Throughout the course of this semester, I gained much information about African American students. I found that some of my initial assumptions, perceptions, and beliefs about this group were accurate, but several were incorrect and based on commonly held stereotypes about African Americans. For example, my assumption about the graduation rate for this population was true. The college completion rate of African Americans continues to fall behind other racial and ethnic groups (Owens, Lacey, Rawls & Holbert-Quince, 2010). In addition, during two of my interviews, students mentioned that they had very little or no family support or encouragement regarding pursuing a college degree. This, too, was one of my initial perceptions about African American students. After reviewing my list of initial assumptions, I realized that most of my assumptions about African Americans focused on negative aspects. I assumed African American students come from under-privileged families, struggle academically, and have difficulty managing anger, and often abuse drugs and alcohol. In reading the literature on this student population, I learned that most of the research on this population focuses on African Americans negative outcomes rather than their educational success (Hughes, 2010). Very few studies actually address high-achieving and gifted African American college students, but that is not to say that these students do not exist.
There has been a significant amount of research and assessment related to the circumstances of African Americans and other minority students at predominately white institutions, and researchers have found quite a disparity between the accomplishments of African American men and women (Cuyjet, 1997). First, black women attend college in larger numbers than black men. Some of the barriers for African American males include incarceration, a high level of high school drop-out rates, and high homicide rates. For African American males who do make it to college, there is often an overall feeling of unpreparedness for the academic challenges stemming from factors such as attending a poor elementary or secondary schools, low peer and adult expectations toward academic achievement, peer pressure not to further one’s education, financial challenges, and lack of appropriate role models.
Racism and socioeconomic disadvantages can also inhibit an African America male’s ability to develop a masculine social role, desire to achieve socially responsible behavior, and have values that guide their behavior and prepare them for a career (Cuyjet, 1997). As a result, black males often begin adopting behaviors to compensate for the behaviors that were denied them because of racism, socioeconomic disadvantage, or a combination of the two.
Black males, in many cases, require special nurturing to help them adjust and adapt to college life, especially in the adjustment to the campus environment itself (Cuyjet, 1997). Black males tend to be viewed negatively and reeducation needs to start on campuses and must include students, faculty, and staff. Ironically, one of the populations requiring the most assistance in changing their attitudes and perceptions about the merits and abilities of African American men is African American men themselves.
In regard to engaging in campus activities, African American women are more likely to participate than African American men (Cuyjet, 1997; Harper & Wolley, 2002). African American men indicate a much higher participation in athletic and recreational activities. When African American men are members of a campus organization at predominantly white institutions, they primarily participate in Black and minority student organizations instead of mainstream organizations (Harper & Quaye, 2007). The best recruiters of African American males is an actively involved African American male student leader and African American males need to feel wanted by an organization in order to consider joining.
The physical environment of a college campus influences students’ attraction to and satisfaction with a particular institution (Strange & Banning, 2001a). Several of the students I interviewed mentioned that their attitudes are shaped by everything from campus marketing materials to where particular offices are located on campus, the artwork hanging in campus buildings, and the graffiti written on campus walls. They commented that these things send messages as to whether or not the campus is inclusive.
African American students attending historically black colleges and universities (HBCU’s) reported significantly greater levels of good practices in and out of the classroom with faculty and peers than did their counterparts at research and regional institutions (Seifert, Drummond, & Pascarella). African American students attending liberal arts colleges, however, experienced good practices at similar levels to their counterparts at HBCU’s. Good practice advantages for students at HBCU’s included quality of non-classroom interactions with faculty, faculty interest in teaching and student development, instructor feedback to students, scholarly and intellectual interest, and quality of interactions with peers.
As a majority on campus, students attending HBCU’s do not have to deal with assimilating. On the other hand, as a racial minority at predominantly white institutions (PWI’s), African Americans experience a greater range of problems in their efforts to adapt socially and academically (Stewart, Wright, Perry, & Rankin, 2008). African American students at PWI’s often perceive the climate as chilly. Although African American students at HBCU’s believe that the academic environment is more demanding, they are able to excel because of the added support they receive.
There is compelling evidence that African American males at 4-year institutions are more socially and academically integrated than their counterparts at 2-year institutions (Flowers, 2006). African American males at 4-year institutions were more likely to attend study groups outside of class, talk to faculty outside of class, meet with their advisor to discuss their academic plan, participate in school clubs and intramural sports, and go places with friends from school than African American males at 2-year institutions.
There are a number of factors leading to an African American student’s decision to withdraw or transfer from a college or university that is predominately white, including things like stereotypes that lead to marginalization, racially divided campus events, a hostile environment within the residence hall, and not feeling that their voice is heard (Patton, 2006).
The transition process for some African American students attending a predominantly white campus can be challenging, especially when it comes to adjusting to the campus climate (Littleton, 2003). Minority students often rely on each other for support due to perceived negative connotations they sense from non-minority students and faculty. Black male and female non-athletes at small, predominantly white liberal arts colleges report challenges in creating a sense of community because the common thinking on these campuses is that if a student is an African American, he or she must play a sport.
When they attend college, many African American college students experience resistance, alienation, and a culture that is unlike the community they grew up in (Owens, Lacey, Rawls, & Holbert-Quince, 2010). As a result, they often lack a sense of belonging that negatively impacts their academic goals. Sense of belonging, defined as a psychological sense that one is a valued member of the community, plays a role in student retention for both African American and White first-year students (Hausmann, Schofield, & Woods, 2007). Important indicators of students’ abilities to persist included integrating socially and academically at an institution, having a sense of commitment to the institution, having a goal of obtaining a college degree, having a good institutional fit, having support from friends and family, and getting involved in campus activities. On average, both first-year African American and White students who had more parental support felt a greater sense of belonging at the beginning of the academic year, but the pattern was even stronger for African Americans. And having more peer support was associated with an increase in sense of belonging over time for African American students. Early social experiences that students have when they first come to college and the social support they receive during the transition are likely to be better indicators of initial feelings of sense of belonging than demographic characteristics or academic experiences. Two of the students I interviewed touched on the challenges of persisting in college when your family and friends are not encouraging you to work toward a college degree.
Safety and inclusion are important for development and learning to occur and allow students to be more actively engaged (Strange & Banning, 2001b). The fear for personal safety and feeling unwelcome are both detrimental. Those students sharing the dominant characteristics of the campus human aggregate are more likely to feel safe and included. Psychological safety and inclusion means that students are not threatened or harassed, and it also involves a sense of mattering. For students to get involved in campus activities and academic programs they must feel that they matter. Again, the students I interviewed echoed these sentiments of how important it was that they feel that they mattered and were valued as individuals.
Various racial groups on geographically diverse public and private campuses across the country perceive and experience the campus environment differently (Rankin & Reason, 2005). Students of color experienced harassment at higher rates than white students. In addition, students of color perceived the campus climate as more racist and less accepting than white students, even though white students recognized racial harassment at similar rates as students of color. Major changes in student race will likely change the campus climate (Rankin & Reason, 2005), but research indicates that the quality is more important than the quantity of interactions a student has with other not like them. Intentional educational programming and quality interactions must be encouraged both in and out of the classroom in order to result in positive educational outcomes related to race.
Administrators, faculty, staff and students must work collaboratively to establish and maintain an environment where individuals are respected and beliefs can be freely expressed (Cheng, 2004). Student activity groups are beneficial to fostering a sense of community, but they cannot do so on their own. Programming must be intentional.
Offices such as the Office of Multicultural Affairs can positively influence the campus climate. In an interview with a staff member who works in this particular office at BGSU, I learned that the mission of this office is to promote and offer a welcoming, socially just, and inclusive campus community by supporting the retention of diverse student populations. In addition, the office provides and diversity education and multicultural programs for students, faculty, and staff.
Black culture centers on college campuses make a significant difference in student learning and facilitate an environment that encourages leadership development. In addition, these centers help students gain a sense of community and promote a sense of mattering (Patton, 2006). Patton’s (2006) study indicated that black culture centers provide a number of benefits to African American students. For example, on predominately white campuses, these centers provide increased opportunities for student leadership involvement, development of students’ African American identity, more pride in their black history, and a welcoming and safe place to go where African American students feel supported. One of the students I interviewed talked about his desire not to lose his cultural heritage. In addition, he talked about his need for support and encouragement from other African Americans when he was constantly put in an uncomfortable position as the token African American male in classroom discussions. He said he felt as though White students looked to him as if he was speaking on behalf of all African American males. He further explained that daily he thinks about his words and actions and how White students perceive him.
I had the opportunity to visit an Owens Community College learning center specifically designed to serve the student population near downtown Toledo, which is predominantly African American. The director of the learning center talked about the focus on making students feel like they belong and matter. He shared that many of the students who attend classes at this learning center are anxious, scared, and unsure of themselves. In addition, they have a vague understanding of how higher education can impact their life because they are not surrounded by peers or family members who attended college previously.
Mentoring in higher education has proven to be a valuable tool for enhancing student retention, academic achievement, and leadership development (LaVant, Anderson, & Tiggs, 1997). African American males have especially reaped the benefits of formal mentoring and bridge programs such as Student African American Brotherhood (SAAB) (Bledsoe, 2011). Often these bridge programs are specifically created to acclimate African American males to the campus climate and structure (Hughes, 2010). One of the students I interviewed talked about the impact of a mentoring relationship he formed with the Dean of Students at his undergraduate institution. He was unaware that an African American could obtain such a high-level position and was encouraged to set high career aspirations for himself as a result of his relationship with his mentor.
The United States faces technological segregation based on access, digital literacy, and cultural limitations (Journell, 2007). This digital divide affects large numbers of African Americans and Latinos. The student population at HBCU’s is has a high percentage of first-generation, low-income, and under-prepared students (Buzzetto-More, 2008). While HBCU students tend to come to college less technologically prepared, the use of e-learning is slowly rising in popularity with this group.
Regarding course learning and writing, African American men do not perform as well as African American women (Cuyjet, 1997). African American men do not come to college with the same study habits as African American women and are also less likely to utilize campus resources such as math and writing labs for assistance.
Completing the immersion project has affected me in ways that I was not expecting. While I feel more informed about African American college students, I am more aware of the role that my assumptions and perceptions play in working with any group that is not like me. I have a desire to become more knowledgeable and informed about groups that are not like me because I strongly believe it will make me a better student affairs practitioner and a better person. As I learned in the cross cultural communication seminar that I attended, I need to be aware of who my cultural “lens” includes and who it leaves out and treat each student as an individual with multiple identities.
