Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

Harper, Shaun R.; Patton, Lori D.; Wooden, Ontario S.

doi:10.1353/jhe.0.0052

Cited by 93 publications

(4 citation statements)

References 39 publications

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“…Anderson (2002) noted how African Americans were “virtually excluded” from U.S. higher education until after the Civil War, due to legal mandates in Southern slave states and institutionalized racism in Northern free states. As access slowly increased, black and other racially minoritized students were still met with discriminatory practices and unwelcoming campuses, further reproducing hierarchies across racial lines (Allen & Jewell, 1995; Brayboy, 2005; Harper, Patton, & Wooden, 2009; Shotton, Lowe, & Waterman, 2013; Solórzano, Villalpando, & Oseguera, 2005; Teranishi, 2010). Studies continue to document racist incidents on campus (Garcia & Johnston-Guerrero, 2015) and demonstrate the impact of such incidents and overall negative campus racial climates on students of color (Harper et al, 2011; Harper & Hurtado, 2007; Van Dyke & Tester, 2014; Yeung & Johnston, 2014).…”

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confidence: 99%

The Meanings of Race Matter

Johnston‐Guerrero

2016

American Educational Research Journal

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Given the historical legacies of racial exclusion and disparities within U.S. higher education and contemporary manifestations of racial tensions on college campuses, this study explores the meanings college students make of race within a sociopolitical context often claimed to be ''postracial'' (i.e., one where race no longer matters). Based on interviews with a sample (n = 40) of undergraduates recruited from two U.S. West Coast public research universities, constructivist grounded theory methods allowed for an emergent understanding of how precollege experiences and campus contexts influenced race-related patterns in students' experiencing of and learning about race. Such experiences contributed to six patterns of racial meaning (ancestry, culture, concept, embodiment, identity, power) that help explain how college students refute postracial claims and see race mattering (or not) on multiple levels.

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confidence: 99%

The Meanings of Race Matter

Johnston‐Guerrero

2016

American Educational Research Journal

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“…Harper and Harris (2012) recommend implementing curricular efforts to improve success among Men of Color in higher education. Virginia Commonwealth University's (VCU) Developing Men of Color (DMC) course began in 2014 to enhance the academic, personal, and social success of Men of Color.…”

Section: Developing Men Of Color Overviewmentioning

confidence: 99%

“This Class is Truly Revolutionary”: Facilitating Men of Color Success in the Classroom

Goode,

Marlow-McCowin

2023

About Campus: Enriching the Student Learning Experience

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NE HEAVILY DISCUSSED and researched group throughout the literature on student engagement is Men of Color. Co-curricular efforts supporting this population, like Black Male Initiatives (BMIs), are highlighted in the literature about Men of Color achievement (Brooms, 2018); however, little is known about the impact of student affairs-led curricular experiences designed to center the needs of this population. This article seeks to fill that void.

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“…The doctorate represents this vitality at some of the highest levels of our society. In the field of education, this vitality is demonstrated in seminal transformative research on race and culture including a focus on critical race theory and interest convergence (Felder & Barker, 2013;Gildersleeve et al, 2011;Harper, Patton, Wooden, 2009;Ladson-Billings, 1995;Milner, 2007). An underlying goal of this seminal research is to present pedagogical strategies to improve educational opportunities for historically marginalized populations.…”

Section: Structural Diversitymentioning

confidence: 99%

The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

Felder

2019

IJDS

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Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

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Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

Cited by 93 publications

References 39 publications

The Meanings of Race Matter

The Meanings of Race Matter

“This Class is Truly Revolutionary”: Facilitating Men of Color Success in the Classroom

The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

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