The Fulfillment of Promise: Minority Valedictorians and Salutatorians

Othermothering as a Framework for Understanding African American Students' Definitions of Student-Centered Faculty

“…Data from this study wer& consistent with prior research indicating that African American students perceived African American faculty as more likely than White faculty to (a) incorporate Black culture, history, and ideas into their curricula (Freis-Britt & Turner, 2002;Sedlacek & Brooks, 1973); and (b) be perceived as realistic role models (Gloria & Robinson Kurpius, 1996;Hackett & Byars, 1996;Sedlacek, 1987;Tinto, 1993;Willie & McCord, 1972). Additionally, the data supported studies indicating African American faculty were perceived as less likely than White faculty to stereotype them by race (Arnold, 1993;Burrell, 1980;Fleming, 1984;Feagin et al 1996).…”

Differences in the Decision to Attend College among African Americans, Hispanics, and Whites

“…Research has also revealed that the amount of social and cultural capital, as well as the ability to convert this capital into educational attainment, differs by social class and race/ethnicity (Arnold, 1993;Lareau, 1987;Orfield, 1988;Wells & Crain, 1994). Based on her qualitative study of educational attainment among African American and Mexican American valedictorians, Arnold (1993) concluded that racial, class, and gendered social structures and cultural norms restrict educational attainment for minority students.…”

“…Based on her qualitative study of educational attainment among African American and Mexican American valedictorians, Arnold (1993) concluded that racial, class, and gendered social structures and cultural norms restrict educational attainment for minority students. Orfield (1988) found that the percentage of African American and Hispanic high-school graduates in the Los Angeles metropolitan area who attended four-year colleges and universities declined during the early 1980s, whereas the percentage of Asian highschool graduates, many of whom were first generation college students, increased, suggesting cultural differences in the value of educational success across racial/ethnic groups.…”

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

“…In a qualitative study of educational attainment among African American and Mexican American valedictorians, Arnold (1993) found that racial, class, and gendered social structures and cultural norms restricted the educational attainment of minority students he interviewed. Saunders and Serna (2004) identified three types of students.…”