一所白人大学一年级非裔美国学生多维种族发展的质性调查

Q2 Social Sciences The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/JNEGROEDUCATION.81.1.0067

Lorenzo Baber

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引用次数: 64

摘要

摘要:虽然高等教育的持续接受率和完成率正在上升，但基于种族/民族人口统计的差距仍然存在。这在以白人为主的大学中尤其明显，尽管这些大学招收的非裔美国人越来越多。以前的研究已经将非裔美国学生的心理健康与积极的教育成果联系起来。本文以一所私立私立大学的一年级非裔美国学生为研究对象，通过一个解释性的理论框架——种族认同多维模型(MMRI)，探讨了种族认同发展对教育体验的影响。提出了五个主题，代表了种族身份的内部重新概念化和外部支持来源的影响。讨论了政策制定和未来研究的意义。

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A Qualitative Inquiry on the Multidimensional Racial Development among First-Year African American College Students Attending a Predominately White Institution

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.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

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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.