Beyond Stereotypes: Examining the Role of Social Identities in the Motivation Patterns of Black Immigrant and Black Native Students

“We're drawn to this place”: Black graduate students’ engagement with a Black cultural center.

“…All participants self-identified as Black/African American , which was the term used as the broader categorization of their racial/ethnic identity on the demographic survey. Following this identification, they were then asked to select a more specific one within the Black/African American category (see Table 1), which included African American, Caribbean, and African so as to speak to the heterogeneity within Blackness that is often left untold (Daoud, English, Griffin, & Mwangi, 2018; Griffin, Cunningham, & George Mwangi, 2016). Participants could also elect to share the other racial/ethnic categories with which they identified if they were biracial or multiracial; however, all graduate participants selected “Black/African American” exclusively in response to the question about their racial/ethnic identity.…”

“…1Throughout this article, I use the term Black as a broad racial category to refer to individuals of African descent, including those who identify as African American (Black native-born) and those who identify as Caribbean and African (Black immigrants; Daoud et al, 2018; Griffin et al, 2016). …”

“…Throughout this article, I use the term Black as a broad racial category to refer to individuals of African descent, including those who identify as African American (Black native-born) and those who identify as Caribbean and African (Black immigrants;Daoud et al, 2018;Griffin et al, 2016). 2 Compared with predominantly White institutions, where the student bodies comprise 50% or more White students, historically White institutions are demographically made up of less than 50% White students, yet they carry legacies of policies and practices that reinforce dominant White hierarchies in the American higher education context(Dancy, Edwards, & Earl Davis, 2018).…”

Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline

“…Although specific to AAPIs, this question and its answer are also significant to other groups for whom the effects of aggregation (CARE, 2013) are of concern. Research has shown that the experiences of several smaller subgroups, such as Native American immigrants from Latin America (Decker, 2011), immigrant-origin Blacks (Daoud, English, Griffin, & George Mwangi, 2018), and others, often go undetected, due to their being included in broader social categories (e.g., Latinos and African Americans). We speculate that as America’s schools become increasingly diverse (Kent, 2015), as a result of both immigration and childbirth patterns, new categories related to ethnicity, language, nationality, and immigration status may be necessary to avoid the problems associated with aggregation.…”

“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs

“…Within such institutional contexts, it is critical that Black students develop and maintain a strong sense of self, especially as they confront covert and overt forms of racial bias and discrimination (George Mwangi et al, 2018; Hypolite, 2020b). Studies indicate that Black students’ racial identity beliefs (Bentley-Edwards & Chapman-Hilliard, 2015; Carter, 2008; Daoud et al, 2018) as well as the sense of community they build with other Black students on campus are major sources of support during college (Borr, 2019; Hotchkins & Dancy, 2017; Jackson & Hui, 2017). In line with this, we draw on hooks’ (1990) notion of “homeplace” to highlight how intraracial peer networks—and, more specifically, friendships among Black students—help these students survive and navigate “white power and control” (p. 383) in PWI settings.…”