Cope, Conform, or Resist? Functions of a Black American Identity at a Predominantly White University

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10