Chapter Four : Findings And Analysis

While L, Patton; B, Bridges; L, Flowers’s 2011 article EFFECTS OF GREEK AFFILIATION ON AFRICAN AMERICAN STUDENTS' ENGAGEMENT, discusses that African American organizations presence on campus. Have exposed great leadership, entrepreneurship, encouraged academic achievement and promoted community service. The organizations, believe that if their

The purpose of this study is to investigate how Black alumni who choose to only participate in their own affinity reunion make sense of their undergraduate experiences. The intent of this literature review is to discuss various factors that influence Black student experiences at PWIs and how it may influence their potential alumni engagement. Articles for this review were retrieved from ScholarOneSearch, Google Scholar, ProQuest Dissertations and Theses and Eric using keywords such as: alumni engagement, Black alumni, campus climate, PWIs, and undergraduate experience.

“Students who successfully adapt, establish social relationships with Whites, adjust to Black-White cultural differences, and cope with college

INTRO: Prompt: What should “diversity on campus” mean and why? Hook: Does diversity help liberate narrow-mindedness? What exactly is diversity? To say that diversity is approached on school campuses is an understatement to the level of understanding in this increasingly globalized world. By its definition, “diversity” requires inclusion. Are school’s really working toward the inclusion of everyone? This means including color, national origin, socio-economic status, and sexual orientation. Looking at court cases and polls shown in the short articles, “Introduction from Place, Not Race: A New Vision of Opportunity in America” and “The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality,” their approach to strengthening

Even if the colleges are achieving their goals to get a diverse student body to the campuses, they fail to get those groups to interact.  In the article “The Lie About College Diversity,” Bruni’s interpretation on diversity explains that common college diversity programs are categorizing students together with similar backgrounds. Only a number of programs accept students to interact with fellow diversity students with different cultures, backgrounds or ethnic groups. These programs do not motivate students to reach out and share their thoughts with other groups because they could get rejected.  By learning other points of view and having diversity in the learning environment, it also helps individuals communicate better.  It also opens minds to ideas and concepts they might not have considered and provide them with

This study was only a snapshot of how African American males felt about their experiences at Morehead State University. There is a need on campus to find ways of helping African American males connect with others. Whether it be in the classroom or outside the classroom. If I were to continue this study, one area I would think would be interesting is to examine the results of students who lived on campus, and those who were solely online students. The online learners would likely give a different perspective on the social viewpoints of college.

Eight college students attending the University of Louisville were interviewed. Within this group, half were females and the other half were males. Among the females, two were biracial and the other were African American. Of the individuals who

As an African-American female coming here to Kutztown was a new experience. Attending a predominantly white school was nothing new to me, but coming from a city schooling experience was completely different than the town setting of Kutztown University. It was difficult getting adjusted to life at Kutztown, I did not know anyone and I did not have a roommate for the better part of my first semester; I kept to myself more. The diversity of Kutztown is not apparent at all. It’s buried under A.C.E. activities or mainstream organization funding. In direct correlation to the educational aspect of the matter, most professors that I have encountered are aware of the various issues are respectful to everyone so I speak for my peers. The diversity issue on campus comes into play within the student population.

This opportunity welcomed me into a community fondly referred to as “Black NCSU.” At the African American Cultural Center, I was surrounded by love and support from both students and staff who wanted to see me succeed on campus. Having a community of intelligent and successful black staff members was an escape from the daily exhaustion of being black in a predominately white institution. Each microaggression was fuel for my intense fire to see a change on campus, which was representation. Representation is important because it gives those who come after us the motivation to strive for more: “I am because you are, you are therefore I am.” With this new motto in mind, I applied to be an Orientation Leader with New Student Programs. Fortunately, I was granted a position as one of six other African American students. Knowing how fortunate I was to have this opportunity I used my position as an Orientation Leader to welcome the class of 2020 to the university. However, I will acknowledge my own bias. I paid special attention to students and families of color as I wanted to be a familiar face to inform them of spaces for black students. I was further able to reinforce this familiarity as a Multicultural Symposium Counselor through Multicultural Student Affairs (MSA). MSA gave me a platform, a voice, to reach younger students of color and pass on the message of

The openness of talking race on campus not only reflects one group or one individual’s attitude on racial issues, but also reflects prevailing campus climates. More importantly, talking about race will also reveal the social climate on race talk nationwide. Other than the importance of race talk, having a campus with racial diversity also helps with achieving successful race talk among students. Orfield & Whitla (1999) found that the racially diverse campus climate benefits students’ subjective assessment by interacting with their peers from various racial groups. Other research also supported the idea of encouraging more racial interactions and race talk on campus. Living on-campus and participating in racial or cultural activities has a positive impact on students’ openness toward racial and cultural diversity (Sanner, Baldwin, Cannella, Charles, & Parker, 2010). For example, at University of Texas at San Antonio (UTSA), there is a program called Conversation Partners, which aims to match international students with local students to promote more interactions among students from different cultures. This program creates liberty to talk about race by helping people of different races establish friendships. Conversations about race at universities are reenacted daily in classrooms, places of employment, and any situation where race becomes the focus

Through “The Village”, Wofford transcends its function as an educational institution by creating cohesive and vibrant communities where I can nurture personal growth through interactions with a diverse student body. Wofford College attracts me through its conscientious care for every student. As an international student, I would also have all the necessary resources to recreate and expand my cultural livelihood on campus through its many Religious and Spiritual Clubs, such as my favorite: The Association of Multicultural Students, which provides invaluable and unique services to students like me in making the transition to college and creating a safe, supportive place for us as we begin to “Lift as We Climb.”

Thus, investigating what caused minority students to persist in college beyond their freshmen year provided answers as to how the selected universities

In terms of student social organizations, students who join predominantly White fraternities eliminate opportunities to experience diversity and thus continue to associate with students of their own likeness (DeStantis 19). Without inclusion of diversity, predominantly White fraternities illicitly promote discrimination against diversity to favor social hierarchical power that is reinforced through the societal promotion of White privilege.

interpersonal relationships than did those students who did not join a fraternity or sorority (“independents”). Another author by the name of Fleming points out that there were several factors that affect the achievement and retention of Black Students, who were in predominantly White institutions (PWIs). Many of these students especially Black males, exist in social isolation on predominantly White campuses. She also states Blacks lack interpersonal relationships that foster academic and career achievement. Fleming concludes, must therefore “find constructive means of encouraging helpful peer contact rather than mutual avoidance” (p.156). Her findings connected to the studies to support the importance of Greek-letter organizations in collegiate life. If Black college

The supporting side also believes that multiculturalism in education is an essential part of college. Studies have found that appreciation for diversity is lacking on college campuses. Evidence shows that among the growing tensions on college campuses, “multiculturalism