Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Mills, Kristen

doi:10.1177/00957984211001195

Cited by 13 publications

(8 citation statements)

References 56 publications

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“…Campus racial climate refers to university community members’ attitudes, beliefs, and perceptions regarding racial norms on campus, including intergroup dynamics, institutional policies, and the presence of racism and discrimination in the campus environment (Hurtado et al, 1998). Black students’ perceptions of the campus racial climate play a significant role in their overall college experiences (Garibay, West, & Mathis, 2020; Karkouti, 2016; Mills, 2021; Sawyer & Palmer, 2014); moreover, negative perceptions of the campus racial climate are associated with deleterious effects on Black students’ sense of belonging, adjustment, achievement, and retention (Hotchkins, 2017; Leath & Chavous, 2017; Love, 2009; Payne & Suddler, 2014).…”

Section: Black College Students and Campus Racial Climatementioning

confidence: 99%

“We need to see action”: An institutional case study of the Summer of Hate and Black student resistance.

Leath¹,

Scott²,

Rivens³

et al. 2024

Journal of Diversity in Higher Education

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The present institutional case study explores the antecedents and aftereffects of the Unite the Right rally at the University of Virginia (UVA), a white supremacist event that occurred on August 11th and 12th in 2017. Specifically, we considered how the “Summer of Hate” informed Black undergraduate students’ sense of belonging and safety at UVA, as well as their perceptions of institutional accountability before and after the rallies. We analyzed individual interview data from 27 Black students who were newly arriving or returning to campus in August 2017. We identified four themes: (a) disillusionment with UVA and reckoning with the university’s racial history, (b) racial battle fatigue from the rinse and repeat of racial exclusion, (c) feeling connected to the legacy of Black resistance at UVA, and (d) hesitant hope for institutional change. The findings elucidate how the historical and contemporary legacy of institutional whiteness at the university contributed to the rallies, as well as how Black students’ responses illustrate their commitment to protest institutional erasure and racialized inequities on campus. While Black students appreciated their personal and communal resistance to the displays of racialized hate, they believed the administration had the power to take a stronger position before the rallies occurred. We problematize how prioritizing free speech over the physical and psychological safety of Black students engages and (re)produces white hegemonic ideologies and practices.

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Section: Black College Students and Campus Racial Climatementioning

confidence: 99%

“We need to see action”: An institutional case study of the Summer of Hate and Black student resistance.

Leath¹,

Scott²,

Rivens³

et al. 2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…These findings are supported by the literature. Some studies have shown that gender is not a significant predictor of academic resilience (Mills, 2021;Victor-Aigboidion, Onyishi, & Ngwoke, 2020). There are also studies showing that males have higher academic resilience (Anagha & Navyashree, 2020;Ye, Strietholt, & Blomeke, 2021;Yuce, 2019).…”

Section: Discussionmentioning

confidence: 99%

Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender

Uygur¹,

Asici²,

Kocer³

2023

Istraživanja u pedagogiji

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This study aimed to investigate the predictive roles of gender and self-efficacy (academic, social, and emotional) on the academic resilience of adolescents. Participants consisted of 346 adolescents (227 girls and 119 boys). Data were collected through the Academic Resilience Scale, the Self-efficacy Scale for Children, and a demographic information form, and analyzed with an independent simple t test, Pearson correlation, and multiple linear regression analysis techniques. The results showed that male adolescents achieved higher scores in academic resilience, social self efficacy, and emotional self-efficacy. Gender, academic self-efficacy, social self-efficacy, and emotional self-efficacy in sum accounted for 49% of the variance in academic resilience. All independent variables with the exception of gender (being male) were statistically significant predictors for academic resilience in adolescents. Increases in academic, social, and emotional self-efficacy were found to lead to enhanced academic resilience.

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“…Another academic resilience study related to minorities was conducted on black college students in America. As a result, students' academic resilience is influenced by positive perceptions and the atmosphere on campus that supports their existence as black [11]. Research in Indonesia on students with low economic status found the important role of academic resilience.…”

Section: Human Development From the Dimension Of Education Is Still L...mentioning

confidence: 99%

Academic Resilience Profile: Study in Sampang District with the Lowest Human Development Index in East Java

Suryaningrum

2024

KSS

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Sampang Regency has the lowest Human Development Index (HDI) in East Java. Education indicators show an Expected Years of Schooling (EYS) of 12.38 and a Mean Years of Schooling (MYS) of 4.86. The low educational conditions in Sampang Regency require students to have high academic resilience. The purpose of this study was to determine the level of academic resilience and differences in academic resilience based on gender. This study used a non-experimental quantitative design. The subjects of the study were 308 students (47.7% male) with an average age of 16.67 years (SD = 1.10). The research instrument used is the Academic Resilience Scale-30 (ARS-30). Data were analyzed descriptively and using independent sample t-test. The results of the analysis showed that most of the students’ academic resilience in general was in the moderate category (75.65%). The academic resilience of both male (74.15%) and female (78.88%) students were the most in the moderate category. The results of the difference test showed that there were differences in students’ academic resilience based on gender (t = –2.4; P < 0.05). Different tests of three aspects of academic resilience showed differences based on gender, except for aspects of negative effect and emotional response. Gender has an influence on academic resilience in areas with low HDI. Keywords: academic resilience, gender, Human Development Index, Sampang district

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Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Cited by 13 publications

References 56 publications

“We need to see action”: An institutional case study of the Summer of Hate and Black student resistance.

“We need to see action”: An institutional case study of the Summer of Hate and Black student resistance.

Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender

Academic Resilience Profile: Study in Sampang District with the Lowest Human Development Index in East Java

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