scholarly journals Campus en-counter : counter narratives of the persistence of black males at a PWI

2015 ◽  
Author(s):  
◽  
Jonathan A. McElderry
Keyword(s):  
Black Men ◽  
Undergraduate Students ◽  
Peer Pressure ◽  
Theoretical Frameworks ◽  
University Of Missouri ◽  
Student Departure ◽  
Predominately White ◽  
Counter Narratives ◽  
White Institution ◽  
The University

Given the low retention and completion rates, research on Black men typically focuses on the problems or barriers they face, even when successful. Rather than focusing on the problems Black men are experiencing, it is important that scholars give attention to those Black men who are succeeding to create a counter narrative to the stereotypical misandry of Black men in our society. These counter narratives remind us that Black men can and do succeed, which is a truth not often heard. The current research identifies concepts in this literature that serve as hermeneutics to examine counter narratives of student departure. The theoretical frameworks used throughout this study are theories of masculinity and Tinto's (1993) theory of student departure, which were used to examine the experiences of Black, male, third and fourth year undergraduate students who entered college without declaring a major and have persisted at a large, public, predominately White institution in the Midwest (The University of Missouri or Mizzou). Seven students were recruited through purposeful sampling and participated in a three interview sequence model (Seidman, 1998). From this, five overarching themes developed. (1) Peer pressure, external influences, and institutional support; (2) Finding an academic path; (3) Black Mizzou; and (4) Establishing identity. Within the context of the study, a conclusion, recommendations for research, and implications for practice were discussed.

Using animated graphics as a teaching tool in patternmaking: a comparison of delivery methods

2005 ◽  
Author(s):  
◽  
Lynn M. (Lynn Marie) Boorady
Keyword(s):  
Undergraduate Students ◽  
Educational Level ◽  
Delivery Methods ◽  
University Of Missouri ◽  
Web Based ◽  
Traditional Lecture ◽  
Web Based Learning ◽  
Computer Based ◽  
The Subject ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study concerns itself with evaluating the effectiveness of teaching a visual topic, such as patternmaking, via a computer. The visual topic being explored, patternmaking, was taught to three levels of undergraduate students at different universities in the Midwest. This paper discusses the outcomes of patternmaking being taught in a traditional lecture style and compares it to the same instruction received through a computer-based animation program. It was found that the most difference in learning outcomes was within the subject groups in the lowest educational level. There was no difference found in the outcomes between the two higher educational level groups. Attributes of the subject groups which may account for the success of this style of learning include prior experience in sewing complete garments and overall GPA. Additional research and improvements to the animation is discussed. Suggestions are made on how to utilize web-based learning in the design curriculum.

scholarly journals A campus climate survey on diversity and inclusion: a factor analysis

2017 ◽  
Author(s):  
◽  
Jeffrey Fischer
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Internal Consistency ◽  
White Students ◽  
Students Of Color ◽  
Campus Climate ◽  
University Of Missouri ◽  
Diversity And Inclusion ◽  
Student Center ◽  
The University

In the 12 of 2015, racial tensions on the University of Missouri - Columbia (MU) campus led to the high-profile protest movement Concerned Student 1950, which culminated in the resignations of the university system president and the chancellor of the university (Hoffman and Mitchell, 2016). In the weeks before the resignations, the present researcher and his former classmate, both students at MU, had been constructing a survey to measure the prevailing campus climate perceptions among MU students, faculty and staff as part of a project for an educational and psychological measurement course. The completed survey was approved by the course instructor, reviewed by class members and subsequently administered to 229 individuals, primarily students, in the university student center on December 3, 2015. Preliminary results from the survey were shared in class and were also distributed to two administrators in the inclusion, diversity and equity office and the dean of the university's College of Education. This study examines the psychometric properties of the campus climate survey on diversity and inclusion by conducting a factor analysis on its 16 Likert-scale items and analyzing the factor scores as they relate to participant demographics. Sample data from undergraduate students (n = 215) was utilized in an effort to identify underlying factor structures. Two primary factors emerged from the data: Factor 1, desire for diversity and inclusion initiatives, for which six items were retained, and Factor 2, sense of comfort and belonging, for which three items were retained. Desire for diversity and inclusion initiatives (Factor 1) measures a respondent's desire for a more diverse campus population as well as initiatives to increase cross-cultural experiences and understanding, while sense of comfort and belonging (Factor 2) measures whether an individual enjoys being a student and feels a sense of inclusion and comfort on campus. Internal consistency for the subscale scores was .92 and .73 for Factor 1 and Factor 2, respectively. Internal consistency for the whole scale was .68. Desire for diversity and inclusion initiatives (Factor 1) was higher for students of color than for White students, and it correlated positively with frequency of discrimination or harassment experiences. Sense of comfort and belonging (Factor 2) was lower for students of color than for White students, and it correlated negatively with frequency of discrimination or harassment experiences.

scholarly journals Resisting intersectional marginality by developing a mestiza consciousness : undergraduate women of color challenging and shaping power

2021 ◽  
Author(s):  
◽  
Stephanie Hernandez Hernandez
Keyword(s):  
Undergraduate Students ◽  
Women Of Color ◽  
University Of Missouri ◽  
Color Experience ◽  
Undergraduate Women ◽  
Mestiza Consciousness ◽  
Asian Indian Women ◽  
Shaping Power ◽  
Political Investments ◽  
The University

This critical qualitative study explores how power shapes the experiences of undergraduate Women of Color engaged in activism and advocacy on social justice issues at the University of Missouri. The development and design of this study is grounded in a Critical Race Feminist (CRF) epistemology. The research questions were: 1) How does power shape the experiences of undergraduate Women of Color engaged in activism and advocacy at the University of Missouri? 2) How do Women of Color experience exclusion in their activist/advocacy work and/or spaces on campus? 3) What strategies do Women of Color employ to resist marginalization on campus " in and outside of activist work? The research focused on the experiences of five Women of Color undergraduate students at the University of Missouri, four of whom were in their fourth year at the institution and one of whom was a junior. More specifically, there was one Black woman, a Chicana, a mixed-race Mexicana who is also White, and two South Asian Indian women. the use of testimonios, plnticas, and sista circles, participants shared their stories and experiences. The identification of these frames and methods is partly a result of my own position as a Boricua, Woman of Color, who seeks to conduct research in a way that is liberatory and reciprocal for participants. The findings of this research were interpreted using intersectionality (Crenshaw, 1991; Collins, 2019) and Mestiza consciousness (Anzaldna, 1997). I found four over-arching themes: Engaging and Adjusting Behavior, Culture of Exploitation, Distrust Confirmed and Cultivated, and Developing a Mestiza Consciousness. Overall findings demonstrate how participants activism largely came in the form of creating awareness for others, predominantly White people. In addition, findings showed how those with privilege and power regulate participants' emotions; a lack of intersectional praxis and analysis in all areas of campus life, including equity and diversity work; a performative diversity culture that haed in equity and justice; dominant representation reflecting political investments; and how the development of a Mestiza consciousness is used by participants to challenge intersectional marginalization. Finally, this study demonstrates how participants' consciousness and activist work are continuously evolving and how they work to meet their needs and find reciprocity in their activist and advocacy efforts.

We have a duty to eradicate HIV in the community, in the world' : successful PrEP use among black men who have sex with men

2020 ◽  
Author(s):  
◽  
Laura Remy
Keyword(s):  
Black Men ◽  
The United States ◽  
University Of Missouri ◽  
Individual Interviews ◽  
Biomedical Prevention ◽  
Sex With Men ◽  
One Year ◽  
Exposure Prophylaxis ◽  
The University ◽  
Insight Into

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Black men who have sex with men (BMSM) have a 50% lifetime risk of HIV infection. The HIV epidemic continues to be a perplexing health issue, despite the availability of a highly effective biomedical prevention strategy. Pre-exposure prophylaxis (PrEP) uptake is suboptimal among BMSM: a priority population that accounts for over one fourth of all new HIV diagnoses in the United States. Most research endeavors have focused on identifying barriers to PrEP with less emphasis on facilitators of PrEP uptake. This qualitative study was undertaken to gain a better understanding about the factors that motivate BMSM to seek PrEP and the strategies that resulted in successful uptake. In-depth individual interviews were conducted with Midwestern BMSM (n=12) who were successfully taking PrEP for over one year. The men were sophisticated, privately insured healthcare consumers and yet, the overarching theme that emerged from the data was that obtaining PrEP was a "long, hard road". Facilitators to PrEP access included having an important person, insight into the roles of stigma, sexual partner mistrust, and the desire to be a part of something bigger than oneself. Also prevalent in the data were descriptions about barriers to PrEP access. Men in this study felt strongly that HIV prevention is everyone's responsibility. Findings have important implications for research and clinical practice. Strategies that can decrease healthcare system barriers and help simplify the process to access PrEP are greatly needed.

Critical Service-Learning

2020 ◽  
pp. 105-116
Author(s):  
Shirley Mthethwa-Sommers
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Practical Knowledge ◽  
Social Justice Education ◽  
Community Schools ◽  
Theoretical Frameworks ◽  
Predominately White ◽  
Foundations Of Education ◽  
Predominately White Institution ◽  
White Institution

Colleges and universities in the U.S. engage in service-learning in order to cultivate dispositions of empathy and civic engagement. This chapter draws from a Foundations of Education course in a historically and predominately White institution participating in service-learning in predominately Black and Latinx high schools. The purpose of the course was to teach about the legacy of state sponsored oppression, social justice education, and advocacy. The course provided theoretical frameworks to the practical knowledge and skills that students garnered from engagement in community schools. Data collected for research purposes were quantitative and qualitative. The results of the study show that service-learning can be a vehicle toward social justice education particularly in exposing oppressive structures and practices in urban schools.

Understanding Masculinity in Undergraduate African American Men

2013 ◽  
Vol 8 (5) ◽  
pp. 387-398 ◽  
Author(s):  
Krista Mincey ◽  
Moya Alfonso ◽  
Amy Hackney ◽  
John Luque
Keyword(s):  
Black Men ◽  
African American Men ◽  
Black College ◽  
Future Research ◽  
Historically Black College ◽  
Predominately White ◽  
College And University ◽  
Predominately White Institution ◽  
White Institution ◽  
Black Man

This study reports findings on views of masculinity with undergraduate Black men, which included interviews and focus groups ( N = 46) with participants ranging in age from 18 to 22 years. Specifically, this study explored how Black men define being a man and being a Black man. Undergraduate Black males at a historically Black college and university ( N = 25) and a predominately White institution ( N = 21) in the Southeastern United States were recruited to participate in this study. Through the use of thematic analysis, findings indicated that three levels of masculinity exist for Black men: what it means to be a man, what it means to be a Black man, and who influences male development. Implications and recommendations for future research and practice are discussed.

scholarly journals “No CAP”: Reflections on the Intersectionality, Positionality and the Experiences of Navigating Race as a Black Male Criminologist

2021 ◽  
pp. 215336872110112
Author(s):  
Joseph Richardson
Keyword(s):  
Critical Race Theory ◽  
Black Men ◽  
Police Department ◽  
Occupational Prestige ◽  
Predominately White Institutions ◽  
Predominately White ◽  
White Institutions ◽  
Henry Louis Gates ◽  
Predominately White Institution ◽  
White Institution

The arrest of respected Black professor and scholar Henry Louis Gates, Jr., by the Cambridge Police Department in 2009 for allegedly breaking into his own home proverbially “set the table” for this discussion. Following his arrest, Gates noted: “There are one million black men in jail in this country and last Thursday I was one of them. This is outrageous and this is how poor black men across the country are treated every day in the criminal justice system. It’s one thing to write about it, but altogether another to experience it.” Regardless of social class or occupational prestige, Black professors at predominately White institutions are subjected to hyper-surveillance and racially bias policing in public spaces on campus. Using intersectionality and positionality as conceptual frameworks, this paper describes the lived experiences of a Black professor and criminologist at a predominately White institution and his encounters with the university’s police department and the carceral state. Using Armour’s (2020) N*gga Theory, which is framed by Critical Race Theory, I analyze the relationship between race, class, unequal justice, and the politics of respectability. I use Armour’s N*gga Theory (2020) to show solidarity between those vilified as a “crime prone” Black underclass, and the less “crime prone” Black bourgeoisie. Although, the Black bourgeoisie in the academy may embrace the politics of respectability, according to N*gga Theory there is no moral or political distinction between the those considered good Negroes and those considered bad.

Academic Reading Format Preferences and Behaviours: An Exploratory Study amongst Undergraduate African University Students

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Rexwhite Tega Enakrire ◽  
Janneke Mostert
Keyword(s):  
Undergraduate Students ◽  
Academic Staff ◽  
Peer Pressure ◽  
State University ◽  
Academic Reading ◽  
Emerging Trends ◽  
Reading Materials ◽  
Multiple Case ◽  
The Cost ◽  
The University

To be academically successful a university student is required to read extensively on topics related to his or her field of study. The current proliferation and availability of electronic academic reading materials on various online platforms require academic staff to gain an understanding of their impact on the format preference and reading behaviour of students. Knowledge of emerging trends can guide academic staff to provide reading materials in the format best suited to the reading preferences of students. To establish the current format and reading behaviour trends a multiple case study design was employed targeting undergraduate students from the University of Zululand, South Africa and Delta State University, Nigeria. A questionnaire was used to collect data from a sample of 237 students. A combined return rate of 69.9% was achieved. The findings revealed a strong preference for reading textbooks in printed format. The preference for reading documents in electronic or print format was influenced by factors such as the  length of the document, the purpose of reading the document, and whether the document is written in the student’s native language or not. External factors such as access to electronic gadgets and data, and the cost thereof, as well as peer pressure also influenced preference for a specific format. The study recommends that regular surveys should be conducted in academic institutions to keep track of current and changing trends in the format preferences and resultant reading behaviour of the students to enable academics to adapt their prescribed reading materials to a format best suited to the students’ preferences.

Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

2020 ◽  
Vol 30 (6) ◽  
pp. 541-564
Author(s):  
Vanessa Anthony-Stevens ◽  
Julia Mahfouz ◽  
Yolanda Bisbee
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Nation Building ◽  
Teacher Education Programs ◽  
Teacher Mentors ◽  
Predominately White ◽  
White Institution ◽  
The University ◽  
Tribal Nation ◽  
Indigenous Teachers

This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. In doing so, we examine the contentious and local work of reimagining education, from the bottom up and top down, to develop leaders to serve the needs of Indigenous youth and communities through the vehicle of mainstream institutions. With data from a multiyear ethnographic documentation, we examine the experiences of IKEEP program administration, teacher mentors, and students through the conceptual lens of Tribal nation building in higher education. Our findings underscore how teacher education programs at PWIs need to engage in a radical shift toward seeing Indigenous teachers as nation builders and to prioritize the infrastructure and programmatic collaboration to support them and their communities as such.

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