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ERIC Number: ED525086
Record Type: Non-Journal
Publication Date: 2009
Pages: 134
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-8625-1
What Can We Do? A Critical Multicultural Response to the College Experiences of Black Males at Predominantly White Institutions
Glenn, Daymond
ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College
Studies on Black males at various types of colleges have been conducted; however, there has been little research on Black males at private, predominantly White institutions of higher education in the Pacific Northwest. Given this, we know little about their status and experiences in these environments. This study focused on the experiences of eight Black male undergraduate students from four private, predominantly White institutions (PWIs) of higher education in the Pacific Northwest. This study examined the utility of a critical multicultural perspective in making recommendations for the experiences of these students. Five overarching categories of experience were investigated in this study (Identity Development, Classroom Experiences, Multicultural Awareness, Campus Climate, and Peer Relationships). These provided the structure for in-depth interviews, data analysis, and informed the development of the recommendations. Among the findings are the following: The students found the term "Black" to be complicated and difficult to define; social science courses seemed to increase their chances of a negative classroom experience; they understood multiculturalism generally as the study of other cultures; being one of few Black males on campus was frustrating and perplexing; and race was often a significant factor in establishing supportive friendships. This research revealed that Black males have complex and varied experiences on campus and inside the classroom at PWIs in the Pacific Northwest. On the basis of the findings, recommendations are that colleges need to be intentional on providing spaces for cultural affirmation and cultural education, as well as provide mentoring opportunities from Black professionals who understand the experiences of Black males at PWIs. PWIs can wittingly and unwittingly bring a variety of experiences to the educational lives of Black males, which can either help them expand their intellectual paradigms and social networks, or reproduce negative stereotypes about their culture, causing them to isolate themselves socially. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A