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Got solidarity? : challenging straight white college men to advocate for social justice
\"In Got Solidarity?, Jèorg Vianden reports from a nationwide study of how white college men experience campus and community diversity issues - questioning their encounter with traditionally marginalized college groups while offering strategies for improving campus climates and fostering advocacy for social change\"-- Provided by publisher.
Book
Special Admission
Honorable Mention - 2022 Society of Professors of Education Outstanding Book Award
Special Admission contradicts the national belief that college sports provide upward mobility opportunities. Kirsten Hextrum documents how white middle-class youth become overrepresented on college teams. Her institutional ethnography of one elite athletic and academic institution includes over 100 hours of interviews with college rowers and track & field athletes. She charts the historic and contemporary relationships between colleges, athletics, and white middle-class communities that ensure white suburban youth are advantaged in special athletic admissions. Suburban youth start ahead in college admissions because athletic merit—the competencies desired by university recruiters—requires access to vast familial, communal, and economic resources, all of which are concentrated in their neighborhoods. Their advantages increase as youth, parents, and coaches strategically invest in and engineer novel opportunities to maintain their race and class status. Thus, college sports allow white, middle-class athletes to accelerate their racial and economic advantages through admission to elite universities.
eBook
Campus Racial Incidents, Hate Crimes, and White Male and Female Students' Racial Attitudes
Despite popular claims that the United States has reached a \"post-racial\" era-one in which race no longer matters for determining one's life chances-college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program's (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students' senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students' senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women's senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed.
Journal Article
Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education
Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practice versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intelle tual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students' risk of higherstatus disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.
Journal Article
The class of '65 : a student, a divided town, and the long road to forgiveness
\"Being a student at Americus High School in 1964 was the worst experience of Greg Wittkamper's life. A member of a nearby Christian commune, Koinonia, Greg was publicly and devoutly in favor of racial integration and harmony. Koinonia's farm goods were boycotted by businesses for miles around, and they were targeted and attacked with bombs and gunfire by the Ku Klux Klan. But Greg did not waver in his beliefs. When Americus High School was integrated, he refused to participate in the insults and violence aimed at its black students. He was harassed and bullied and beaten but stood his ground. In the summer after his senior year, as racial strife in Americus reached its peak, Greg left town. Forty-two years later, in the spring of 2006, a dozen former classmates wrote letters to Greg, asking his forgiveness and inviting him to return for a class reunion. Their words opened a vein of painful memory and unresolved emotion. The long-deferred attempt at reconciliation started him on a journey that would prove healing and saddening. The Class of '65 transcends the ugly things that happened decades ago in the Deep South. This book is also the story of four people--David Morgan, Joseph Logan, Deanie Dudley, and Celia Harvey--who reached out to their former classmate. Why did they change their minds? Why did it still matter to them, decades later? Their tale illustrates our capacity for change and the ways in which America has--and has not--matured in its attitudes about race. At heart, this is a tale about a pariah and the people who eventually realized that they had been a party to injustice. It is a tandem story of a country and its people--angry, fearful, and proud--to make real change\"-- Provided by publisher.
Book
Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields
Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Journal Article
When and How Do Students Benefit From Ethnic Diversity in Middle School?
The effects of school-based ethnic diversity on student well-being and race-related views were examined during the first year in middle school. To capture the dynamic nature of ethnic exposure, diversity was assessed both at the school-level (n = 26) and based on academic course enrollments of African American, Asian, Latino, and White students (n = 4,302; M = 11.33 years). Across all four pan-ethnic groups, school-level ethnic diversity was associated with lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers' fair and equal treatment of ethnic groups and lower out-group distance. Underscoring the role of individual experiences, exposure to diversity in academic classes moderated the association between school-level diversity and the two aforementioned race-related views.
Journal Article
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