L overcome the pervasive graduation gap?
2. Assumptions:
While this research offers suggestions for ways to address the graduation gap, it does not
intend to overgeneralize the “black student experience”; the individuality of each student who
participated in this study should be recognized. The research only provides a snapshot into these
individuals’ lives. Further, these students are not speaking on behalf of all African-Americans. It is
assumed that their testimonials are honest and accurate representations of their own personal
perspectives. It is also assumed that the experience of black students at UW-La Crosse is
comparable to the black student experience nationally at predominantly white institutions (PWI’s)
and lastly that academic success is correlated with higher rates of graduation.
3. Implications of the Research:
This research will benefit administrators at UW-L that seek to increase the African-American
population on campus as well as with improving retention. Additionally, this research will benefit
the participants by offering an opportunity to reflect on their own higher education journey and
share what they have learned to help future minority students. Ideally, this study will contribute to
the development and overall design of a comprehensive strategic plan aimed solely at providing
incoming minority students more resources that will ultimately lead to a higher probability of
graduating from UW-L. Exploring how the university can better create a rich, diverse learning
environment, while creating the opportunity for every one of its students to succeed is a worthwhile
area of research.
4. Literature Review:
Scholarship exploring the gap in graduation rates for white students and students of color
suggests the gap is a result of marginalization within the social hierarchy (Wilkins 2007; Grant and
Breese 1997). Some scholars, for example, regard the African American male as an endangered
species in higher academia as black males nationally are more likely to become incarcerated than
educated, in part due to an inherited legacy of differential access to wealth (e.g., Jenkins 2006;
3. Midgette and Glenn 1993). Predominantly white institutions (PWIs) complicate the matter as
African American students have been found to undergo “culture shock,” which hinders
psychological growth (Torres 2009; Kaufman and Feldman 2004). Similarly, race-related stressors
heavily factor into graduation rates where students must adapt and develop coping strategies such
as “acting white” where the situation becomes entangled with issues of identity (Davis et al. 2004;
Neville, Heppner, L.;Wilkins 2012). Nasim et al. (2005) found that academic support systems, the
ability to deal with racism, and a humanist attitude, were the most reliable predictors of
achievement and reduce these stressors. An increased sense of ethnic pride is positively correlated
to higher self-esteem and adaptation methods ultimately contributing to more a higher graduation
rate for black students (Elion et al. 2012; Neblett et al. 2009).
According to Duckworth (2011), black students can overcome these barriers with high levels
self-control and prolonged determination. Students holding the commitment to do whatever it
takes to be successful constructs an identity, which is in turn internalized (Cannady 2009).The
majority of current research is focused on explaining the problems of black achievement in higher
education and how predominantly white institutions complicate the matter. Although coping
strategies scratch the surface (Davis et al. 2004; Midgette; Glenn 1993; Cannady 2009; and D. M.
Thomas et al. 2009) little research has been done from a first-person perspective, of the academic
experiences of students as it coincides with determination and success. Previous research on
African American Students at the UW-La Crosse (Cannady 2009; Root 2001; Miller 1989), is
focused on the level of satisfaction black students hold in regards to certain aspects of the
university. Tokenism, the idea of being regarded as a necessary piece of diversity along with the
duality of hyper-visibility/invisibility was explored. Building off this research on the African
American Student Experience at UW-L this research explores an area yet to be fully uncovered: the
internal catalysts that stimulate the conditions of graduation for black students. This research
expected to find a relation between extrinsic and intrinsic motivators as it coincides with
involvement theory (Baker 2008). Another expected finding was a healthy dose of coping strategies,
a determination related to racial pride and adaptive perfectionist techniques that coincides with
thriving academically.
5. Methodology:
Preliminary research investigations commenced at UW-La Crosse in the summer of 2013
with the approval from the Institutional Review Board and research instruments were continuously
developed. Potential participants were contacted either through email, or text and were given an
overview of the research goals along with the possible benefits in taking part in the study then given
the opportunity to choose to participate or not. Interviewees were selected in a non-random
fashion for their “success” and prominent leadership within the university. Each of the students
selected self-identified as black or African-American and each held unique backgrounds. With a
gender balance wanting to be maintained there was a total of five male participants and three female
participants. Two of the students were alumni from UW-L, the remaining six were all in their final
year of their undergraduate degree.
After receiving another overview of the research goals and background, consent and
confidentiality agreements were covered. The in depth interviews took place mainly in academic
buildings, the majority of participants met the researcher in Centennial hall where an Olympus
digital voice recorder recorded the following interviews. Participants received $5.00 at the
completion of the interview for their time. The conversation was guided by a series of initial
questions, leading to more in depth questions. After the interviews are conducted, the interviews
4. were coded into a software and transcribed using a foot pedal. For confidentiality purposes letters
are used to symbolize each participant.
6. Results:
Several recurring themes were present upon analysis of the data. Themes supported by the
literature were involvement theory along with the importance of foundational academic support
systems. Further, the data suggests that in each student’s transitional period they developed a greater
ability to deal with racism. Having a strong sense of determination combined with a sharp sense of
self that’s inclusive of racial pride was present within much of the data also. Lastly, having the sheer
determination to succeed by any means necessary is vital in the process of reaching graduation. The
interviews were a rich source of data creating a foundation for the results section.
6.1 University Experience:
Many of the participants brought up that small stressors such as the unwanted responsibility of
having to teach white students and faculty about diversity related issues took away from their
academic experience. Almost all of the participants expressed some level of distaste towards being
forced into the role of an educator.
D: “You’re supposed to be here getting your education and not educate everybody else
about your culture so they can have a better education.”
T: “Like I can be an educator, but its draining.”
Further, the burden of representation was often present within the classroom setting. Students also
noted their dissatisfaction with the environment of UW-L forcing them to change. The
interviewees were not short on experiences with racism and micro-aggressions noting that the little
stuff adds up overtime and can be more insidious than the overt racism.
D: “You’ll get this feeling in any class dealing with race or any class in general when a
professor speaks to you they speak to you as if you’re supposed to speak on behalf of the
entire black community”
D: “It doesn’t make the university as pleasant knowing that you have to basically cater your
personality to people who don’t deserve to have your personality catered to them”
Several of the participants highlighted they do not feel safe nor respected on campus also adding
their frustration with the university administration to create a safer environment. Overall, when
asked if the university should care about diversity related issues all of the participants said they
should care, however there was a significant lack of trust that the university will take any bold stance
in the future with any race related issues.
R: “But the other thing about it too is, I feel the university and I’m gonna use the
Chancellors cabinet, I’m talking the highest, they don’t really do anything in terms of
diversity and inclusion, what I mean by that is that the majority of the efforts for diversity
and inclusion comes of office of multicultural student services, campus climate, student
support services, those office so they are at the bottom and they tend to go bottom up”
J: “The whole Eagle Hall incidence, someone had wrote f niggers across Africa- it’s just like
it scared me cause you know it’s someone here who doesn’t like people who look like me for
5. whatever reason and you were this close to me in a place that I’m supposed to call you know
a home away from home.”
Two of the participants advised the administration strongly consider security cameras to at least have
the threat of punishment to lessen incidences like the one in Eagle Hall. This participant noted the
hypocrisy of university administration, while the throwing of a squirrel received immediate
administration attention, the Eagle Hall written racial slurs did not. To build upon this, another
participate stated that even when the Eagle Hall incidence was recognized in a campus wide email,
that it wasn’t even written by the Chancellor.
J: “So we get the email about this stupid squirrel that got thrown around and the cars being
flipped but when one of your own students’ lives are in danger and people don’t feel safe the
school doesn’t have much to say about it. I’m still advocating for cameras.”
R: “I think a lot of it goes back to administration not taking a stance. Have you ever seen the
Chancellor supporting diversity and inclusion? Oh, and the one email that he did send, I
don’t mean to put him on the spot but I wrote it.”
6.2 Suggestions for the Administration
Participants were asked the following question; “what do think the university can do to help alleviate
the graduation gap?” Having more black staff and a safer campus were the main points.
S: “Probably up minority professors, I don’t know what else they can do, because honestly
they don’t care so I don’t know what they can or should do.”
B: “Give us a safe campus, and a lot of us don’t feel safe. Or give us a space so we can speak
our minds and you actually implement change.”
6.3 Support Systems & Motivation
Many of the participants’ shared a similar story of being a first generation college student, while
being a first generation is a great challenge having supportive family is nonetheless incredibly
powerful as a motivational factor.
T: “I wanted to make them proud, I’m the first guy, first student going to college out the
family. First generation student, it’s a huge deal. So I come back home and they’re like what
are you going to do? You’re not just gonna do nothing, what’s up?”
DII: “My mom is one of my highest motivations also cause I know she’s proud of me for
doing this.”
One participant shared that his family was so excited for his accomplishment to graduate from the
university that they thought of it as their degree
R: “Even when I graduated with my undergraduate degree they felt like it was their degree so
like ha that’s all you would hear. Like we got our degree!”
6.4 Advice for Future Black Students
Many of the interview participants did not want incoming minority students to be lied to saying the
lack of diversity here should not be sugarcoated prior to a student entering the university.
6. Participants were asked to share their advice for incoming black students. Having a determined
sense of confidence being one of the key features.
C: “Confidence is the only way that you’re gonna get through a place like this.”
D: “You literally have to have a strong sense of self when you come to a predominantly
white campus because it will test you almost every day until you get like a real good grip on
reality and how you will perceive yourself. You gotta have that self confidence in order to
continue.”
Not only is it simply having a plan and being determined, but it’s sticking with your future and being
able to adapt when necessary.
S: “You figure out a lot on your own, I think being confident is very important or you will
get swallowed into an abyss of nothing, umm I wouldn’t say I’m 100% successful I’m just
good at making plans and changing these plans around
Incoming black students should be told that it may be very difficult to seek out a few individuals
whom they can rely on.
C: “What you have to understand is that nobody else in this university will have to overcome
the feeling of their peers not being their peers. Students of color are the only ones that have
to deal with that, your peers are far and few in between.”
Additionally, common tips for students to succeed in this environment included having a high level
of confidence, a commitment to yourself, and an ambitious willingness to go after what they want.
T: “I’m a firm believer in closed mouths not getting fed at all. You have to be willing to
reach out and open up to people in order to feel acceptance just to be overall happy in an
environment like this, because if you’re not. Man it’s so hard.”
Having defined goals may also help students succeed long term in the academic setting.
J: “Umm my advice for incoming black students is to know what you want because that will
drive you the most.”
Although the participants reported a host of issues associated with being black on this campus each
said if given the opportunity they would do it again and that UW-L does have a lot of opportunities
for minorities. Getting involved, especially with the individuals in OMSS was heavily recommended.
B: “Take everything that this school has to offer, and I mean take everyyyyythingggg that
this school has to offer because they are going to use you, so make sure you get everything
you can out of it”
C: “The last thing I want to say about student success, I look at everybody with a positive
light, you know. Everybody has an opportunity to do something great with their lives.”
D: “A few key things I want to talk about, if you are incoming most definitely make sure
you link up with OMSS because that is vital.”
And the last piece of advice from the final interview was simply this to trust in your abilities
“B: I would just tell them to know that you’re brilliant”
7. Identity development is a collective process. The social stressors of simply being a minority on a
PWI for many individuals to sacrifice effort towards their academics. The individuals kept a very
positive outlook on the entirety of the experience, although challenging all participants said the
experience was a valuable one for their future. Involvement was found to be an important factor of
identity development feeling comfortable at the university. The involvement in two things was
specifically stressed; getting to know the Office of Multicultural Student Services (OMSS) and the
black community on campus.
7. Discussion:
The results portion provoked some very interesting questions regarding who on campus has the
most potential to decrease the gap in graduation rates for black students. A bottom up philosophy
was stated where the Office of Multicultural Student Services along with students themselves seem
to be the main agents of change as the university in its entirety fails to make a concrete stance on
issues surrounding race.
While arguing whose responsibility it is may be a circular discussion, analyzing who is the
most likely to help the situation is valuable. Due to the participants displaying their strong lack of
trust in upper administration’s commitment to minority students OMSS along with students of color
should be the ones entrusted with the problem because they are not afraid to do the work nor take a
stance.
8. Limitations and Future Suggestions:
A limitation of the research is it being done by only one investigator. The process of data collection
and synthesis is time consuming for only one individual. The small number of black students on
campus nearing graduation is an apparent limiting factor. Gradation of skin color was not included
in the study but very may well be a relevant factor in black students’ experience as well. Future
research should analyze the role of skin tones on outcomes and minority student attitudes towards
the university. Future research should quantitatively investigate motivational factors that determine
an individual’s level of commitment in completing a degree in higher education. Also, future
research should continue to seek to answer what makes the black student who graduate successful
and how can this best be translated into more students of color? It should also investigate the
burden of psychological stress brought about by elements of race plays on overall health.
9. Conclusions and Recommendations:
The research found the African-American students to be very diverse. Identity development,
adaptation strategies, and racial consciousness were prevalent themes throughout in determining
“success”. Further, having the perseverance for long term goals combined with the ability to deal
with racism held significant weight. Through analysis of the research the following
recommendations should be strongly considered by UWL faculty staff and students. The
recommendations are that upper level administration take a stance on creating safer campus, and
continually support the expansion of programs like OMSS and SSS with the bottom up approach.
Further, seeking to hire more qualified faculty of color, and lastly to be become more conscious of
the African American student issues on campus.
8. 10. Acknowledgements:
The author wishes to expresses his great appreciation for faculty mentor Dr. Laurie Cooper Stoll for
all the direction and guidance essential in composing this research. Further, the McNair Scholars
Program, with Director Dr. Haro and Coordinator Jessica Thill deserve recognition for their
unconditional support over the past two years. The research participants should be acknowledged
for their honest participation along with their desire to enhance the student experience at UW-L.
Also, Karen and Evan Wendland should be acknowledged for being an incredible mom and brother
that provide a constant source of motivation. The work was supported by the University of
Wisconsin- La Crosse: McNair Scholars Program and Undergraduate Research & Creativity
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