NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1202300
Record Type: Journal
Publication Date: 2019-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0038-0407
''I Can Turn It on When I Need To'': Pre-College Integration, Culture, and Peer Academic Engagement among Black and Latino/a Engineering Students
Johnson, Anthony M.
Sociology of Education, v92 n1 p1-20 Jan 2019
Drawing on interviews with 38 black and Latino/a engineering students at a predominantly white, elite university, I use a cultural analytic framework to explicate the role of pre-college integration in the heterogeneous psychosocial and academic experiences of students of color on predominantly white campuses. I identify three cultural strategies students of color adopt to navigate the university's ethnoracially segregated peer network landscape and more specifically, engage majority-white academic peer networks: integration, marginalized segregation, and social adaptation. Integrators, who hail from predominantly white high schools, engage majority-white academic networks with ease, do not experience ethnoracial marginalization, and form predominantly white networks in college. Marginalized segregators, who come from predominantly black, Latino/a, or mixed high schools, exhibit discomfort engaging majority-white academic networks, experience ethnoracial marginalization, and form predominantly same-race or co-ethnic networks in college. Finally, social adapters, who come from high schools with varying ethnoracial compositions, manage their experiences with ethnoracial marginalization to engage majority-white academic networks with ease, and the ethnoracial composition of their college networks varies. The findings extend previous scholarship on the experiences of black and Latino/a students on predominantly white campuses and uncover the cultural processes that contribute to the reproduction of inequality among students of color.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A