African Americans in College Wright State University Kirby weaver EDL 763 Dr.

DuVivier

The college experience is different for each student, and reasonably so, different for students from different backgrounds or of different genders. As such, it can be safely assumed that the college experience can be and mean drastically different things for students of different races. As a Caucasian female, the experience for other Caucasians seems very familiar. And, while African Americans are present on each campus, the experience they have has not really been thought about. The African American subculture of a college or university, is one all Student Affairs professionals should be aware of. For instance, do many people think about how African Americans manage to retain a level of sanity while their humanity of constantly questioned and attacked? (Bridges, 2010, 5). Do Student Affairs professionals or other university personnel ever even think of such things as playing a role in a students college experience? Questions such as that, and many other issues, are present every day in the lives of African American students attending higher education facilities. One article discusses specifically the difficulties that African American men can face while attending a predominantly white institution, which is environment most African Americans are in while attending college, save for those attending a Historically Black College or University (HBCU). While college can be stressful for anyone, African Americans face many more challenges than Caucasian students, due to the negative stereotype society has put on the African American race. African American men face socio-cultural, academic, negative dilemmas and identity conflicts specific to them as a group (Bridges, 2010, 5). And, according to a model set up by William Cross, African Americans of either gender may go through the Nigrescence model. This model has five stages of development which lead to Black racial identity (Bridges, 2010, 5). While these students are also going through the other stages of development as humans and students, they are going through an additional development, which is crucial to their success

in and out of an academic setting. The Nigrescence model has five stages which all deal with accepting ones own ethnic background, while still acknowledging and accepting others backgrounds as well. This additional stage of development is important to acknowledge as African American students go through the college experience, as it can play a major role in their attitudes, beliefs, and actions. While all students feel some degree of alienation from others while attending college, African Americans may feel more. This group of students may struggle with their value systems, as they are forced to adopt two, one African American and the other European American (Bridges, 2010, 6). With this in mind, it is important for a college or university to provide opportunities for African American students to share or express their identity among themselves, as well as other groups. Having student organizations specifically for African American men or women or for African Americans of the same major etc. is one way in which schools can cater to the needs of students in need of racial identity. And, having a multicultural group where students of all races and ethnicities where students can share and promote their heritage together to others, is also a way for African Americans to relate to other ethnicities and feel their values and identities are validated and shared. This is true because it was found that other group orientation (belief that individual embraces their own black racial identity but is able to make a connection with other racial and cultural groups) was a positive correlated with adjustment to college (Fife, Bond, & Byars-Winston, 2011, 142-43). These types or organizations may also help African American students to achieve a higher level of self-efficacy, which is crucial to their academic efficacy, self-confidence, and may relate to their sense of belonging. And, once academic efficacy increases academic achievement will increase as well (Fife, Bond, & Byars-Winston, 2011, 142). In a college setting, that is the

ultimate goal, while their entire experience is still important. According to a theory by Fordham and Ogbu (1986), and shared by Fife, Bond, and Byars-Winston, which states that the education system is one of those institutions that African American youth may rejectan understanding of ethnic identity and its influence on academic achievement and self efficacy can assist teachers and educational institutions to better understand African American students (2011, 142). In addition, a study done by Hackett et al. (1992), also cited by Fife, Bond, and Byars-Winston, showed that there was a significant relationship between racial identity and academic competence, further supporting that in order for African Americans to succeed in a college setting, ample opportunities for racial identity are needed outside of the classroom (2011, 142). While student organizations such as those already mentioned aid in the out of classroom racial identity, other options that Student Affairs professionals have other options, such as guest speakers, seminars, concerts, and fairs of all types. Events like these, in addition to possibly directly addressing the topic, provide an opportunity for students of all races, ethnicities, and backgrounds to come together in a common learning or viewing goal. Similarly, having students work together on service learning or community service projects, would also bring students together in a way that shows their common beliefs and goals, and can bring a better understanding of who the other is. A large factor in African Americans students lives is spirituality. Some studies have shown that African Americans have higher levels of spirituality than non-African Americans, which seems to play a role in their college experience (Smith & Denton, 2005). A study reported by Dancy, which was originally done by Walker and Dixon, showed that African American college students with higher levels of spiritual beliefs also had higher grade point averages and earned more academic honors (2010, 417-418). In addition, it has been found that African American

students factor spirituality in their decision-making processes in college (Dancy, 2010, 418). This is important for all faculty and staff at a university to be aware of, because it may differ greatly from that of decision-making processes in Caucasian students. Spirituality and religion in the lives of African Americans in college have been the subject of both quantitative and qualitative studies, and through these it has been proven that both are important supports for African American students in meeting college campus challenges (Dancy, 2010, 419). If college officials recognize this, they will be better prepared to help African Americans through the transition from high school to college and with coping with everyday problems that can arise throughout the college experience. In a study done by Dancy, it was found that all participants discussed how their spiritual beliefs and religious participation influences their college choices, persistence, academic, and professional outcomes (2010, 423). So, if one hopes to understand the African American college experience, they must be open to learning about and understanding African Americans belief systems, and validating their places on a college campus. While it may be impossible to know everything about all the different beliefs, religions, or doctrines that African Americans follow, because they certainly are not all the same, having a basic knowledge and understanding of the importance these factors play in the students life, is a good step in the right direction. This is true because, based on Dancys study, the ways in which students express faith and creed is also a diversity and retention concern in higher education (2010, 428). In recent years, retention has become so important to universities, it is hard to ignore what students feel is important in making them feel as though they belong in the school they are attending. African American students want their college or university to have discussion topics like spirituality, religion, and truth, and it is suggested that colleges should not shy away from opportunities to partner with

religious institutions, which may help in the success rate in African American students (Dancy, 2010, 428-429). Another issue that is present in the lives of African American students is stress and the willingness to seek help due to it. According to Peters et al (2011), African American students attending a HCBU with financial aid struggles, which led to psychological stress, may have difficulty seeking help because of the cultural stigmas and norms related to seeking care for psychological distress, (137). While this study addressed students at a HBCU, it can be hypothesized that African American students at a non-HCBU may also find it hard to seek help with experiencing psychological distress. Students of other races and ethnicities can have the same issue. However, this study can help in realizing the needs of African American students with regards to counseling, due to other factors as well. Because African Americans believe that psychological distress can be managed without outside help, it is important for university employees to watch for signs of distress, and recognize when they may need to step in (Amos et al., 2008). If these students do not get the help they may need, they could become overwhelmed, and begin to have a negative view of their college experience. While there are many differences in the African American college experience versus the experience students of other races and ethnicities may have, this is one area where they may overlap. Many students do not feel they can seek outside help, but understanding the cultural stigmas and the African American students feeling that their culture will view them as weak if they do, is vital. Academic institutions should be conscious of these beliefs, and work to ensure African American students that if they need help, they will not be judged for seeking it. And, if instances where they are being judged for this occur, it is important for faculty and staff intervenes immediately, so the student will not decide to decline help.

Finally, a difference between the African American college experience and that of students of different races and ethnicities is retention rates and career development. A large percentage of African Americans entering college are first-generation students, and while there is a low completion rate among this group, it is of importance to explore means to improve their college completion rates (Owens et al., 2010). One way in which to successfully address this, is by having career counselors be aware of what may stop a student from leaving. Understanding the African American experience, may contribute to improvement in their career preparation and development during the college years (Owens et al., 2010). Because of the environment in which, not all, but many African Americans are raised, they are not exposed to the college atmosphere, and their career options. Barriers for African Americans which may be present in the workforce, along with a belief that they must work in traditional areas for African Americans, can hold students back from choosing a career they will enjoy, as well as succeed in (Owens et al, 2010; Booth and Myers, 2011). As such, counselors must be prepared to address these issues, and be willing to work with students to overcome them. Each individual will have a different college experience, but it is important to remember why that is. There are many outside factors that affect each individuals college experience, and race and ethnicity play a major role in those differences. The African American college experience can be greatly different than that of students of other races and ethnicities, and all college and university faculty and staff should be aware of that fact. This difference can be related to societys view on the African American race, self efficacy and racial identification, spirituality, stress and coping mechanisms for that stress, as well as career development and knowledge. African American students must feel that they belong at an institution in order to be successful there. They need the opportunity to relate to others of their race, as well as those outside of their

race, and desperately need to feel that the people running their institution understand where they are coming from, socioeconomically, geographically, and spiritually. If a connection between themselves, the institution, and the people around them can be made, African Americans will be more likely to succeed, and feel they belong in the academic institution which they are attending.

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Booth, C.S., & Myers, J.E. (2011). Differences in career and life planning between African American and Caucasian undergraduate women. Journal of Multicultural Counseling and Development, 39, 14-23. Bridges, Eric. (2010). Racial identity development and psychological coping strategies of African American males at a predominantly white university. Annals of the American Psychotherapy Association, 13(1), 14-26. Dancy, I. (2010) Faith in the unseen: The intersection(s) of spirituality and identity among African American males in college. Journal of Negro Education, 79(3), 416-432. Fife, J.E., Bond, S., & Byers-Winston, A. (2011). Correlates and predictors of academic self efficacy among African American students. Education, 132(1), 141-148. Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the "burden of acting White." Urban Review, 18, 176-206. Hackett, G., N.E. Betz, J.M. Casas, and I.A. Rocha-Singh. (1992) Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39: 527-538.

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