(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate

2011 ◽  
Vol 117 (4) ◽  
pp. 495-526 ◽  
Author(s):  
Kimberly A. Griffin ◽  
Meghan J. Pifer ◽  
Jordan R. Humphrey ◽  
Ashley M. Hazelwood
Keyword(s):  
Racial Climate ◽  
Black Professors

Racial Climate Subscales for Undergraduate and Graduate Students

2003 ◽  
Author(s):  
Landon D. Reid ◽  
Phanikiran Radhakrishnan
Keyword(s):  
Graduate Students ◽  
Racial Climate

Cultural Group Perceptions of Racial Climates in Residence Halls

NASPA Journal ◽  
2003 ◽  
Vol 41 (1) ◽  
Author(s):  
Vanessa D. Johnson
Keyword(s):  
Native American ◽  
Minority Groups ◽  
Residence Halls ◽  
Statistical Significance ◽  
Racial Climate ◽  
Cultural Group ◽  
Group Perceptions ◽  
Cultural Minority ◽  
Predominantly White University ◽  
International College

This study suggests that residence hall students at a predominantly White university perceive the racial climate of residence halls differently depending on their cultural group. White, African American, Latino, Native American, biracial, and international college students were included in this study. In each instance where there were significant differences in students' responses regarding racial climate, the statistical significance was between White and one or more of the cultural minority groups. There were no significant differences found in the responses of any of the ethnic minority groups.

Learning from Asian Americans: Implications for Planning

2021 ◽  
pp. 0739456X2110067
Author(s):  
C. Aujean Lee ◽  
Nina M. Flores ◽  
Laureen D. Hom
Keyword(s):  
Asian Americans ◽  
White Supremacy ◽  
Racial Climate ◽  
Diverse Communities

This commentary serves as an introduction for the planning academe about Asian Americans and how an understanding of their racialization can contribute to anti-racist frameworks in planning. Asian Americans are a unique group comprised of diverse communities with a long history in the country. Yet, most research about Asian Americans exists outside of mainstream planning scholarship. Asian Americans offer several insights for planning, including how to contend with intragroup and intergroup differences, how racialization upholds white supremacy, and how to document histories of activism. We end with recommendations to rethink diversity and racial climate in the field.

Perceptions matter: faculty caring, campus racial climate and academic performance

2016 ◽  
Vol 72 (4) ◽  
pp. 864-877 ◽  
Author(s):  
Marivic B. Torregosa ◽  
Marcus Antonius Ynalvez ◽  
Karen H. Morin
Keyword(s):  
Academic Performance ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
Faculty Caring

After the Exodus: The New Catholics in Boston's Old Ethnic Neighborhoods

2007 ◽  
Vol 17 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Regine O. Jackson
Keyword(s):  
Ethnographic Research ◽  
Racial Climate ◽  
Religious Institutions ◽  
Haitian Immigrants ◽  
New Immigrants ◽  
The Caribbean ◽  
The 1960S ◽  
The Impact ◽  
Catholic Churches ◽  
Residential Settlement

AbstractThis article contributes to the growing body of work on the impact of religious institutions on the identities and experiences of new immigrants from the Caribbean, Latin America, and Asia. Drawing from ethnographic research on Haitian immigrants in Boston, I find a relationship between initial residential settlement patterns and the location of Catholic churches. Following Gerald Gamm's Urban Exodus: Why Jews Left Boston and the Catholics Stayed, I argue that Haitian immigrants who arrived in Boston in the 1960s were attracted to certain neighborhoods despite the racial climate because they were Catholic. In addition to the influence of rules governing membership and religious authority, I show that Haitians turned to a Catholic narrative of their experience in Boston because being Catholic was the most acceptable way of being Haitian in that social context.

African-American Student Perceptions of Predominately White Campuses: The Importance of Institutional Characteristics Relating to Racial Climate

2003 ◽  
Vol os-20 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Brenda T. King ◽  
Thomas E. Ford
Keyword(s):  
African American ◽  
Student Perceptions ◽  
White Students ◽  
African American Students ◽  
African American Student ◽  
Institutional Characteristics ◽  
Racial Climate ◽  
Campus Environment ◽  
Predominately White ◽  
American Students

The Campus Climate Survey was developed to identify the institutional characteristics of predominately white colleges or universities (PWCUs) that African-American students perceive as important predictors of the quality of the campus environment. We examined whether African-American and White students differentially consider institutional characteristics relating to racial climate to evaluate the campus environment. The survey was administered to 131 African-American and 247 White high school seniors and college students. Results suggest that African-Americans were especially attuned to racial climate characteristics. Furthermore, these racial climate characteristics are uniquely important for African-American students: they mattered to them but not to Whites. Indeed, the general institutional characteristics (non-racial climate related) were more important for determining social comfort for White students.

scholarly journals Navigating “Mixedness”: The Information Behaviours and Experiences of Biracial Youth in Australia

2018 ◽  
Vol 10 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Indra Ayu Susan Mckie
Keyword(s):  
Racial Identity ◽  
Social Life ◽  
External Validation ◽  
Racial Climate ◽  
Racial Groups ◽  
Information Avoidance ◽  
Daily Experiences ◽  
Continuous State ◽  
Physical Features ◽  
Depth Interviews

It is generally understood that, ‘for those deemed white, the idea of race serves as a vast source of unearned privilege within all facets of life; for those deemed coloured, it means susceptibility to countless forms of prejudice and racism’ (Nuttgens 2010, p. 255). But what does this mean for a person with indistinguishable physical features, who is questioned daily, “where are you from?” or, even more dehumanisingly – “what are you? In the current racial climate of Australia, biracial second-generation Australians are left to choose between two or more identities on how to behave in attempts to fit binary racial groups and expectations (Shih & Sanchez 2009). This paper presents the data from six in-depth interviews with Asian biracial youth from across Sydney. The interviews explore how this group has confronted race while developing their own identities during adolescence, as well as how their understanding of being “mixed” has developed over time. In exploring this collective racial identity, I draw from my own racialised experiences to address emergent themes from my findings. Numerous displays of information behaviours emerged from the participant’s stories of isolation, belonging and resentment towards their racial mixedness. Information avoidance, browsing, seeking and satisficing were observed within their daily experiences of school, family and social life. Such practices informed how these individuals internalised their inherited intersection of racial persecution and privilege. Critical engagement with information behaviours theories justifies the modern notions of identity as a continuous state of reconstruction (Hall 1996) as the biracial participants of this study struggle to find balance with the external validation of others and their driving agency to be themselves.

scholarly journals Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 116-134
Author(s):  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Best Practices ◽  
Cultural Diversity ◽  
Urban Schools ◽  
White Students ◽  
Teacher Education Program ◽  
Classroom Environments ◽  
Underlying Principle ◽  
Self Study ◽  
Black Professors

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

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