Literaturnachweis - Detailanzeige
| Autor/in | Murray, Morgan |
|---|---|
| Titel | Exploring the Experiences of Black Resident Advisors at Historically White Institutions |
| Quelle | (2023), (180 Seiten)
PDF als Volltext D.Ed. Dissertation, The University of North Carolina at Charlotte |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3950-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Resident Advisers; Blacks; African American Students; Predominantly White Institutions; Student Experience; Group Membership; Social Support Groups; Student Needs; Peer Relationship; Motivation; Stereotypes; Disproportionate Representation |
| Abstract | The resident advisor (RA) position is one of the most complex and important roles on college campuses in the United States. Few other student staff positions require the same level of training and have the same level of responsibilities (Blimling, 2003; Cheng & Chan, 2020; Letarte, 2013). While these staff members serve many functions, the primary responsibility of RAs is to make their residents feel welcomed and valued in their community. Black students who take on the RA role at historically White institutions (HWIs) are charged with creating welcoming environments for students and making them feel valued in the community while often not feeling welcomed or valued themselves in these same environments due to the stereotypes and racism they encounter on their campuses (Harper, 2011; Hardaway, 2020; Roland & Agosto, 2017). Navigating the RA role as a Black student may mean helping their residents develop their sense of belonging while simultaneously trying to find spaces where they feel they belong.This study is a qualitative phenomenological one that explored the lived experiences of Black students serving in the RA role at HWIs and where they found belonging and support in their residence life department. The study shares the stories of 10 students using interviews and photovoice. Photovoice was selected for this study because it can be a powerful tool for providing marginalized students with the ability to share their experiences from their perspectives (Duran, 2019). The words and images captured by the participants of the study are used to better understand the needs of Black RAs.The findings of this study are broken down into five themes: (1) Compelled, which looks at why these students sought out and stay in the RA position; (2) Isolated, which describes Black RAs feeling connected but also disconnected to their peers; (3) Stereotyped, which refers to the labels and microaggressions Black RAs commonly experience; (4) Exploited, which relates to how Black RAs often have to expend more emotional and actual labor in their roles; and lastly, (5) Underrepresented, which refers to the lack of representation of peers and leadership in the departments Black RAs work for. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
