African American Culture and Heritage in Higher Education Research and Practice

By Kassie Freeman | Go to book overview

Patricia: A first-year student who did not live in King House. Her family is from the West Coast, but she attended a predominantly White boarding school on the East Coast. Patricia says she lived in the "ghetto" until she was 9, at which time her family moved to the suburbs. Patricia is involved in both Black and non-Black organizations.

Richard: A first-year student from the North. Richard attended what he describes as an "all- White high school." He was involved in two organizations during his first year at Western, one a Black academic organization and the other a non-Black campus service organization. Richard did not live in the King House his first year.

Rochelle: A first-year student originally from a predominantly White community in the South. She attended a boarding school that was a math/science magnet. Rochelle lived in King House her first year and is extensively involved in a number of Black and non-Black organizations.

Samantha: A senior from a middle-class, predominantly Black community in northern California. She attended both a public and a private high school. She is involved in Black and non-Black organizations on campus.

Sondra: A first-year student from a predominantly Black, middle-class environment in southern ("California. She attended a racially diverse high school. Sondra did not live in King House but did have a Black roommate. She is involved in both Black and non-Black organizations.

Wendy: A senior who is from a predominantly White community. She is involved in one Black and one non-Black organization. Wendy lived in King House her first year.

Wilmetta: A senior who is from a predominantly White community in southern California. She is biracial; her mother is Pilipino, and her father is African American. She is involved in a Black sorority as well as the Pilipino student organization on campus.


NOTES
1.
Allen ( 1988, 1991) and Fleming ( 1984) are two researchers whose work does focus on within-group differences in Black student experiences in higher education.
2.
I define a "Black campus organization" as any campus organization (student or administratively run) that includes African American as part of its name or whose mission is focused on providing support or service to Black students or the Black community.
3.
The breakdown for other ethnic groups is as follows: White, 52%; Asian, 23%; Hispanic, 11%; American Indian/Alaskan Native, 1%; International, 4%). The undergraduate degrees conferred in 1993-94 were 1,470 (Western University Public Information Office).
4.
Of the 510 self-identified Black students attending Western University in 1993-94, 507 were mailed questionnaires. Three students listed out-of-state addresses, so questionnaires were not mailed to them.
5.
Of the 219 students who completed the 1995 survey of Black student experiences at Western, 22 were invited to be interviewed.

-117-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
African American Culture and Heritage in Higher Education Research and Practice
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 244

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.