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Keywords: Higher Education
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Journal Articles
Ethnic Studies Review (2020) 43 (2): 58–76.
Published: 28 July 2020
... counterparts in states without bans. We argue that bans on affirmative action may contribute to talent loss among black and Latino students. © 2020 by the Association for Ethnic Studies 2020 affirmative action higher education minorities selective colleges AMY LUTZ Syracuse University PAMELA R...
Abstract
Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state lines. We find no evidence that students from ban states shift from one type of selective college to another; that is, from in-state public flagships to in-state private ones or selective colleges in other states. However, the odds of attending a nonselective college, instead of an in-state public selective college, are almost three times higher among blacks and Latinos in ban states compared with their counterparts in states without bans. We argue that bans on affirmative action may contribute to talent loss among black and Latino students.
Journal Articles
Ethnic Studies Review (2013) 36 (1): 59–76.
Published: 01 January 2013
... from faculty of color to Black college students' success. Direction for continuity in parental teachings for K-12 and university level educators are discussed. Copyright ©ESR, The National Association for Ethnic Studies, 2013 2013 Microaggressions Triple Quandry higher education racism...
Abstract
This article explores case examples of two graduate students who endure microaggressions from their math professor at a predominantly White university. The role that parental socialization plays in how these students developed their racial identities and the coping strategies they employed, is analyzed through the lens of Triple Quandary theory (Boykin and Toms 1985). Findings from this investigation suggest that parental socialization is critical in preparing these students to cope with and respond to microaggressions in protective and adaptive ways. This paper illuminates coping styles, although divergent, that served these graduate students' needs and protected their individual racial identities. Further, the support these students received from their faculty advisor who is also Black, exemplifies the importance of mentorship and advocacy from faculty of color to Black college students' success. Direction for continuity in parental teachings for K-12 and university level educators are discussed.
Journal Articles
Ethnic Studies Review (2011) 34 (1): 1–19.
Published: 01 January 2011
... about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society. Copyright ©ESR, The National Association for Ethnic Studies, 2011 2011 Racism Whiteness Racial Blindness Higher Education ARTICLES...
Abstract
This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.
Journal Articles
Ethnic Studies Review (2010) 33 (2): 1–23.
Published: 01 January 2010
..., 2010 2010 Chicana Latina Higher Education Race Gender ARTICLES CHICANAILATINA UNDERGRADUATE CULTURAL CAPITAL: SURVIVING AND THRIVING IN HIGHER EDUCATION Maricela DeMirjyn Colorado State University Historian Vicki Ruiz mentions in her works the importance incorpo rating Chicana, Mexicana...
Abstract
This study addressed the retention of Chicana/Latina undergraduates. The problem explored was one; how these women perceive campus climate as members of a marginalized student population and two; which strategies are used to “survive the system.” As a qualitative study, this work was guided by a confluence of methods including grounded theory, phenomenology and Chicana epistemology using educational narratives as data. The analysis indicated that Chicanas/Latinas do maintain a sense of being “Other” throughout their college experiences and this self-identity is perceived as a “survival strategy” while attending a mainstream campus. Further analysis also showed that Chicanas/Latinas begin their college careers with social/cultural capital and is used as a fluid source of support during their stay at the university.
Journal Articles
Ethnic Studies Review (2010) 33 (2): 109–122.
Published: 01 January 2010
... education and believe that education will blunt the racial edge Copyright ©ESR, The National Association for Ethnic Studies, 2010 2010 Race Asian Chinese Higher Education HOW ARE THEY RACIALIZED? RACIAL EXPERIENCES OF CHINESE GRADUATE STUDENTS Ying Wang University of Maryland, College Park In...
Abstract
The present study explores the lived experiences of Chinese graduate students at a Southwestern University in order to find out how they experience race in daily life, what their interpretations of the racial experience are and how do racialized experiences shape their perceptions of life chances. The results indicate that the racialization process plays an important role in Chinese students' life through their lived experiences. Most Chinese students have noticed race and some of them have experienced racial discrimination. However, Chinese students still hold up the importance of education and believe that education will blunt the racial edge
Journal Articles
Ethnic Studies Review (2007) 30 (1): 93–102.
Published: 01 January 2007
...Scott Finnie Higher education has been historically recognized as the very door to opportunity and success for our nation's youths and future leaders. Following the civil rights movement of the 1950s and 1960s, the cry and pressure for access to America's college campuses have intensified...
Abstract
Higher education has been historically recognized as the very door to opportunity and success for our nation's youths and future leaders. Following the civil rights movement of the 1950s and 1960s, the cry and pressure for access to America's college campuses have intensified, especially along the lines of racial and gender discrimination. The long record of oppression has translated into an intense debate over the feasibility of affirmative action as a viable policy to rectify the past and the present This article will afford a brief overview of the necessity of affirmative action in college admissions as well as an analysis and assessment of this policy from the perspective of Critical Race Theory.
Journal Articles
Ethnic Studies Review (2007) 30 (1): 41–57.
Published: 01 January 2007
... diversity is valued is a staple of any academically competitive US university. Copyright ©ESR, The National Association for Ethnic Studies, 2007 2007 Diversity Higher Education Essentialism Orientalism Contributions from applied research and literature: understanding the challenges of community...
Abstract
The goal of promoting diversity is deep-rooted in the post-civil rights activities of U.S. educational institutions. Universities across the country attempt to foster diversity by seeking a diverse student body, creating initiatives that promote diversity, institutionalizing committees and administrative positions with the sole purpose of overseeing diversity, and implementing curricular strategies to support academic diversity. The pursuit of diversity is so integral to the survival and attractiveness of college campuses that some universities even lie in order to appear diverse to potential students and public supporters. Such was the case of the University of Wisconsin, Madison whose officials digitally inserted the face of a black student into an image of white football fans in order to portray a diverse picture of the university's student body. Etemonstrating that diversity is valued is a staple of any academically competitive US university.
Journal Articles
Ethnic Studies Review (2003) 26 (2): 49–57.
Published: 01 January 2003
... of diversity-related issues to optional status and argues that the situation can and should be reversed. Copyright ©ESR, The National Association for Ethnic Studies, 2003 2003 Race Ethnicity Social Sciences Education Higher Education Diversity Fair Access Sheley-Centering Race...
Abstract
A 2002 review of the course requirements and electives of Economics, History, Political Science, and Sociology programs in thirty randomly selected state and private, “doctoral-level” and “masters-level” institutions produced 201 courses relating to the study of race-and ethnic-related issues. Only two courses (History offerings on a single campus) were required for completion of a major. While some departments offered “concentrations” with mandated content, the concentrations themselves were elective. Diversity in America today is a truly important component of social (re)organization and change and, thus, a major source of social friction . Why is it, then, that students, those majoring in the social sciences in particular, are able, by uninformed or informed choice, to complete a degree with but cursory attention to the topic? This essay addresses the reasons for relegation of diversity-related issues to optional status and argues that the situation can and should be reversed.
Journal Articles
Ethnic Studies Review (2002) 25 (1): 56–65.
Published: 01 January 2002
...Vivian Faith Martindale Today many Alaska Natives are seeking a higher education; however due to subtle differences in communication styles between the Native Alaskan student and Euro-American instructor, both students and educator frequently experience communication difficulties. This paper...
Abstract
Today many Alaska Natives are seeking a higher education; however due to subtle differences in communication styles between the Native Alaskan student and Euro-American instructor, both students and educator frequently experience communication difficulties. This paper examines the differences in non-verbal communication, the assumption of similarities, stereotyping, preconceptions, and misinterpretations that may occur between Alaska Native and Euro-American cultures. University classrooms are becoming increasingly multicultural, and one teaching style may not be effective with all students. Those involved with education need to promote flexibility and awareness of cultural differences in order to achieve successful communication in the classroom.