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College Experiences

of Black Students & Its


Affects on Cognitive
and Identity
Development.

Shakira M oreta, Jameco M cKenzie,


Ipek Salahor & Jazmin Ramirez
How do you the conditions
and experiences of Black
students on college campuses
affect their cognitive and
identity development?
Agenda
• Explaining the problem at hand

• Discussing the importance of studying the experiences of Black


students on college campuses

• Introducing the JJSI Theory

• Applying the theory through activities


Learning Outcomes
1. Understanding the experiences of Black students on
college campuses

2. Being able to offer strategies to help this particular group


of students

3. Develop an awareness of the JJSI Theory and apply it in


your interactions with Black students
Definitions
Race: refers to the concept of dividing people into populations
or groups on the basis of various sets of physical characteristics.

Ethnicity: a population group whose members identify with


each other on the basis of common nationality or shared
cultural traditions.

Acculturation: represents the extent to which the majority


culture’s values, traditions, and customs have been adopted.
Black Students in College

Minority College Environment has skyrocketed but the Black share


of student bodies has barely bulged in 20 years. Actually it has
dropped in first tier universities.
Source: Census Bureau Historical Tables on School and College Enrollment
Higher Education
Pipeline By Race/Ethnicity

Source: U.S. Department of Education, National Center for Educat ion St atistics; Pew Research Cent er
Attending College Rates
Environment on College Campuses

• It is important for Black students that they feel welcome on


campus.

• Schools that have a high percentage of black students


allows students to connect with others who may share
similar experience and cultural backgrounds, resulting in
higher graduation rates of black students compared to
colleges/universities with a lower percentage of black
students.
Environment Continued
Geography
• Going to school in a rural area may make students feel
unwelcome because there is such a low percentage of black
students compared to the percentage of black students in a
college/university in an urban setting.
Experiences with Faculty
• Relationships with faculty are important for the success of
racial/ethnic minority students.

• Black students often perceive White faculty as culturally


insensitive
- Stereotypical comments about Blacks.
- Generalizing students’ opinions in class representing
those of all Blacks.
- Failing to acknowledge and incorporate Black
perspectives into their curricula.
Discussion Question
Marcia’s Ego Identity Statuses
The Cross Model
of Psychological Nigrescence

Pre-encounter: Encounter: under Immersion-Emersion:


Race is goes an Discard remnants of
unimportant encounter & old identity, commits
powerfully to personal change
affected by it

Internalization/Com Internalization:
mitment: translates beginning of resolution
new identity into involving old identity
meaningful activities and new black
worldview
Perry’s Theory of
Intellectual & Ethical Development
JJSI Model of
Black Student Development
s
Foreclosure/Acculturation

Encounter
Ques on

Iden ty
Diffui on

Commi ment /
Iden ty Achivement
JJSI MODEL OF BLACK STUDENT DEVELOPMENT

FORCLOSURE/ ENCOUNTER QUESTIONING IDENTIY COMMITMENT/


ACCLULTURATION DIFFUSION ACHIEVED
IDENTITY

(A) No Crisis, Crisis, Black Black students Black Student Students achieve
everyone in the students enter a begin to question begins to explore a higher level of
black student's environment that their blackness different racial understanding of
environment that is different and mainstreams groups without a what it means to
looks like them than what they society's response commitment to be black, while
are use to. to blackness being a member also being able to
OR understand the
There is a societal and
(B) No Crisis, black Deepening of historic context of
students grew up research in what the society and
as the other trying it means to be have a
to fit in. black and takes commitment to
on a black challenging the
worldview status quo.

Race is The idea of being Student withdraw There is a lack of Black students
unimportant, and a member of a from other groups crisis & becoming civically
lacks relevancy in minoritized group and only aligns commitment engaged in
a students day to is encountered. themselves with bettering the
day life those they conditions of their
identify with peers while also
racially/ethnically and engaging the
dominant race in
the process.
Activity
• Get into groups of 4

• Each group will create a program that would assist


students in a particular stage of the JJSI Theory of Black
Student Development
Recommendatıons for Student
Affaırs Professıonals
Strengths based approach versus a deficit model
Study success and areas of challenge on the retention pathway
At the campus level
 •Understand the academic expectations of your institution
 •Question your retention and graduation data for Black students
 •Debunk the shared responsibility mindset and instead adopt an institutional
responsibility approach for persistence of black students
 •Work with academic affairs to support strengths based academic interventions
 •Educate families and support networks
 •Support micro-communities within greater black student collective (i.e., student
organizations, advocacy, visibility, etc.)
At the national level
 •Community engagement
 •Looking beyond the “exceptions” to circumstance
 •K-12 / postsecondary partnerships (GEAR UP, Upward Bound, etc.)
References
 Guiffrida, D. A., & Douthit, K. Z. (2010). The Black student experience at
predominantly White colleges: Implications for school and college
counselors. Journal of Counseling and Development: JCD, 88(3), 311.
 Guiffrida, D. A., & Douthit, K. Z. (2010). The black student experience at
predominantly white colleges: Implications for school and college
counselors. Journal of Counseling and Development : JCD, 88(3), 311-318.
Retrieved
from http://search.proquest.com/docview/519409034?accountid=13661
 Harper, Shaun R., and Stephen John Quaye. "Student Organizations as Venues for
Black Identity Expression and Development among African American Male
Student Leaders." Journal of College Student Development 48.2 (2007): 127-
44. ProQuest. Web. 30 Oct. 2016.
 Patton, L.D., Renn, K.A., Guido, F. M., & Quaye, S.J. (2016). Student
development in college: Theory, research, and practice (3rd ed.). San Francisco,
CA: Jossey-Bass.
 Phinney, J. S. (1989). Stages of ethnic identity development in minority group
adolescents. The Journal of Early Adolescence, 9(1-2), 34-49.

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