When the Majority becomes the Minority

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When the Majority becomes the Minority

• Gerald Davis
• Tennessee State University
• 7/28/07

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Introduction

• In the last ten years, research has shown that
  there has been an increase in the complex
  interaction of students at Historically Black
  Colleges and Universities (HBCUs). (Hall
  Closson, 2005)
• Differences in the student populations at
  traditionally Black colleges and Universities
  have often raised questions regarding how the
  differences in social culture impact student
  interaction and experience, specifically for
  White students at a predominately Black
  institution.
• To build and maintain this type of environment,
  and create a space for social interaction amongs
  the groups can be prove to be difficult requiring
  a unique approach from the administrative
  persepctive as well as effective and appropriate
  student development initiatives.
• In order to encourage such an experience to take
  place, all aspects of university life must be
  involved including administrators, faculty, and
  students.

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OverviewDIVERSITY AMONGST STUDENTS

• There are unique and specific differences in
  student populations at HBCUs
• What is the potential social impact of
  integrating the educational experience at HBCUs
• Potential implications for future interactions of
  both white and non-white students that attend
  HBCUs

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Current Literature and Research

• Limited research available regarding the
  experience of both Black and White students in
  the collegiate setting in majority and minority
  institutions
• Research is further limited when race is the
  primary factor in social differences
• Lack of understanding regarding separate social
  experiences can hinder the effort to integrate
  the social environment

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Summary/Recent Trends

• Research has shown a larger number of White
  students attending historically Black
  institutions
• Impact could lead to changes in personal, social,
  and environmental dynamics
• The created social landscape is proving more
  inclusive and beneficial for students of all
  backgrounds
• Issues/Concerns regarding disconnect or potential
  misunderstanding of HBCU culture have to be
  addressed in order to create a productive
  atmosphere

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Discussion

• Social implications could provide template for
  future personal, social, and workplace
  relationships/experiences
• Increasing role of diversity and multiculturalism
  in education as a potential indicator of societal
  shift in behaviors and attitudes
• Impact of increased positive race relations in
  the higher education community

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Implications for Project

• Awareness of historical and current successful
  trends toward multiculturalism and diversity in
  the field of education
• Increased discussion regarding race relations and
  community that can be incorporated as an
  educational agenda
• What role might the influence of an integrated
  academic experience have on future social
  behavior

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Conclusion

• Particular attention should be given toward the
  academic experiences of White students attending
  HBCUs in the areas of research and literature in
  order to inform the field of education
• As educators, its important to address the
  relationship between the academic experience and
  its direct role in societal behavior and
  dynamics
• What are the potential ramifications of
  establishing a healthy/unhealthy environment in
  which students of all backgrounds feel
  appropriately supported and respected in the
  learning environment or receive a different
  experience

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References

• Astin, A. (l990). The black undergraduate
  Current status and trends in the characteristics
  of freshmen. Los Angeles, CA Higher Education
  Research Institute Graduate School of Education
• Conrad, C. F., Brier, E. M. (1997). Eactors
  contributing to the matriculation of White
  students in public HBCUs. Journal for a Just
  a-Caring Education, 3(1), 37-63.
• D'Augelli, A. R., Hershberger, S. L. (1993).
  African American undergraduates on a
  predominately White campus academic factors,
  social networks, and campus climate. Journal of
  Negro Education, 62, 67-81.

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References Continued.

• Hall, B. Closson, R. (2005). When the Majority
  is the Minority. Journal of College Student
  Development. 4(2), 53-67.
• Hart, P. S. (1984). Institutional effectiveness
  in the productions of black Baccalaureates.
  Washington, OH Jones.
• Hickson, M. E. (2002). What role does the race of
  professors have on the retention of students
  attending Historically Black Colleges and
  Universities. Journal of Education, 123(1),
  186-189.

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Websites/Resources

• 1. http//www.edchange.org/multicultural
• This site provides resources regarding
  multicultural education, self development and
  awareness and forums for educators to interact
• http//www.diversityweb.org
• This site provides a comprehensive collections
  of campus best practices and resources for
  academians intending to place diversity at the
  forefront of the academy's educational and
  societal mission
• http//www.nadohe.org
• This site provides information to the public and
  to its member institutions regarding organizing,
  supporting, and guiding the collective efforts of
  individuals involved in institutional leadership
  to transform institutions and advance the ideals
  of diversity.

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Resources Continued

• http//www.hbcunetwork.com
• This site is dedicated to providing news and
  information to the HBCU community, as well as
  serves as a discussion forum regarding topics
  relevant in the African American community
  including the changing social context of of
  HBCUs
• http//www.alloneheart.com
• This site is to promote harmony and unity among
  different cultures, races, religions, age groups,
  sexual gender and orientation, physical and
  mental abilities. To encourage tolerance through
  raised consciousness by education and experience.
  

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Questions????

• Please feel free to inquire