Testing Self-Segregation: Multiple-Group Structural Modeling of College Students’ Interracial Friendship by Race

“Es como una Familia”: Bridging Emotional Support With Academic and Professional Development Through the Acquisition of Capital in Latinx Student Organizations

“…Latinx-based organizations offer a safe and comfortable counterspace on campus (Pérez & Sàenz, 2017), assist members in reaching the social and academic demands of college (Delgado-Guerrero et al, 2014; Pérez & Taylor, 2016), and contribute to students’ identity development (Guardia, 2015). Participation in culturally based organizations can also positively predict the likelihood of establishing interracial friendships in college for Latinxs (Kim, Park, & Koo, 2015). Furthermore, research suggests that culturally based student organizations can also increase retention of Latinxs at Predominantly White Institutions (PWIs) in particular (Delgado-Guerrero & Gloria, 2013; Delgado-Guerrero et al, 2014; Guardia, 2015).…”

A Gateway to Learning: Exploring the Role of Campus Recreation and Leisure Experiences in Developing a Sense of Purpose in African American Males at a PWI

“…Campus engagement, recreation, and leisure can benefit students in several ways. However, these benefits may not be attained consistently across all student populations because of reproduced negative societal issues on campuses (Berg, 2010;Harper, 2008;Kezar, 2011;Kim et al, 2015;Ostrove & Long, 2007;Strayhorn, 2008;Walpole, 2003Walpole, , 2008.…”

“…Research has found that myriad factors influence student persistence, ranging from college readiness to campus climate (Kim et al, 2015; Langhout et al, 2007; Palmer et al, 2012). Researchers also understand from quantitative approaches that campus engagement and campus recreation can have positive influences for most college students (Astin, 1993; Forrester, 2014; Henchy, 2013; Kuh, 1993).…”

“…College should provide equal opportunities for all students, but on today’s campuses personal, social, and cultural issues can negatively influence an underrepresented student’s ability to succeed (Kim, Park, & Koo, 2015; Strayhorn, 2013). African American male undergraduates attend and graduate from 4-year colleges and universities in the United States (U.S.) at lower rates than almost any other demographic group (Chronicle of Higher Education, 2015; U.S.…”

“…There is a paucity of research specifically addressing the complex situations African American male undergraduates from low SES backgrounds encounter, and the role that campus engagement, recreation, and leisure play in their college experiences. A few notable exceptions in leisure (e.g., Aguila, Sicilia-Camacho, & Roberts, 2012; Costen, Waller, & Wozencroft, 2013; Hoang, Cardinal, & Newhart, 2016; Lindsey, 2012; Lindsey, Sessoms, & Willis, 2009) and in college student development (Harper, 2009; Harper & Nichols, 2008; Kim et al, 2015; Langhout, Rosselli, & Feinstein, 2007; Ostrove & Long, 2007; Palmer, Maramba, & Holmes, 2012; Strayhorn, 2013; Walpole, 2008) address underrepresented students or students from low SES backgrounds and the issues associated with their adjustment to campus. Yet, the leisure behaviors and experiences of African American male undergraduates from low SES backgrounds have not been thoroughly investigated.…”