Race, Age, and Identity Transformations in the Transition from High School to College for Black and First-generation White Men

Abstract

Race and class differences in academic and social integration matter for educational success, social mobility, and personal well-being. In this article, I use interview data with students attending predominantly white four-year research universities to investigate the integration experiences of black and first-generation white men. I examine each group’s accounts of both high school and college. Both groups of men reported having positive social experiences in high school. However, while first-generation white men were able to transport their identity strategies to college, the transition to college complicated integration and identities for black men. These processes supported white men’s collegiate goals but undermined black men’s, increasing the emotional costs of college for black men, undermining academic support, and blocking their ability to construct satisfying pathways to adulthood. I argue that identity experiences in high school matter for identity processes in college, where contextual intersectional identity expectations can change in unexpected ways for different groups. More attention is needed to the relationship between precollegiate and collegiate identities and to the ways intersectionality complicates identity processes.

Campus Adaptations among First Generation and Non FirstGeneration Students

“…It thus goes without saying that race and class impacts first generation college students experiences (Stuber, 2011) and that minority first generation college students experience (McGonagle et al, 2014) differ vastly. This could impact the identity transformation in first generation students of race and women (Wentworth & Peterson, 2001) also adversely impacting their academic performance by age too (Wilkins, 2014). Students of minority race thus by far have remained underrepresented in engineering education (Lam et al, 2005).…”

Standing in the intersection : using Photovoice to understand the lived experience of black gay college students attending predominantly white postsecondary institutions.

“…Despite the "universal challenges" of college with support and resources, a student can successfully integrate into the life of the university (Mullendore & Hatch, 2000). However, in some cases compounding external and internal forces can be especially detrimental to the integration process of some students, provoking them to officially (or unofficially) withdraw thereby avoiding further frustration and a perceived inability to succeed (Harper, 2012;Wilkins, 2014;Chace, 2015).…”

“…Unfortunately, Black male college students are particularly vulnerable to attrition (Wilkins, 2014;Wood, 2012Wood, , 2014.…”

“…To distinguish themselves from the stereotypes and racialized meanings of youth culture, Black students may disassociate themselves from the ubiquitous extended adolescence of college (Wilkins, 2014). They join professional and social organizations such as the National Society of Black Engineers, National Association of Black Accountants, fraternities, sororities, and other service-or academically focused organizations (Lewis, Mendenhall, Harwood & Huntt, 2013;Wilkins, 2014).…”

“…They join professional and social organizations such as the National Society of Black Engineers, National Association of Black Accountants, fraternities, sororities, and other service-or academically focused organizations (Lewis, Mendenhall, Harwood & Huntt, 2013;Wilkins, 2014). Black males may move away from athletics to avoid participating in stereotypical demonstrations of Black masculinity and learn to manage relationships and interactions in such a way as to escape the perception and label of the "angry Black man" (Wilkins, p. 184, 2014).…”