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Searching for Self and Others is a qualitative, phenomenological study which utilizes Wijeyesinghe’s Factor Model of Multiracial Identity through in depth interviews with eight students. The study included two research questions focused on Black-White multiracial students at a predominately White institution and how the level of involvement related to their racial identity and other social identities (class and power/choice were most salient). The purpose of this study was to explore the use of student organizations as a key factor in Black-White racial identity for college students. Racial identity is a process for people of color to find a sense of self, and is a constantly evolving process. Increasing the awareness of how Black-White students utilize student groups can assist colleges to make multiracial students feel comfortable on our campuses, to understand identity struggles and how we might create a more open environment. Student groups can assist in constructing a positive racial climate in which all students feel accepted and able to discuss issues of identity. / text

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. / Prof. J. Pillay & Dr. E. Fritz

The purpose of this study was to examine the extent to which controllable institutional variables, as perceived by Black college students, are related to their academic performance. The population for this study came from an historically Black college in Atlanta, Georgia. Using an Ex Post Facto research design, the study focused on the freshman year experience by asking 38 second year computer science and mathematics majors to review their freshman year retrospectively. Data were collected from the population using the Student Survey on Awareness and Utilization Instrument. Pearson correlation and regression were used to analyze the data. The study revealed that there is a significant relationship between 7 of the awareness and utilization variables (independent) and students• academic performance (dependent). The study concludes by recommending that colleges institutionalize certain practices for freshmen in order to enhance their academic prowess.

<p>Mental health concerns of college students are important due to their developmental and life stages and adjustment challenges they must navigate in a new and difficult environment. Compared to students of other ethnicities, Black college students in the United States have historically reported poorer mental health outcomes with higher risk for depression and anxiety than their non-Black counterparts (McClain et al., 2016; Mushonga & Henneberger, 2019). The African American activism work done by Black college students has become increasingly visible and influential since the creation of the Black Lives Matter (BLM) movement and student protests aimed at improving university climates for minority students. Using Critical Race Theory (CRT) as a framework, this study investigated the roles of racial identity attitudes and sociopolitical attitudes on the relationships between race-related stress and mental health, and race-related stress and African American activism for Black college students in the U.S. The results indicated that increased race-related stress was associated with worsened mental health outcomes but increased engagement in activism, negative sociopolitical attitudes were related to poorer mental health, positive sociopolitical attitudes were related to decreased activism, and the six racial identity attitudes varied in their associations to mental health and activism based on racial centrality. The Internalization Multiculturalist Inclusive racial identity attitude was found to moderate the relationship between race-related stress and an indicator of mental health, and the Internalization Afrocentricity identity attitude strengthened the relationship between race-related stress and activism. The discussion addresses implications for future counseling psychology research and practice.</p>

Beyond the Stereotype of Black Homophobia: Exploring the Potential of Black Allies for Lesbian, Gay and Bisexual Students Strides at the federal and state levels are being made to improve the overall climate for gay rights and relationships across the country. However, despite greater acceptance, legislative victories and visibility of gay rights and relationships, homophobia is still widespread in American society (Fone, 2000; Jenkins, Lambert, & Baker, 2009; Schroeder, 2004). No matter the environment, homophobic attitudes permeate all aspects of the US culture, leading to prejudicial attitudes and inequalities that affect everyone in society. Unfortunately, some of these prejudicial attitudes lead to instituting laws that are inherently homophobic (HRC, n.d.). Trends illustrate that more people are coming out at a younger age in society, creating a larger number of `out' students on college campuses. However, the increase in `out' students has also led to an increase of prejudice and discrimination based on sexual orientation more visible on college campuses (Cannick, 2007; D'Augelli & Rose, 1990; Jenkins et al., 2009). Current research indicates Black college students are more likely than other college students to hold negative attitudes toward LGB students. The purpose of this research was to explore and describe perceptions and feelings of Black college students toward LGB students. A qualitative online survey using open and close-ended questions was sent out nationally to a number of college campuses to solicit responses. Major findings include the following: 1) participants have the potential to be allies for and hold positive perceptions of LGB identified students, 2) contact with LGB individuals affects the participants' ability to have more positive perceptions, and 3) participants are receptive to engage in conversations about LGB related issues. Implications of this study suggest collaboration among multicultural offices and other campus constituents for social and academic related programming. In addition, there is a need to provide a space for potential student allies to feel supported and engage in their own self-reflection and learning on how to create community among individuals that hold multiple social identities.

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This study examines Black students’ perceptions of their campus climate for perspective taking and how their perceptions influence their participation in high impact practices. Using ordinary least squares regression, I analyzed how the psychological climate, behavioral climate, and institutional structural diversity predict Black students’ perceptions and engagement in comparison to their Asian American, Hawaiian, Latinx, Multiracial, Native American, and White peers. Results from this study revealed that Black students have a positive perception of their campus climate for perspective taking. For the most part, Black students’ perceptions of campus climate were not significantly associated with participating in high-impact practices. However, Black students that had more positive perceptions of sources of support for engaging with diverse perspectives participated in high impact practices like study abroad programs and capstone projects. There were significant differences between Black students and Latinx and Asian American students in their perceptions of the general campus climate for perspective taking. Latinx students have a more positive perception than Black students, while Asian American students have a less positive perception than Black students. Black students were also more likely to participate in study abroad and required diversity courses than were Multiracial students. Among all students, there was a relationship between perceptions of the general campus climate and engagement in several high impact practices.