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ERIC Number: ED550799
Record Type: Non-Journal
Publication Date: 2012
Pages: 242
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-0786-6
How Do Black Male College Students Develop Supportive Relationships with White Faculty Members and Advisors at a Predominately White Institution
Franco, Karina Elizabeth
ProQuest LLC, Ed.D. Dissertation, North Carolina State University
This qualitative study examined how Black male students develop supportive relationships with White faculty members and advisors at a predominately White urban institution in the Southeastern United State. A multiple-case study method was used to explore how Black males define support, what faculty and advisor characteristics attract Black male students, what events promote relational growth between Black male students and White faculty member or advisors, and how race impact their relationships. Findings suggest that participants were more likely to seek support and build relationships with White faculty members and advisors who gave direction, advice, and informational support. It also appears that White personnel were able to leverage commonalities they have with participants to strengthen their relationships. When White faculty members and advisors practiced the behaviors listed above, they helped participants overcome negative impressions or assumptions they made of these professional staff based on race. Finally, the classroom was found to be an effective place for White faculty members to communicate to participants that they were available for relationships. Findings also suggest that Murphy and Ensher's (1997) Cross-National Mentoring Theory may be useful in understanding how Black male students and White faculty members and advisors move from casual to mature relationships. However, there was not enough data to determine how useful Cross's (1991) Model of Black Identity and Sellers et al.'s (1998) concept of racial salience could be in understanding cross-cultural racial formation between the pairs in the study. [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; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A