"Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate

Mwangi, Chrystal A. George; Thelamour, Barbara; Ezeofor, Ijeoma; Carpenter, Ashley

doi:10.1353/csd.2018.0042

Cited by 98 publications

(97 citation statements)

References 33 publications

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“…While our discussion focused on a framework involving the compositional, interactional, and organizational components of diversity, we also believe future research should consider two other related lines of research: students' perceptions of climate toward racial diversity and the external environment in which schools are located. Both of these have more recently emerged within the higher education framework (Cuellar & Johnson‐Ahorlu, 2020; Hurtado et al., 2012; Mwangi et al., 2018). However, these fields are also not new to the K12 literature.…”

Section: Discussionmentioning

confidence: 99%

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Diehl

Tunzi

2021

Sociology Compass

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Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.

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Section: Discussionmentioning

confidence: 99%

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Diehl

Tunzi

2021

Sociology Compass

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“…These findings extend the literature on student-faculty relationships by linking a specific dimension of student-faculty relationships (i.e., caring faculty) with Black students' perceptions of the campus climate and their academic engagement. Furthermore, the presence of caring faculty at PWIs illustrate one potential pathway for improving Black students' perceptions of the campus climate and improving their engagement on campus (George Mwangi et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Racial identity has been defined as one's sense of sharing common heritage with a particular racial group and one's psychological connectedness to this reference group (Cokley & Vandiver, 2012). This aspect of Black students' identity has received significant empirical attention given it is correlated with the academic and psychological adjustment of Black students at PWIs (Chavous et al, 2018;George Mwangi et al, 2018). However, if race is not seen as an important component of the Black learner's overall identity, it may be less likely to have an influence on their academic performance (Thomas et al, 2009).…”

Section: Cultural Variables and Black Students' Academic Outcomesmentioning

confidence: 99%

“…Although most faculty and their institutions express a desire to embrace diversity and avoid being labeled racist, institutions must take racist behavior by White faculty, staff, and students seriously (Cabrera et al, 2017). Black students are aware of the quality of these relationships and are attuned to their unique cultural experiences at PWIs (Madyun et al, 2013;George Mwangi et al, 2018). Taking these actions will help to enhance the PSC context of PWIs, which contributes to positive academic performance of Black students at these institutions.…”

Section: Implications For Practicementioning

confidence: 99%

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Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

Beasley

McClain

2020

Journal of Black Psychology

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Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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“…Students of Color may also experience racial discrimination and microaggressions from their peers beyond the campus context. George Mwangi et al (2018) found that Black college students viewed their campus racial climate as an extension of the overall racial climate in the United States. Since students of Color may blur their online and in-person experiences with racialized aggressions, more research is needed to expand how these "campus experiences" influence their mental health.…”

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confidence: 99%

Students of Color, Mental Health, and Racialized Aggressions on Social Media

McCready¹,

Rowan-Kenyon

Barone

et al. 2021

Journal of Student Affairs Research and Practice

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Using structural equation modeling, we examined if experiencing racialized aggressions on social media affects the mental health of students of Color (n = 692). We also examined the relationships between these experiences and ethnic identity, campus interactions, sense of belonging, campus climate, and mental health. Findings suggest that experiencing racialized aggressions on social media is positively related to an increase in mental health issues, while sense of belonging is negatively related to mental health issues.Acts of racial hostility have heightened students' of Color susceptibility to hate crimes and racism on campus and on social media. In the months since the COVID-19 outbreak, students of Color have been subjected to hate-filled Zoombombs and xenophobia on social media (Dill, 2020;Redden, 2020). Research suggests that perceptions of racial discrimination from microaggressions or other racialized assaults may lower self-esteem and produce anxiety in college students of Color (Nadal et al., 2014;Wong-Padoongpatt et al., 2017). Data show small but growing trends in overall college student mental health issues such as self-esteem, generalized anxiety, social anxiety, family distress, and academic distress (Xiao et al., 2017). In particular, students of Color now report higher levels of depression, academic distress, and hostility than in the past (Center for Collegiate Mental Health, 2014). Researchers have called for richer and broader investigations of mental health issues among college students of Color to address their mental health needs (Iacovino & James, 2016;Sanchez & Awad, 2016).Prior studies established that students from minoritized racial and ethnic groups reported experiences with racial discrimination, microaggressions, and stereotypes at predominantly White institutions (PWIs) (

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"Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate

Cited by 98 publications

References 33 publications

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

Students of Color, Mental Health, and Racialized Aggressions on Social Media

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