The purpose of this study was to examine the effectiveness of a minority bridge program's (MBP) impact on the academic success of African American undergraduates at a predominantly White institution (PWI). Minority bridge programs (MBP) are transition programs designed to academically and socially prepare students transition points in their…

Higher education's commitment to students of color has gradually eroded because of a number of problems including the country's changing climate regarding racial issues and the persistent downturns in the U.S. economy (Allen, 1988a). The enrollment of Black students at four-year predominantly White institutions (PWIs) continues to fall short of…

The compendium of writings in this edited volume sheds light on the event "Race & Ethnicity: A Day of Discovery and Dialogue" at Washington University in St. Louis and the work current students, faculty, and staff are doing to improve inclusivity on campus and in St. Louis. The book includes speeches, reflections, art, and…

School districts and campuses throughout the nation are working around the clock to avoid an unacceptable accountability rating under the No Child Left Behind (NCLB) Act of 2001. In Texas the label has recently changed to "Improvement Required." An "Improvement Required" label forces districts and campuses into the Texas…

In suburban classrooms across the country, the demographics of students are becoming more racially diverse. Although the student population continues to change, the teaching population remains the same with more than 80% identified as White. This qualitative, phenomenological case study employed semi-structured interview approach to capture the…

Summer Bridge Programs (SBP) have demonstrated success for underrepresented students in STEM fields. However, a review of published reports of these programs suggests mixed and some negative results with very few programs having been subjected to rigorous evaluations (Kallison & Stader, 2012; Sablan, 2014; Strayhorn, 2011). Utilizing a…

African American college students have historically faced many forms of rejection and isolation at Predominantly White Institutions (PWIs), particularly during the early years of academic integration (Allen, 1992; Mendoza-Denton, Downey, Purdie, Davis & Pietrzak, 2002). This study was conducted to determine if African American students who…

Currently, there is a dearth of literature on the African American male administrative experience beyond the scope of an urban school environment. The purpose of this phenomenologically-based inquiry was to examine the lived experiences of six African American male high school administrators who worked in a predominantly White school setting. The…

This qualitative study explores factors contributing to the Black gay men at a predominately White institution (PWI) in southern California using the intersection of race (Cross, 1995), sexual identity (Cass, 1979, 1984), and social capital-institutional agents (Stanton-Salazar, 2011). The purpose of this study is to examine the Black gay male…

Little is known about the experiences of White faculty in higher education as racial justice allies. Most literature describing faculty involvement in diversity issues tends to be proscriptive in nature with little examination of the developmental experiences of the faculty member (Brown, Davis, & McClendon, 1999; Gibbons, 1993; Jenkins,…

The purpose of this phenomenological study was to examine the role of race in cross-race advising relationships between White faculty advisors and their Black doctoral student proteges. From a broader perspective, I examined the racial context of doctoral education experiences and relationships between doctoral students and faculty. Only 1% of…

This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich's Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male…

The manhood constructions and collegiate experiences of twenty-four engaged African American men enrolled across twelve, four-year colleges were explored. The purpose of this study was to inform colleges about the ways in which these men construct their manhood. The manifestations of these constructions in African American college men's behavior,…