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"Park, Julie J."
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Race on campus : debunking myths with data
Race on Campus argues that there are pervasive and stubborn \"myths\" about diversity on college and university campuses, and that these myths obscure the notable significance and effects that diversity has already had on campus life.--Provided by publisher.
Book
Racial/Cultural Awareness Workshops and Post-College Civic Engagement: A Propensity Score Matching Approach
Racial/cultural awareness workshops constitute a salient form of co-curricular diversity engagement in higher education. Although these workshops are generally quite short in duration (often no more than two hours), previous research suggests that workshop participation is associated with undergraduate civic growth. The current study uses multilevel propensity score matching analyses to explore whether racial/cultural awareness workshops during college are associated with a variety of civic outcomes six years after graduation. Using a 10-year longitudinal sample of 8,634 alumni from 229 institutions, diversity workshop participation is significantly and positively related to 10 post-college behaviors, attitudes/beliefs, and skills/tendencies. Moreover, these effects are consistent regardless of participants' race/ethnicity, gender, and institutional affiliation.
Journal Article
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity
This article considers whether the socioeconomic diversity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular diversity (CCD) activities. Individual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic diversity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically diverse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and greater involvement in CCD activities. Findings indicate that both socioeconomic and racial diversity are essential to promoting a positive campus racial climate and that racial and socioeconomic diversity, while interrelated, are not interchangeable. Implications for the campus climate for diversity are discussed.
Journal Article
When Diversity Drops
Julie J. Park examines how losing racial diversity in a university affects the everyday lives of its students. She uses a student organization, the InterVarsity Christian Fellowship (IVCF) at \"California University,\" as a case study to show how reductions in racial diversity impact the ability of students to sustain multiethnic communities.The story documents IVCF's evolution from a predominantly white group that rarely addressed race to the most racially diverse campus fellowship at the university. However, its ability to maintain its multiethnic membership was severely hampered by the drop in black enrollment at California University following the passage of Proposition 209, a statewide affirmative action ban.Park demonstrates how the friendships that students have-or do not have-across racial lines are not just a matter of personal preference or choice; they take place in the contexts that are inevitably shaped by the demographic conditions of the university. She contends that a strong organizational commitment to diversity, while essential, cannot sustain racially diverse student subcultures. Her work makes a critical contribution to our understanding of race and inequality in collegiate life and is a valuable resource for educators and researchers interested in the influence of racial politics on students' lives.
eBook
Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention
Previous studies have documented student–faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as discrimination from faculty. Using a sample of 562 STEM undergraduates from the National Longitudinal Survey of Freshmen, we use hierarchical generalized linear modeling to investigate various types of student–faculty interaction in Science, Technology, Engineering, and Math (STEM) and in particular, the link between discrimination from faculty and retention in STEM. While Black students interacted more frequently with faculty, they were also most likely to report experiencing racial/ethnic discrimination. Overall, female, Black, and Latinx students were more likely to leave STEM by the fourth year of college than male, White, and Asian American peers. Feeling that professors made a student feel uncomfortable due to race/ethnicity was negatively linked with STEM retention. None of the traditional forms of student–faculty interaction (i.e., non-discriminatory) predicted retention. Variation in patterns by race, gender, and income are discussed, as well as implications for research, policy, and practice.
Journal Article
The Continuing Significance of Racism in the Lives of Asian American College Students
Asian Americans are one of the most misunderstood populations in higher education, and more research on this population is warranted. In this investigation, authors sought to understand the range of ways that Asian American students experience racism on a daily basis in college. They analyzed data from 46 individual, face-to-face qualitative interviews with Asian American undergraduates at 6 4-year postsecondary institutions around the nation, and 9 themes emerged from the data. Specifically, Asian American participants reported experiencing the following forms of racism in college: (a) racial harassment, (b) vicarious racism, (c) racial isolation, (d) pressure to racially segregate, (e) pressure to racially assimilate, (f) racial silencing, (g) the perpetual foreigner myth, (h) the model minority myth, and (i) the inferior minority myth. Implications for future research and practice related to Asian American students in higher education are discussed.
Journal Article
Clubs and the Campus Racial Climate: Student Organizations and Interracial Friendship in College
This study uses data from the National Longitudinal Study of Freshmen to examine the racial/ethnic composition of student organizations as well as the relationship between student organization participation and close interracial friendship. White students were the most likely to be in majority White environments in fraternities and sororities, while religious groups were the environments where Black and Asian American students were most likely to gather with same-race peers. Participating in Greek life, religious groups, and ethnic student organizations were negative predictors of having at least one close friend of another race/ethnicity. Students of color had higher rates of close interracial friendship than White students, and students attending racially diverse campuses were more likely to have close interracial friendship. Implications for student organizations and their impact on the campus racial climate are discussed.
Journal Article
Interest Convergence or Divergence?: A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate
We use the Critical Race Theory frameworks of interest convergence and divergence to critique the anti-affirmative action movement's co-option of Asian Americans. Past discussions of affirmative action and Asian Americans mainly concentrate on how Asian Americans are affected by affirmative action, whether positively or negatively. We demonstrate how Asian American collegiate experiences ought to affect public understanding of affirmative action itself by demonstrating the need for broader conceptualizations of meritocracy and critical mass.
Journal Article