Racially Minoritized Students at U.S. Four-Year Institutions

Autor/in	Stewart, Dafina-Lazarus
Titel	Racially Minoritized Students at U.S. Four-Year Institutions
Quelle	In: Journal of Negro Education, 82 (2013) 2, S.184-197 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.2.0184
Schlagwörter	Minority Group Students; Asian American Students; African American Students; Hispanic American Students; Multiracial Persons; Student Surveys; Statistical Analysis; Higher Education; Student Characteristics; Student Participation; Predictor Variables; Educational Attainment; Parent Background; Family Income; Satisfaction; Models; College Students; White Students; Racial Differences; First Generation College Students + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; Schülerbefragung; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; Bildungsabschluss; Bildungsgut; Elternhaus; Familieneinkommen; Zufriedenheit; Analogiemodell; Collegestudent; Rassenunterschied
Abstract	Racially minoritized students attending U.S. colleges and universities are often compared to their White peers in research studies, generally emphasizing their cultural deficits, masking minority group achievement, and homogenizing within group variations. This article reports data for racially minoritized students who participated in the national 2000 College Senior Survey administered by the Cooperative Institutional Research Program (CIRP) housed at Higher Education Research Institute. Using descriptive data and chi-square tests, the findings draw a picture of these students that does not presume homogenous characteristics or experiences and challenges some previously established beliefs about this population. Implications for research and practice are provided. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10