The social adjustment of African American females at a predominantly white midwestern university

Abstract

This study examines the social adjustment of African American female students at a predominantly white university in the Midwest. Johnson's (2001) Afrocentric development theory encourages student administrators to examine what African American females say about themselves psychologically and socially. Respondents were chosen via non-probability sampling and answered open-ended questions centering on social adjustment factors. Using content-analysis, the interviews revealed three themes: 1) racial prejudice; 2) social alienation; and 3) facultystudent relations. Hence, our present study reveals promise for Afrocentric development theory in understanding African American student adjustment at predominantly white universities.During the 1980s and the 1990s, racial differentials in both the enrollment and completion rates between black and white college students increased (Eitzen and Baca-Zinn, 2000;Feagin, Vera, and Imani, 1996). This trend follows a brief reprieve in such inequities during the period between 1969-79 wherein black secondary educational matriculation increased considerably at least partly as a result of civil fights centered legislation (e.g., affirmative action) and the black power/protest

African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention

“…Research in this area has been scant, although some scholars have called for a new way of looking at retention in African American students. For example, von Robertson et al (2005) suggested the use of the Nguzo Saba as framework for looking at retaining African American students. The Nguzo Saba is based on the idea of using African American-based values to develop African American college students socially and academically, and it incorporates seven principles: umoja (unity), kujichaguila (self-determination), ujima (collective work and responsibility), ujamaa (cooperative economics), nia (purpose), kuumba (creativity) and imani (faith).…”

Counterstories : educational resilence of adult African American women attending an urban predominantly White university.

“…The overall climate at PWIs has not developed to the point where it meets the needs of its ever-growing diverse student population (Adams, 2005;Guiffrida & Douthit, 2010;Strayhorn, 2008);Von Robertson, Mitra, & Delinder, 2005). Race-related stressors have a huge bearing on adult African American womens' academic success (AsburnNardo & Smith, 2008;Neville, Heppner, Ji, & Thye, 2004;Utsey, Ponterotto, Reynolds, & Cancelli, 2000;Williams, Neighbors, & Jackson, 2003) and serves as a constant reminder of her "Blackness" (Guiffrida, 2006;Parker & Flowers, 2003).…”

Is a fit to be found

“…Their success, like all college students, is the foundational philosophical premise for which institutions of higher education exist (Von Robertson et al, 2005). Their success factors are multifaceted and are the result of individual and institutional components that impact their experiences.…”

“…Many of the unique challenges of African American women that have been discussed in the research are related to both race and gender identity (Bowen, 2009;Sims, 2008;Von Robertson et al, 2005;Winkle-Wagner, 2008). Often described as "double jeopardy," "double bind," or "dual burden," Black women may experience more stress than minority men and White women on campus, and differences within groups are often overlooked with studies that focus on either all women, men, or African American students (Winkle-Wagner, 2008).…”

“…There has been a slight increase in research on undergraduate African American female students (Von Robertson, Mitra, & Van Delinder, 2005). However, there is little research that explains the distinct student success factors for African American undergraduate women relative to their student involvement on predominantly White campuses.…”