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1	Racial Differences and Lived Experiences: Civil Rights Experiences and a Private, Religious, Predominantly White Institution Bates, Anthony Brandon 22 June 2023 (has links) (PDF) Purpose: This article explores the expressed thoughts and feelings of 24 research participants who processed and articulated their lived experiences. They each attended the same private, religious, historically, and predominantly White institution and participated in a three-credit course that covered the history of the Civil Rights Movement of the 1950s and '60s, which culminated in an experience in Georgia and Alabama (Civil Rights experience). Methods: In this phenomenological study, the research participants all participated in a semi-structured interview with the same bank of questions. The questions were designed to examine their lived experiences, within the context of participating in the Civil Rights experience and attending the private, religious, historically and predominantly White institution. A phenomenological narrative inquiry employed a specific content analysis approach in conjunction with a constant comparative method to conduct open, axial, and selective coding. Findings: Research participants discussed their reactions to and perceptions of experiences with racial differences, and researchers identified themes that provided perspective on the broader category of racial differences: white spaces, assimilation, stereotypes, microaggressions, and racism. Implications: High-impact programming, such as the Civil Rights experience, may encourage the implementation of measures to foster institutional cultural humility, such as initiating important dialogue and accountability measures between the institution and the students. Racial Battle Fatigue can help both students and institutional personnel identify and interpret racialized experiences. A high-impact "critical experience" may also provide students with the knowledge, experiences, and vocabulary to reckon with racial realities and process their private, religious, predominantly white institution experience. higher education black students predominately white institution race religion Education
2	Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions González, Adrianna, González, Adrianna January 2016 (has links) The alarming numbers of Latino/a students graduating from four year institutions continues to be low and while access has improved there still lies an issue in that the number of students graduating has not increased (Otero, Rivas & Rivera, 2007; Watkins, Labarrie & Appio 2010; Jones, Castellanos & Cole 2002) Latina/o undergraduate students are positioned in relation to the White dominant student population at Predominately White Institutions (PWIs), which, in many ways silences their voices and thus maintains an educational space of Whiteness. The purpose of this study is to understand and highlight the experiences of Latina/os, particularly the ways in which they navigate through PWIs. Testimonio, a narrative of marginalization, has been recognized as a way to collect qualitative data from students. Through this genre and a Critical Race Theory and Latina/o Critical Race Theory framework, the author examines and shares student experiences to do what? (Delgado & Stefancic, 2012; Peréz Huber & Cueva, 2012). Testimonio is used as a methodology to co-conduct a research process that engages the researcher, and 10 students as the participants to share educational experiences. Students positioned themselves as distant from the university and understood educational spaces of Whiteness to be spaces of financial access and white student serving. As such, Latina/o students navigate the spaces through community support and avoiding unwelcoming spaces throughout the larger institution. Latina/o Navigating Predominately White Institution Student Experiences Whiteness Mexican American Studies Higher Education
3	Skinfolk & Kinfolk: Social Capital, Fictive Kin, and Persistence Among Black Students at a Predominately White Institution Carson, Kerra Selekah January 2022 (has links) No description available. African American Studies African Americans Higher Education Higher Education Administration kin fictive kin persistence Black students Black undergraduates social capital phenomenology hermeneutic phenomenology retention Predominately White Institution PWI African American students African American undergraduates higher education college university
4	Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution Prasad , Allison S. 05 September 2014 (has links) No description available. Education Higher Education African Americans First-Generation African American Predominately White Institution Academic Experiences Social Experiences Academic Sense of Belonging Social Sense of Belonging Critical Race Theory Counter-Storytelling and Narratives and Critical Race Methodology
5	The Impact of a Race-Based Intervention Program on One African American Male at a Predominately White Institution: An Autoethnographic Study Brown, Kenneth J. January 2020 (has links) No description available. African American Studies African Americans Academic Guidance Counseling Black History Black Studies Curriculum Development Education Education Finance Education Policy Educational Evaluation Educational Leadership Educational Sociology Educational Theory Gender Gender Studies Higher Education Higher Education Administration Minority and Ethnic Groups Personal Relationships Social Research Race Based Intervention SAAB Black Mal , Predominately White Institution Cognitive Skills Non Cogitive Skills Critical Race Theory Graduation Social Capital Cultural Capital Autoethnograpy Student African American Brotherhood Sense of Belonging

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