Literaturnachweis - Detailanzeige
Autor/inn/en | Payne, Yasser Arafat; Suddler, Carl |
---|---|
Titel | Cope, Conform, or Resist? Functions of a Black American Identity at a Predominantly White University |
Quelle | In: Equity & Excellence in Education, 47 (2014) 3, S.385-403 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1066-5684 |
DOI | 10.1080/10665684.2014.933756 |
Schlagwörter | Whites; Institutional Characteristics; African American Students; Undergraduate Students; Interviews; Females; Code Switching (Language); Bilingualism; Individualism; Racial Identification; Self Concept; Action Research; Athletes; College Faculty; Focus Groups; Teacher Attitudes; Educational Experience; Employees; Sororities; Fraternities; Surveys; Racial Bias; Alienation; Coping; Interrater Reliability; Coding; Interpersonal Relationship; Participatory Research White; Weißer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Weibliches Geschlecht; Bilingualismus; Individualismus; Selbstkonzept; Projektforschung; Athlet; Fakultät; Lehrerverhalten; Bildungserfahrung; Employee; Arbeitnehmer; Beschäftigter; Frauengruppe; Survey; Umfrage; Befragung; Racial discrimination; Rassismus; Entfremdung; Bewältigung; Interrater-Reliabilität; Codierung; Programmierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Forschungstätigkeit |
Abstract | This study organized five black American undergraduate students into a participatory action research (PAR) team to examine Cross and Strauss' (1998) and Cross, Smith, and Payne's (2002) functions of blackness theory (i.e., bonding, code switching, and individualism) within a sample of black American students, frontline staff (i.e., janitors), and faculty at a predominantly white institution (PWI) or university. The racial-ethnic lived experiences of black Americans at a PWI can reveal outcomes in terms of employee performance and student academic and social experience. Data were collected from four student focus groups (i.e., general student body, students in Greek organizations, student athletes, and student leaders), one frontline staff focus group, five individual faculty interviews, and one individual interview with a female student athlete. Each participant completed a demographic survey. Also, extensive field observations were taken of participants at this particular PWI. Findings revealed how black Americans use bonding, code switching and individualism as functions of a racial identity when navigating a PWI as a mainstream environment. Data suggest very little bonding took place across the three subsamples (i.e., students, frontline staff, and faculty) and bonding practiced by black Americans at this PWI was found to exist most often within subpopulations, specifically within students and frontline staff. Participants, overall, were comfortable with code switching between a professional identity and a more racial, black American and/or social identity. Also, a number of participants understood their individuality to be more salient than a racial or black American identity. Implications for PAR projects with black American college students are also discussed within this article. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |