Strategies for Improving the Racial Climate for Students of Color in Predominately White Institutions

Gregory, Sheila T.

doi:10.1080/1066568000330307

Cited by 11 publications

(17 citation statements)

References 5 publications

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“…Lee & Wong, 2004; Ready & Wright, 2011), a smaller but growing body of research focuses on disparities in psychosocial variables across racial lines and how to remedy them (W. Allen, 1992; Bordes & Arredondo, 2005; Gregory, 2000; McClain & Cokley, 2017; McClain et al, 2016). Some researchers have begun to address this gap, but most studies tend to analyze psychosocial variables individually, such as “ease of transition” (Hurtado & Carter, 1997), persistence (Tinto, 1993), sense of belonging (Hurtado, Milem, Clayton-Pedersen, & Allen, 1999), and impostorism (McClain & Cokley, 2017; McClain et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Graham

McClain

2019

American Educational Research Journal

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Disparities in students’ psychosocial outcomes are an underresearched area of achievement gap research. Racial-ethnic minorities endorse a lower sense of belonging, higher impostorism scores, and decreased college adjustment at predominately White institutions relative to White students and these disparities impact their college outcomes. This study explores how peer mentorship contributes to the academic and socioemotional outcomes of a sample of Black collegians. Furthermore, the study examines whether variations in student outcomes function as a result of the type of mentorship endorsed by students. Results revealed a positive relationship between mentorship, mentorship experiences and college adjustment, and an inverse relationship with impostorism. Furthermore, students with mentors reported significantly higher belongingness and college adjustment scores compared to students with no mentors.

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Section: Introductionmentioning

confidence: 99%

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Graham

McClain

2019

American Educational Research Journal

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“…6,7,10 Diversity in education leads to an increase in diversity of the health care workforce and enhances academic experiences for all students. 13 Learning Environments. Participants mentioned that a diverse learning environment could lead to an increase in patient outcomes, aid in the development of culturally aware individuals, and increase a student's ability to collaborate with others.…”

Section: Benefits Of Diversitymentioning

confidence: 99%

“…7,10,14,15 Other health care professions have found success in creating a diverse classroom environment by implementing the following strategies: encouraging peer-to-peer relationship building, students receiving faculty validation, social integration, and acknowledgment of academic progression. 13,14 Peer-to-peer relationship building can be facilitated through creating opportunities for students to engage with their peers both in and out of the classroom environment. This allows students to feel accepted and understood by their peers and facilitates true social integration.…”

Section: Benefits Of Diversitymentioning

confidence: 99%

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Recruiting and Retaining Racially Minoritized Students into Professional Postbaccalaureate Athletic Training Programs

White

Winkelmann

Nye

et al. 2021

Athletic Training Education Journal

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Context Racially diverse individuals are underrepresented in the field of athletic training. Previous research identified multiple factors that may contribute to diversity concerns including a lack of access to higher education, underrepresentation, financial instability, lack of programming, and mentoring for minoritized students through matriculation in health care education programs. Objective To identify current recruitment and retention strategies aimed at racially minoritized students in athletic training programs. Design Consensual qualitative research. Setting Individual interviews. Patients or Other Participants A total of 14 professional athletic training program directors (age = 47 ± 7 years; years credentialed = 25 ± 7 years; years in role = 13 ± 7 years). Main Outcome Measures This qualitative study used consensual qualitative research methodology with the incorporation of multianalyst triangulation and member checking to establish trustworthiness. The interview protocol consisted of questions regarding current recruitment and retention strategies used by directors of professional master's programs. Results Four domains emerged from the study: (1) benefits of diversity, (2) marketing, (3) individualized support, and (4) enrollment management strategies. Participants expressed that diversity could lead to a more inclusive and positive learning environment and could improve patient care through establishing race concordance on the program Web site, social media, and other print materials. Program directors demonstrated a lack of awareness relative to available professional resources and the difference between creating equal versus equitable resources. Participants demonstrated variability in their awareness of enrollment management strategies, specific to admissions resources and professional resources. Conclusions Program directors appreciate the benefits of racial diversity and are actively engaged in marketing strategies to recruit minoritized students. They are also working to retain minoritized students but may be providing equal, rather than equitable, resources. Professional athletic training programs must continue to develop and promote effective strategies for admissions, support matriculation, and increase identifiable and equitable resources to better serve minoritized students.

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“…However, students can also have a positive impact on their campus climate. Activities such as activism and demonstration (Gregory, , ), focused and facilitated discussion (Hurtado, Milem, Clayton‐Pedersen, & Allen, ), and other cocurricular changes (Sedlacek & Brooks, ; Tinto, ) can influence campus climate. Therefore, the following recommendations are relative not only to developing students’ leadership potential but also to the greater campus climate.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Building Social Change Oriented Leadership Capacity Among Student Organizations: Developing Students and Campuses Simultaneously

Kezar

Avilez

Drivalas

et al. 2017

New Drctns Student Lead

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Strategies for Improving the Racial Climate for Students of Color in Predominately White Institutions

Cited by 11 publications

References 5 publications

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Recruiting and Retaining Racially Minoritized Students into Professional Postbaccalaureate Athletic Training Programs

Building Social Change Oriented Leadership Capacity Among Student Organizations: Developing Students and Campuses Simultaneously

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