White Environments, Black Students: A Case Study of Dominant White Realities in Higher Education

Autor/in	Hawkins, Gregory L.
Titel	White Environments, Black Students: A Case Study of Dominant White Realities in Higher Education
Quelle	(2018), (185 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-7577-2
Schlagwörter	Hochschulschrift; Dissertation; College Students; African American Students; Educational Environment; Institutional Characteristics; Universities; Racial Bias; Student Experience; Equal Education; Inclusion; Majority Attitudes; Disproportionate Representation; Leadership; Whites; Power Structure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; University; Universität; Racial discrimination; Rassismus; Studienerfahrung; Inklusion; Mehrheitsprinzip; Führung; Führungsposition; White; Weißer
Abstract	The U.S. education system continues to diversify, and educational leaders must foster an environment in which all students can thrive. At dominantly White institutions (DWIs), Black students have repeatedly had to overcome educational challenges, hostile campus climates, and prejudiced institutional structures because of their race (Harper, 2015; Strayhorn, 2009). Although progress has been made toward racial equity for Black students in higher education, much room exists for fostering an institutional environment that better supports minority students on a theoretic and pragmatic level (Harper et al., 2009; Smith 2009). The theoretical framework for the context of this study assumes systemic racism is present in the dominant White ecological systems of higher education, and those institutional systems impede minority students' learning (Bell, 1987; Bronfenbrenner, 1979; Hurtado et al., 1999; Smith, 2009). This study explored and ascertained how numerous elements of institutional environment influence Black students. Specifically, the study sought to answer: "How does the institutional environment of a DWI influence the experiences of Black students?" This qualitative study was a single-site case study at a DWI in southeastern United States. In addition to gathering data from 39 interviews, I collected and reviewed multiple sources of relevant archival records and public and administrative documents. Pattern matching analysis was used to compare an empirically-based pattern with one predicted prior to data collection (Yin, 2014). Findings revealed four emergent themes from the environment that collectively influenced Black students: (a) historical racial injustice, (b) inclusion disparity, (c) oblivious culture, and (d) inadequate minority representation in leadership. Furthermore, findings indicated environmental elements disparately influenced students based on race. Findings were discussed and analyzed through an integrated theoretical perspective that revealed three categories: (a) ingrained structures, (b) superimposed disengagement, and (c) institutional microaggressions. These categories revealed Black students were part of an overarching system elevating White culture at the expense of Blacks. Implications were developed based on these categories for educational leaders in similar contexts within higher education, such as DWIs with racialized minority student populations. Three implications evolved from the findings: (a) examine the institutional history, (b) audit the campus climate, and (c) evaluate the hiring practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01