Alienation of Ethnic Minority Students at a Predominantly White University

Loo, Chalsa M.; Rolison, Garry L.

doi:10.2307/1981466

Cited by 176 publications

(111 citation statements)

References 12 publications

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“…Some research suggests that students may be similar in their views about particular aspects of the environment, but they may differ regarding other aspects of the racial climate. Loo and Rolison (1986) for instance, found that minority students (e.g., African Americans, Mexican Americans, and Asian Americans) and White students were in agreement regarding the existence of sociocultural difficulties among students. However, White students perceived that there were greater levels of university support for minorities than ethnic minority students perceived.…”

Section: Racial Climate and Schoolingmentioning

confidence: 99%

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

et al. 2017

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This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.

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Section: Racial Climate and Schoolingmentioning

confidence: 99%

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

et al. 2017

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“…Observing that Black students tended to study alone, he created a similar model specifically for Black and Latina/o students to help them navigate the large, gatekeeper math and science courses, with much success. Treisman's (1985) research suggests that in addition to trying to overcome academic barriers, URM students may experience social isolation related to race/ethnicity, particularly at predominantly White institutions (Loo and Rolison 1986;Wilson 2000). This social isolation may limit student access to information and resources on their home campuses.…”

Section: Making Connections: the Roles Of Institutional Agents And Pementioning

confidence: 99%

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

et al. 2007

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Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students' reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers.

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“…T h e transition from high school to college has been characterized as traumatic for many African-American students at traditionally White institutions (Boyd, 1974;Braddock, 1981;Hedegard, 1972;Hedegard & Brown 1969;Kleinbaum & Kleinbaum, 1976;Lee, 1982;Loo & Rolison, 1986;Lyons, 1973;Maynard, 1980;McCauley, 1988;Peterson et al, 1978;Sedlacek, 1987;Stikes, 1984;Taylor, 1986;Willie & McCord, 1972). The academic and social demands of college seem to be the most troublesome (Allen, 1981;Bynum, 1987;Gibbs, 1973;Fleming, 1984) and, subsequently, a disproportionate number of these students leave college (Astin, 1982;Mallinckrodt, 1988;Suen, 1983).…”

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confidence: 99%