Racism, College, and the Power of Words

Minikel-Lacocque, Julie

doi:10.3102/0002831212468048

Cited by 123 publications

(46 citation statements)

References 31 publications

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“…Indeed, it is the internalization of these negative stereotypes, labels, and criticisms by underrepresented, low-income, and first-generation students-and faculty members acting upon these same negative stereotypes in their classrooms-that often serve as the key obstacles to student success (Gándara & Contreras, 2009;Minikel-Lacocque, 2013;Scribner & Reyes, 1999). Resisting the temptation to blame the victim for the social inequities leading to generally lower levels of college preparation, the Center determined to implement strategies that would change institutional attitudes about the Center's programs without significantly changing the composition of the student body itself.…”

Section: The Autoethnography Of a Casa Buildermentioning

confidence: 99%

Belonging in the Academy

Gonzales

Brammer

Sawilowsky

2014

Journal of Hispanic Higher Education

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This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student needs, can produce significant gains in first-to second-year retention rates and better predicts retention than either high school grade point average or standardized test scores. ResumenEste estudio de investigación en acción, apoyado por análisis de información cuantitativa, presenta una narrativa contraria al discurso de déficit en cuanto al abandono durante el primer año de la Universidad del [estudiante] Latino/a Por Primera Vez Universitario/a (siglas en Ingles FTIAC). Además, argumenta que un modelo de aprendizaje comunitario internacional, que responde a las necesidades de estudiantes Latino/as culturales y linguísticas, puede producir ganancias significativas en taza de retención del primer y segundo año y predice mejor la retención que el puntaje promedio de preparatoria y el resultado de pruebas estandarizadas.

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Section: The Autoethnography Of a Casa Buildermentioning

confidence: 99%

Belonging in the Academy

Gonzales

Brammer

Sawilowsky

2014

Journal of Hispanic Higher Education

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“…(Minikel-Lacocque, 2013) Ongoing analysis of the data revealed three emergent categories: gender norms, sexual desire, and communication about sex. A review of the current literature on these topics followed by a close re-examination of the data led to a theoretical framework based on the participants' perceptions of how the husband's HIV status influenced gender norms, sexual desire, and communication about sex in their marital relationships.…”

Section: Discussionmentioning

confidence: 99%

Pathways That Affect Wives’ HIV Risk Among Serodiscordant Couples in India

et al. 2016

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This study examined factors that mitigate or heighten HIV risk among HIV-negative wives in serodiscordant relationships in Gujarat, India. Grounded theory was used to analyze 46 interviews (23 couples) where husbands were HIV-positive and wives were HIV-negative. A conceptual framework emerged from analysis from which we identified five pathways and four key behaviors: (a) safer sex, (b) no sex, (c) coercive sex, and (d) unprotected sex. Most couples either practiced safe sex or abstained from sex. Factors such as wives' assertiveness, a wife's fear of acquiring HIV, mutual understanding, positive sex communication, and a husband's desire to protect wife influenced safe sex/sexual abstinence. Factors such as desire for children, a husband's alcohol use, and intimate partner violence influenced coercive and unprotected sex. Counseling topics on sex communication, verbal and non-verbal safer sex strategies, as well as addressing intimate partner violence and alcohol use may be important in preventing risk to HIV-negative wives.

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“…Microaggressions contribute to feelings of alienation for many Students of Color [55]. Even worse, the literature demonstrates that when Students of Color respond directly to microaggressions, it generally leads to further, more explicit, aggression and accusations [55,56]. Scholarship on microaggressions in a higher education context suggests that the influence of regular exposure to microaggressions can result in Students of Color poor academic performance, changing majors, or dropping out of college altogether [55][56][57].…”

Section: Barriers To Persistencementioning

confidence: 99%

Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap

Plachowski

2019

Education Sciences

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The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This study adds to the literature on the complex issues that have resulted in our nation’s teacher demographic diversity gap. The findings from these data reveal meaningful teacher–student encounters that eight successful Preservice Teachers of Color have experienced during their K12 education and how these experiences affected their drive to become a teacher. The findings confirm that resolving the teacher diversity gap is more than a simple recruitment problem. Practitioners, scholars, and policy-makers must attend to the climate and culture of schools, in particular the racialized experiences of Students of Color, if we hope to begin to address the complexity of this issue. All names and places are pseudonyms. Participants chose their pseudonym, and their identifying categories listed are directly from how they identified themselves during the interviews.

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Racism, College, and the Power of Words

Cited by 123 publications

References 31 publications

Belonging in the Academy

Belonging in the Academy

Pathways That Affect Wives’ HIV Risk Among Serodiscordant Couples in India

Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap

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