A Delineation of Asian American and Latino/a Students' Experiences with Faculty at a Historically Black College and University

Autor/inn/en	Palmer, Robert T.; Maramba, Dina C.
Titel	A Delineation of Asian American and Latino/a Students' Experiences with Faculty at a Historically Black College and University
Quelle	In: Journal of College Student Development, 56 (2015) 2, S.111-126 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2015.0011
Schlagwörter	Asian American Students; Hispanic American Students; College Faculty; Black Colleges; Teacher Student Relationship; Educational Environment; College Choice; Student Attitudes; Teacher Attitudes; Caring; Cultural Influences; Interviews; Epistemology; Constructivism (Learning); Grounded Theory; Researchers; Context Effect; Qualitative Research; Comparative Analysis + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienortwahl; Schülerverhalten; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Cultural influence; Kultureinfluss; Interviewing; Interviewtechnik; Erkenntnistheorie; Researcher; Forscher; Qualitative Forschung
Abstract	Research has shown that the enrollment of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climate of HBCUs is nonexistent. Hence, this study sought to explore the college choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was the participants' perception of faculty as supportive and exhibiting care for their well-being. Despite this, there was a concern among some participants that faculty lacked knowledge about non-Black students and were culturally exclusive in their teaching. This article discusses those experiences and concludes by providing implications for future research and institutional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01