A Qualitative Inquiry on the Multidimensional Racial Development among First-Year African American College Students Attending a Predominately White Institution
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引用次数: 64
Abstract
Abstract:While persistence and completion rates in postsecondary education are on the rise, gaps based on racial/ethnic demographics remain. This is particularly evident at predominately White institutions (PWIs), despite increasing enrollment of African Americans at these institutions. Previous studies have linked psychosocial health of African American students with positive educational outcomes. Using qualitative data from a study of first-year African American students at a PWI, this article examines the influence of racial identity development on the educational experiences through an interpretive theoretical framework—the Multidimensional Model of Racial Identity (MMRI). Five themes are presented, representing the influence of both internal reconceptualization of racial identity and external sources of support. Implications for policy development and future research are discussed.
期刊介绍：
The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.
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