Racial Differences in College Students’ Assessments of Campus Race Relations

Lo, Celia C.; McCallum, Debra Moehle; Hughes, Michael D.; Smith, Gabrielle P. A.; McKnight, Utz

doi:10.1353/csd.2017.0018

Cited by 15 publications

(15 citation statements)

References 46 publications

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“…Third, although race was found to be the most salient factor in the experiences of Black undergraduate and graduate students (e.g., Felder et al, 2013; Lo et al, 2017; Rankin & Reason, 2005) and gender differences for impostor feelings in Black collegians are unsubstantiated in the empirical literature base, future inquiry should continue to investigate the nuances of gender. Clance and Imes’s (1978) belief that negative assumptions about women’s intelligence may contribute to their impostor feelings was conceptually supported by a recent qualitative study that directly examined racial microaggressions, rather than impostor feelings.…”

Section: Discussionmentioning

confidence: 99%

“…The original IP construct (Clance & Imes, 1978) may be ill equipped to explain cultural-relevant factors that contribute to the features, maintenance, and development of impostor feelings in Black graduate students who attend PWUs. Particularly, the construct was initially conceptualized with a sample of mostly White individuals, who have different racial experiences than Black students (Lo et al, 2017; Rankin & Reason, 2005). In addition, recent studies suggest that heightened impostor feelings are associated with Black undergraduates and graduate students’ socioracial experiences (e.g., racial discrimination and marginalization); however, this dynamic is not reflected in the IP construct.…”

Section: Discussionmentioning

confidence: 99%

“…As it stands, the IP construct is conceptually informed by a sample of primarily White individuals (Clance & Imes, 1978), who have experientially different racial realities than Black individuals. Whereas Black students tended to perceive college campuses to be more racist and less accepting (Lo, McCallum, & Hughes, 2017; Rankin & Reason, 2005), White students perceived campuses to be “nonracist,” “friendly,” “respectful,” and more accepting (Rankin & Reason, 2005, p. 52). Furthermore, White college students cited gender as the primary source of campus harassment; but students of color, including Black students, cited race as the most prevalent form of campus hostility (Rankin & Reason, 2005).…”

Section: Applying the Ip Construct And Instrument To Black Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Learning While Black: A Culturally Informed Model of the Impostor Phenomenon for Black Graduate Students

Stone

Saucer

Bailey

et al. 2018

Journal of Black Psychology

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This study presents a culturally informed model of the impostor phenomenon construct for Black graduate students who attend predominantly White universities. The impostor phenomenon is an internal sense of intellectual fraudulence and a tendency to attribute success to external factors, such as luck. However, the original construct was conceptualized with a sample of White individuals and may not capture the culturally relevant factors for Black graduate students such as race or racial discrimination. Furthermore, only one empirical study investigates impostor feelings in Black graduate students. The current study addresses these gaps by using focus groups to qualitatively investigate the impostor phenomenon in 12 Black graduate students. Inductive thematic analysis revealed five themes (Awareness of Low Racial Representation, Questioning Intelligence, Expectations, Psychosocial Costs, and Explaining Success Externally) and multiple subthemes. The findings extend the original construct, contribute to a culturally informed framework

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Applying the Ip Construct And Instrument To Black Studentsmentioning

confidence: 99%

See 1 more Smart Citation

Learning While Black: A Culturally Informed Model of the Impostor Phenomenon for Black Graduate Students

Stone

Saucer

Bailey

et al. 2018

Journal of Black Psychology

View full text Add to dashboard Cite

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“…For example, in one study of 135 African American college students, 98.5% of the sample indicated they had experienced racism on campus in the previous year (Prelow, Mosher, & Bowman, 2006). Moreover, recent research has found that Black students perceive race relations on their campus more negatively than White students (Lo, McCallum, Hughes, Smith, & McKnight, 2017; Pieterse, Carter, Evans, & Walter, 2010). Researchers have reported that many African American college students feel that they are treated with less respect than their White counterparts due to negative stereotypes, which in turn can lead Black students to feel that they must always positively represent not only themselves but their entire race (Anglin & Wade, 2007; Baber, 2012; Griffin et al, 2016; Massey & Owens, 2014; Walton & Cohen, 2007).…”

Section: Campus Climate: Effects Of Racismmentioning

confidence: 99%

Lift Every Voice: Exploring the Stressors and Coping Mechanisms of Black College Women Attending Predominantly White Institutions

Shahid

Nelson

Cardemil

2017

Journal of Black Psychology

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In the past 40 years, there has been a significant increase in Black students’ enrollment at predominantly White institutions (PWIs). Meanwhile, research shows that Black students often experience difficulty with transitioning and adjusting to PWIs. Previous research has effectively documented the challenges facing a significant number of Black students at PWIs; however, less is known about the experiences of Black women in particular. This study examined stress from racial tension experienced among 129 Black undergraduate women at PWIs in the Northeast region of the United States, as well as the potential moderating factors of the theorized Strong Black Woman concept and the Africultural coping theory. Hierarchical regression analyses indicated a significant positive association between racial tension experienced on campus and stress. Results also indicated that only Africultural coping was a significant moderator of this relationship, such that there was a weaker relationship between racial tension and stress among the participants who engaged more in Africultural coping. Policy implications for improving the campus racial climate and the academic experiences of Black college women at PWIs are discussed.

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“…Vast information exists on the subject of minority students in predominately-white institutions (Jayakumar, 2015;Isla-Land, 2015;Lo, et al, 2017;Okusolubo, 2018). The intake of racial minority students was a strategy to diversify the universities.…”

Section: Introductionmentioning

confidence: 99%

Challenges Faced by Racial Minority Students at Justus-Liebig University, Germany and North-West University, South Africa

Matsheka¹,

Garutsa²

2022

IJHE

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Educational institutions are characterised by cultural and institutional racism that is embedded in their structural systems, curriculum and practices that negatively impact the social and academic experiences of racial minority students. Prejudice and discrimination are rooted in hierarchies whereby some cases evidence one directional oppression of a racial group by the dominant or majority group. The study aimed at exploring challenges faced by racial minority students at Justus-Liebig University and North-West University. The study utilized a qualitative research approach in order understand the opinions, experiences and views of racial minority students about their campus realities. Fourteen in-depth interviews were undertaken with racial minority students and findings were analysed through content thematic analysis. The findings revealed that challenges faced by minority racial students from Justus-Lieberg University and North West University were similar. The challenges include but are not limited to; difficulties with interaction with the racial majority group, academic stressors like failure to adapt to high workload, adaptation to the academic climate, language and cultural barriers. This study calls for the development of new policies that pursue a restructuring of the campus environment to make it beneficial to all students. There is a need for universities to establish and maintain inclusive educational programs and policies that can assist minority students to be integrated into the academic systems.

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Racial Differences in College Students’ Assessments of Campus Race Relations

Cited by 15 publications

References 46 publications

Learning While Black: A Culturally Informed Model of the Impostor Phenomenon for Black Graduate Students

Learning While Black: A Culturally Informed Model of the Impostor Phenomenon for Black Graduate Students

Lift Every Voice: Exploring the Stressors and Coping Mechanisms of Black College Women Attending Predominantly White Institutions

Challenges Faced by Racial Minority Students at Justus-Liebig University, Germany and North-West University, South Africa

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