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Academic literature on the topic 'Minority college students Victoria Interviews'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Minority college students Victoria Interviews"

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Fonts, Maureen. "Community college minority female administrators as mentors of minority female students." International Journal of Mentoring and Coaching in Education 7, no. 1 (March 5, 2018): 87–106. http://dx.doi.org/10.1108/ijmce-05-2017-0039.

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Purpose Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students. Design/methodology/approach The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software. Findings The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information. Research limitations/implications In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts. Originality/value Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.
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Xiong, Yang. "State-Mandated Language Classification: A Study of Hmong American Students’ Access to College-Preparatory Curricula." AAPI Nexus Journal: Policy, Practice, and Community 8, no. 1 (2010): 17–42. http://dx.doi.org/10.36650/nexus8.1_17-42_xiong.

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Language minority students, many of whom come from low socioeconomic backgrounds, confront multiple obstacles to academic success and advancement. Yet the intersection between language minority students’ K-12 experiences and their potential to obtain higher education remains understudied. This paper examines how a set of institutional processes and practices— state-mandated classification, testing, and tracking—operates to systematically limit language minority students’ access to college-preparatory curricula. Using data from interviews, this study investigates Hmong American high school and college students’ experiences in English language development and mainstream academic tracks, as well as their perceptions regarding access to college preparatory courses. The evidence suggests that students tracked in English Language Development curricula not only have limited access to key resources, such as college preparatory courses, but also hold lower aspirations about college, compared to those who are in college preparatory tracks. The limitations of this study and implications for future research are discussed.
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Elliott, Diane Cárdenas, Meghan W. Brenneman, Lauren Carney, and Steve Robbins. "Social Networks and Minority Male College Access: The “Tip of the Iceberg” Phenomena." Urban Education 53, no. 10 (November 27, 2015): 1210–37. http://dx.doi.org/10.1177/0042085915613551.

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Using a qualitative approach, we sought to understand the social networks and decision-making strategies of minority males as they choose to attend a postsecondary institution. Data were obtained from interviews where students self-report perceptions of their college transition process. Our findings suggest that students’ social networks are inefficient, disrupted, and fractured resulting in prominent informational gaps that impacted matriculation decisions. We liken students’ knowledge about the transition to college to a tip of an iceberg; that is, participants only developed a surface-level understanding of the college process. We conclude with implications for policy and practice.
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Lu, Charles, and Ajhanai Channel Inez Newton. "Being Black in a Sea of Color: A Phenomenological Study Exploring Black Students’ Racial Experiences at an AANAPISI and Emerging HSI." JCSCORE 5, no. 2 (December 11, 2019): 66–93. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.2.66-93.

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This phenomenological study used semi-structured interviews with 13 Black college students attending a university that is both an Asian American Native American Pacific Islander Serving Institution (AANAPISI) and emerging Hispanic-Serving Institution (HSI) to explore their racial experiences using symbolic interaction theory. Findings demonstrate that despite attending a minority-serving institution, Black students felt a cultural mismatch with their Asian and Latinx peers and the values of their campus. Being a minority within a minority-serving institution, they also experienced being invisible and hypervisible simultaneously.
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Clark, Isaac, and Donald Mitchell, Jr. "Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students." JCSCORE 4, no. 1 (January 2, 2019): 66–95. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.1.66-95.

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During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.
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Nguyen, Trang Thi Thuy. "Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective." Language in Society 48, no. 5 (September 19, 2019): 745–67. http://dx.doi.org/10.1017/s0047404519000678.

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AbstractThis article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*
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Morales, Erik E. "Legitimizing Hope: An Exploration of Effective Mentoring for Dominican American Male College Students." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (November 2009): 385–406. http://dx.doi.org/10.2190/cs.11.3.e.

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The purpose of this study was to explore the informal mentoring relationships of 15 male, Hispanic (Dominican American), first-generation college students, to determine how their mentoring experiences influenced their academic progress, standing, and retention. In-depth, semi-structured qualitative interviews were conducted with 15 undergraduates from a comprehensive, public urban university. The mentors proved to be valuable social capital for these statistically at-risk students by providing them with insider academic information, legitimizing their academic and professional goals, and transforming their immigration experiences into academic inspiration. Suggestions for effective mentoring for immigrant/ethnic minority college students are presented.
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Pásztor, Adél. "‘Most Challenging? To Fit in with People While Remaining Myself.’ Social Integration of Second Generation Turks within the Dutch Higher Education Setting." Sociological Research Online 19, no. 4 (December 2014): 27–38. http://dx.doi.org/10.5153/sro.3459.

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By focusing on second generation Turks in the Netherlands the paper aims to study the role of friends and peers in terms of ‘fitting in’ to a higher education setting. In-depth interviews with Turkish higher education students and recent graduates confirm the existence of certain ‘coping strategies’ which ethnic minority students employ in order to integrate into the social fabric of their university or college. Social integration is usually achieved through joining existing networks of ethnic minority students, creating new networks, or simply, keeping ‘old’ high school friends throughout university. However, in some cases students are willing to change their course, institution or type of study in order to improve their experience, all pointing to the high importance of social integration for many.
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Strangfeld, Jennifer A. "I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism." SAGE Open 9, no. 1 (January 2019): 215824401882238. http://dx.doi.org/10.1177/2158244018822382.

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This research explores how college students’ broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu’s framework of cultural capital, whereby students’ decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students’ plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.
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Sinclair, Kirstine. "An Islamic University in the West and the Question of Modern Authenticity." Numen 66, no. 4 (June 18, 2019): 403–21. http://dx.doi.org/10.1163/15685276-12341546.

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AbstractThe aim of this article is to discuss how Islamic universities in the West facilitate and condition the formation of modern Muslim subjectivities in minority contexts, with an emphasis on the institutions as providers of guidelines for good, Muslim minority life. This is done through a case study of Cambridge Muslim College in the UK. Its values and aims are explored through interviews with the founder and dean, faculty members and students, and through participatory observation. Cambridge Muslim College sees itself as a mediator between Islamic traditions and modern Muslims in the West, and as responsible for engaging in the development of both Muslim minorities and the wider society within which it operates. The questions guiding the study are the following: What role do Islamic universities play in shaping modern Muslim subjectivities in the West? How does Cambridge Muslim College combine understandings of authenticity with preparing their students for professional careers in Britain? The study shows that the understanding of authenticity that is encouraged by college dean Shaykh Abdal Hakim provides an important tool for the students as they strive to form meaningful selves and careers in contemporary Britain. Thus, references to authentic Islam is used to support the development of both working and moral modern subjects.
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Dissertations / Theses on the topic "Minority college students Victoria Interviews"

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Augustine, Marva Gail. "Underrepresented minority undergraduate students: phenomenological perspectives of successful students and graduates." 2015. http://hdl.handle.net/1805/7341.

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Indiana University-Purdue University Indianapolis (IUPUI)
More than half of the 400,000 freshmen minority students enrolled each year in colleges and universities in the United States fail to graduate within six years and some not at all. Many barriers impact student retention in college, especially for underrepresented undergraduate minority students. Studies in the past have focused on the causes of attrition of underrepresented undergraduate minority students, revealing a significant gap in the research on what leads to their success in higher education. A phenomenological study was used to allow participants to share their experiences from their individual perspectives. This qualitative research study investigated the social psychological attrition barriers encountered by successful undergraduate underrepresented minority students from African American and Latino groups. Exploring the perspective of successful students deepened the understanding of the barriers that minority students face in higher education, how they addressed these barriers, and what helped them to successfully graduate. Through in-depth interviews, this study explored the perceived barriers to student success encountered by successful undergraduate underrepresented minority students in a PWI. Participants' strategies for success was be examined and discussed.
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Books on the topic "Minority college students Victoria Interviews"

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Martin, Yvonne Marjorie. Voices for change: Racism, ethnocentrism, and cultural insensitivity at the University of Victoria : a report submitted to David Strong, President, University of Victoria. Victoria, B.C: [University of Victoria], 1998.

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Race & class on campus: Conversations with Ricardo's daughter. Tucson: University of Arizona Press, 1997.

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1937-, Garrod Andrew, and Larimore Colleen 1963-, eds. First person, first peoples: Native American college graduates tell their life stories. Ithaca, NY: Cornell University Press, 1997.

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Hold Fast to Dreams: A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty. New Press, The, 2014.

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Zasloff, Beth, and Joshua Steckel. Hold Fast to Dreams: A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty. New Press, The, 2015.

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Zasloff, Beth, and Joshua Steckel. Hold Fast to Dreams: A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty. New Press, The, 2014.

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Zasloff, Beth, and Joshua Steckel. Hold Fast to Dreams: A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty. New Press, The, 2015.

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(Foreword), Louise Erdrich, Andrew Garrod (Editor), and Colleen Larimore (Editor), eds. First Person, First Peoples: Native American College Graduates Tell Their Life Stories. Cornell University Press, 1997.

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(Foreword), Louise Erdrich, Andrew Garrod (Editor), and Colleen Larimore (Editor), eds. First Person, First Peoples: Native American College Graduates Tell Their Life Stories. Cornell University Press, 1997.

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Posecznick, Alex. Selling Hope and College. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501707582.001.0001.

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It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are worthy. And then there is college for everyone else. But what goes into less-selective college admissions? Ravenwood College was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. This book is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. This book documents what it takes to keep such an institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.
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Book chapters on the topic "Minority college students Victoria Interviews"

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Bannister, John. "Mentoring at Minority-Serving Institutions." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 110–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch005.

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This chapter highlights mentorship strategies of a southeastern Historically Black College and University (HBCU) adult degree program. In serving the nontraditional student population of this Black university, the institutions have cultivated strategies used to mentor and motivate adult students to achieve successful outcomes. Some of these strategies are built around activities and organizations designed to include adult students while other measures can be contributed to the development of the family like atmosphere that the college provides nontraditional students on campus and virtually. These insights were gathered from the experiences of current and previous students of the program as well as faculty and administrators through informal interviews and observation. This work will first address the literature on mentoring adult learners, highlight the strategies that were used to develop the college's approach to adult mentorship, and share examples. The chapter will close with recommendations and insights on how our approach could be replicated at other minority-serving institutions (MSIs).
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