Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars
Through analysis of student interviews and program staff interviews, this project explores how one program was crafted to help Students of Color develop competencies for educational success, gain exposure to undergraduate research, and maintain their cultural identities as part of their scholarly pursuits. Findings revealed that intentional bi-directional socialization processes that incorporated students’ backgrounds into their academic pursuits positively contributed to students’ development as scholars. The bi-directional socialization process that was facilitated by the program’s intentional programming and interactions created academic counterspaces that promoted the development of relationships with peers, staff, and faculty who helped guide students’ educational pursuits.
Transformational Mentoring Practices: Students’ Perspectives on Practitioner-Educators’ Support During College
This critical, multisite case study explored Students’ of Color in STEM disciplines perspectives on the positive mentoring practices of practitioner-educators. Grounded in a critical approach to Bourdieu’s social reproduction theory, the findings emphasize the importance of practitioner-educators in supporting students and offer recommendations for positive mentoring practices.
Authentically me: Examining expectations that are placed upon Black women in college.
Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.
“Es como una Familia”: Bridging emotional support with academic and professional development through the acquisition of capital in Latinx student organizations
This study explores the ways Latinx-based organizations assist students in navigating college and career preparation. Data consist of in-depth interviews with 17 first-generation Latinx students attending two predominantly White institutions in the Midwest. I employed Bourdieu’s social reproduction theory to examine the ways Latinx student organizations cultivate social and cultural capital among participants. Findings reveal that peers in Latinx-based organizations share capital relevant to navigating college, academics, and career development.
In this qualitative study I explored the mentoring roles of staff and administrators for first-generation Black, Latinx, and Biracial students. Social reproduction theory (which assesses how inequality is perpetuated or disrupted generationally) was used to analyze social capital cultivated by mentors. Staff of Color nurtured the capital that students brought with them to college, and because of this students often turned to the staff for other forms of support, which opened the door for acquisition of cultural capital. White staff focused almost exclusively on students’ academic experiences, neglecting their backgrounds. Supporting students holistically and valuing their backgrounds establish authentic relationships that support students’ success.
In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva’s Colorblind Racism Frames, we sought to understand White faculty members’ perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a “colorblind perspective.” Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education.
Students perspectives on holistic mentoring practices in STEM fields.
This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.
Encouraged or “weeded out” in the STEM disciplines: Students’ perspectives on faculty interactions within a predominantly White and a historically Black institution.
For this multisite qualitative case study, framed in Bourdieu’s social reproduction theory, we examined mentoring experiences among Students of Color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly White institution and a historically Black institution. Findings revealed that faculty served as gatekeepers for accessing STEM-related careers for Students of Color. Students of Color at the historically Black college experienced positive mentoring and professional development, whereas those at the predominantly White institution found the faculty unwilling to mentor them professionally and perceived the faculty as “weeding them out” of the STEM field.
Instrumental or Meaningful Friendships: Black Alumnae Perspectives on Peer Relationships During College
This critical qualitative study explores how Black women experienced friendships throughout college. Findings revealed that long-term friendships, primarily with other Students of Color, were both created and maintained, were meaningful in nature, and often spanned several contexts. Women also described short-term instrumental friendships, often with diverse others. Instrumental relationships were designed to meet a particular need and were often context-bound. The analysis ends with implications for students’ relationships in and outside of their racial/ethnic group and with practical implications for administrators on college campuses.