A Portrait of Culture in a Contemporary America

Abstract

The purpose of this research study was to explore how students of color at predominantly White institutions define and articulate their culture. Additionally the study was concerned with understanding why their culture and cultural engagement is important to them. Of particular interest is how students perceive the effect of cultural experiences on their cultural growth and cultural efficacy development. Qualitative methods were used in this study. The study was methodologically driven by the traditions of phenomenology and portraiture. Data collection included two components. In the first phase, two group interviews of nine students (18 total) were conducted at two large public institutions. The interviews provided a starting point for students to explore their thoughts about culture and to discuss cultural engagement in college. The second component involved students in writing cultural self-portraits. The portraits were personally narrated written reflections sharing students' life stories, ideas about culture, opinions of culture in college, and thoughts on the importance of culture.The data revealed that to college students of color, culture included more functional life tools than ritualistic pracBrought to you by | HEC Bibliotheque Maryriam ET J.

Unapologetically Black Creative Educational Experiences in Higher Education: A Critical Review

“…However, there are strands of research exploring the impact of cultural engagement outcomes in higher education, including the ways: (1) cultural engagement serves as a critical learning experience; (2) cultural engagement offers racially and ethnically centered identity development opportunities; and (3) cultural engagement strengthens student commitment and sense of belonging (to the campus, themselves, and their cultural/racial communities; Patton, 2006a, 2006b; Museus, 2008; Jenkins, 2011; Jenkins & Walton, 2006; Harper & Quaye, 2007; Hu & Kuh, 2003; Villalpando, 2003). While a broad literature base affirms the value and impact of culturally inclusive experiences in education, this scholarship is disconnected across areas of P–12 pedagogical practice (Johnson, Bryan & Boutte, 2019; King, 2016; Ladson-Billings, 1994b; Paris, & Alim; 2017; Stovall, 2006); diversity and inclusion in higher education (Densen & Chang, 2008; Museus, 2008; Patton, 2010; Quaye et al, 2019); and college student cultural identity development (Guiffrida, 2003; Harper & Quaye, 2007; Jenkins, 2009, 2013).…”

“…Jenkins (2008) organized the work of cultural centers into five areas of critical practice: cultural education, cultural student development, cultural engagement, cultural community building, and cultural environment enhancement. These five areas illustrate intentional and comprehensive cultural engagement associated with BCC programs including illuminating cultural histories, new cultural experiences, identity development, community, and aesthetic transformation of campus through art and performance (Jenkins, 2009;Patton, 2006aPatton, , 2006b.…”