A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

Abstract

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at Regional Predominately White Institution

“…Critical race theory contends that cultures tend to behave and function in ways that tend to benefit the masses and those groups with more financial and social capital, and may continue a caste-like system for those with marginal forms of capital (Palmer, Maramba, & Holmes, 2011).…”

“…These stereotyped perceptions may result in racial microaggressions. For example, young Black men are more likely to be tracked into less intellectually challenging curriculum, whereas their White peers are more likely to be placed in advanced and college preparatory courses (Palmer et al, 2011). Potential implications of the disparity between academic rigor of coursework often leaves African American high school graduates with critical deficiencies in their academic preparedness when compared to their White peers (Palmer, et al, 2011).…”

“…For example, young Black men are more likely to be tracked into less intellectually challenging curriculum, whereas their White peers are more likely to be placed in advanced and college preparatory courses (Palmer et al, 2011). Potential implications of the disparity between academic rigor of coursework often leaves African American high school graduates with critical deficiencies in their academic preparedness when compared to their White peers (Palmer, et al, 2011). Freire (1972) explicated that, when members of particular groups hear of their limited intellect and inability to learn, that they are lazy and worthless, result has been self-fulfilling prophecy and swayed of their ineptness.…”

A Failure to Communicate: Are University Websites Readable?

“…For decades, American universities have wrestled with access and equity issues, yet without modifying the language used to communicate with prospective and current students, universities cannot be surprised when disproportionate numbers of AfricanAmericans (Johnson, 2013), low SES students (Walpole 2003), and students from other underrepresented groups fail to apply in the winter, enroll the following fall, and graduate four years later (Lynch & Engle, 2010). Furthermore, universities continue to suffer from the same access and equity issues in large part due to an inability to recruit and retain students from underrepresented groups, especially at predominantly white institutions (PWIs) (Palmer, Maramba & Holmes, 2012). Here, there is a failure to communicate, but up until this point, this failure has not been articulated as a linguistic shortcoming.…”

Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education

“…Strayhorn's findings indicate the need for colleges and universities to be more intentional about fostering a campus climate where students feel encouraged to develop meaningful relationships with peers of diverse racial and cultural backgrounds. In fact, Palmer, Maramba, and Holmes () noted that because students want to be prepared to compete in today's global economy, they want to have more meaningful exchanges with peers of different races and ethnic backgrounds. However, they expressed that educational institutions do little to promote such interaction.…”