Morgan State University is the leading historically black university in the State of Maryland. As of today, our crisis is outrageous and overwhelming to say the least. We need a strong leader in the person of David Wilson at the helm of Morgan State University. In this case, the Board of Regents are wrong in their decision not to extend his contract ("Morgan State refuses to renew contract of president," Dec. 11).
Please take a look at the facts of Mr. Wilson's record and the tremendous progress he has had in two years. Gov. Martin O'Malley has set a statewide goal that by 2025 at least 55 percent of the state's residents age 25-64 will hold at least one degree credential, either an associate's or bachelors. Morgan State University is crucial to these numbers. Similarly, Mr. Wilson is key to bringing this institution to where we need it to be.
The students believe that Mr. Wilson has inherited issues that have yet to be resolved. He has a robust and comprehensive 10 year strategic plan on the table and needs time to implement it. Since coming here, Mr. Wilson has been engaging, open, transparent and above board with all constituents he's interacted with. His vision for the university has been developed through a shared effort that warrants praise of the highest order. The visibility of the university has increased among the state legislators to a level the university has not seen in the last decade. These key relationships are moving the university forward. Removing him at this point in time will only stall the progress the university has made.
The students recommend that the Board of Regents provide a detailed explanation of their reasoning behind not renewing Mr. Wilson's contract. It is our hope that they will reverse this decision based on the facts. We believe in Morgan State University, and we believe in David Wilson.
Eugene Smith, Baltimore
The writer is a graduate student in higher education at Morgan State University.
The unexamined life is not worth living.
Sunday, December 30, 2012
Saturday, December 29, 2012
Wilson to stay at Morgan State for one more year
At the Dec. 28 meeting, the board agreed to negotiate a new, one-year contract that would keep Wilson at the helm through June 2014.
The decision came after the board heard public testimony and a subsequent closed meeting session that lasted nearly three hours.
Wilson said that in the coming year he would work to improve communication between himself and the board. Wilson said he had not done as good a job as he should have in ensuring the board was up-to-date on his plans for the university.
"In order for a university to operate in ship-shape manner, it requires the president and the board to be on the same page," Wilson said.
The board called the meeting Dec. 28 to hear from the public. At least 12 people addressed the board and dozens more crowded into the board’s conference room in solidarity. Board members have been mum about the reason for not renewing Wilson’s contract and ignored pleas for an explanation at the meeting.
“We don’t have authority, we don’t have legal power to change the board’s mind, but we have influence,” said Eugene Smith, a master’s student at Morgan. Smith expressed a sentiment shared by many at the meeting — that the community is speaking out against the board’s vote, “in support not just of Dr. Wilson but of the future of this community.”
Supporters say Morgan improved under Wilson, especially with regard to its oft-strained relationship with neighbors. The Morgan Community Mile project launched under Wilson is intended to strengthen the school’s community ties while building resources for local residents.
Wilson was present at the meeting but did not address the public. He was expected to talk to the board during a closed session.
Others who spoke in support of Wilson included Baltimore City Council members Robert Curran and Mary Pat Clarke.
Curran said it had been “refreshing” to work with Wilson and said no other Morgan administrator had been as receptive to working with the community.
“Morgan State University does not operate in a vacuum,” Curran said to the board.
Alumni and faculty said they feared losing Wilson would hinder the school’s ability to raise money and recruit students. Enrollment and fundraising grew under Wilson, they noted. Enrollment at Morgan increased to 8,011 in 2011 from 7,226 in 2009.
“I can’t understand risking that level of support,” said Jacqueline Lawson, president of the Morgan State University National Alumni Association.
http://www.bizjournals.com/baltimore/news/2012/12/28/backers-say-morgan-state-would-be.html?page=all
The decision came after the board heard public testimony and a subsequent closed meeting session that lasted nearly three hours.
Wilson said that in the coming year he would work to improve communication between himself and the board. Wilson said he had not done as good a job as he should have in ensuring the board was up-to-date on his plans for the university.
"In order for a university to operate in ship-shape manner, it requires the president and the board to be on the same page," Wilson said.
The board called the meeting Dec. 28 to hear from the public. At least 12 people addressed the board and dozens more crowded into the board’s conference room in solidarity. Board members have been mum about the reason for not renewing Wilson’s contract and ignored pleas for an explanation at the meeting.
“We don’t have authority, we don’t have legal power to change the board’s mind, but we have influence,” said Eugene Smith, a master’s student at Morgan. Smith expressed a sentiment shared by many at the meeting — that the community is speaking out against the board’s vote, “in support not just of Dr. Wilson but of the future of this community.”
Supporters say Morgan improved under Wilson, especially with regard to its oft-strained relationship with neighbors. The Morgan Community Mile project launched under Wilson is intended to strengthen the school’s community ties while building resources for local residents.
Wilson was present at the meeting but did not address the public. He was expected to talk to the board during a closed session.
Others who spoke in support of Wilson included Baltimore City Council members Robert Curran and Mary Pat Clarke.
Curran said it had been “refreshing” to work with Wilson and said no other Morgan administrator had been as receptive to working with the community.
“Morgan State University does not operate in a vacuum,” Curran said to the board.
Alumni and faculty said they feared losing Wilson would hinder the school’s ability to raise money and recruit students. Enrollment and fundraising grew under Wilson, they noted. Enrollment at Morgan increased to 8,011 in 2011 from 7,226 in 2009.
“I can’t understand risking that level of support,” said Jacqueline Lawson, president of the Morgan State University National Alumni Association.
http://www.bizjournals.com/baltimore/news/2012/12/28/backers-say-morgan-state-would-be.html?page=all
Wednesday, December 26, 2012
Ode to Jazz - Yea her
You don't understand jazz...
Yea her...
Yea her
Like the pace of city lights,
And the glare of urban nights
You don't understand her
Yea her
I love her
The up tempo beat
The rhythm of the street
You don't understand her, Yea her
I expose her vulnerabilities
To intrigue myself to her capabilities
To show my abilities
You don't understand her, yea her
I love her
She puts me in a sentimental mood
She takes me to the honky tonks of inner city blues
You don't understand her, yea her
Down on the A train
Where the damned dont cry
Where the music seems to fly
You don't understand her, yea her
She takes me down to the summer breeze of New Orleans
To the spring streets of Harlem
This is her
You don't understand her, Yea her
I'm on her corner
She has her way with me
She takes my money
And when she is gone I'm left empty
Maybe it's me
Maybe it's me
Maybe it's me
Do I understand her, yea her?
Yea her...
Yea her
Like the pace of city lights,
And the glare of urban nights
You don't understand her
Yea her
I love her
The up tempo beat
The rhythm of the street
You don't understand her, Yea her
I expose her vulnerabilities
To intrigue myself to her capabilities
To show my abilities
You don't understand her, yea her
I love her
She puts me in a sentimental mood
She takes me to the honky tonks of inner city blues
You don't understand her, yea her
Down on the A train
Where the damned dont cry
Where the music seems to fly
You don't understand her, yea her
She takes me down to the summer breeze of New Orleans
To the spring streets of Harlem
This is her
You don't understand her, Yea her
I'm on her corner
She has her way with me
She takes my money
And when she is gone I'm left empty
Maybe it's me
Maybe it's me
Maybe it's me
Do I understand her, yea her?
Tuesday, December 25, 2012
Implications for Student Affairs Professionals Based on Chickering and Cross
Based on the aforementioned literature and the present study several implications can be made for student affairs professionals. Pope discusses that is important for student affairs professionals to pay attention to the multiple realms of development (2000). Student affairs professionals need to be aware of Chickering’s seven vectors of psychosocial development. At the same, student affairs educators should encourage the racial identity of students in these particular organizations. Using other methods to explore Nigrescence model should be used to encourage the process of becoming black (Cross, 1991).
Student affairs professionals that advise these organizations should encourage students to see themselves as crucial members of the organization so that their purpose can be actualized. It is possible that joining organizations like these can foster a lifestyle that influences their decision-making ability and goal-setting skills. Student affairs professionals should be intentional in their engagement with members of these organizations to connect what they are doing in their organization to what they would be doing for their career and in life generally. Student affairs professionals that work with students in these organizations should continue to emphasize the student’s social responsibility and social role in society. Administrators should intentionally engage students to help find their purpose, their role in society, develop cultural understanding, and connect these values to uplifting other. The participants in this study were able to understand who they were and how they are viewed in society through their own conclusions. However, if student affairs professionals are intentional about the holistic development of these students could possibly yield stronger social justice advocates.
Furthermore, student affairs professional should be encourage the racial identity development of internalization among these students. Programs and workshops should be geared towards multicultural understanding of different groups while ensuring the uplift of the black community. If participants continue on this continuum their role in society will continue to increase as they progress through the cycle of psychosocial development with full understanding of their racial identity.
Student affairs professionals that advise these organizations should encourage students to see themselves as crucial members of the organization so that their purpose can be actualized. It is possible that joining organizations like these can foster a lifestyle that influences their decision-making ability and goal-setting skills. Student affairs professionals should be intentional in their engagement with members of these organizations to connect what they are doing in their organization to what they would be doing for their career and in life generally. Student affairs professionals that work with students in these organizations should continue to emphasize the student’s social responsibility and social role in society. Administrators should intentionally engage students to help find their purpose, their role in society, develop cultural understanding, and connect these values to uplifting other. The participants in this study were able to understand who they were and how they are viewed in society through their own conclusions. However, if student affairs professionals are intentional about the holistic development of these students could possibly yield stronger social justice advocates.
Furthermore, student affairs professional should be encourage the racial identity development of internalization among these students. Programs and workshops should be geared towards multicultural understanding of different groups while ensuring the uplift of the black community. If participants continue on this continuum their role in society will continue to increase as they progress through the cycle of psychosocial development with full understanding of their racial identity.
The Relationship between Psychosocial Development and Racial Identity Development of African American Student Leaders in Black Greek-Lettered Organizations
Black Greek-Lettered Organizations (BGLO’s) have been influential on the leadership development of college students. These organizations were specifically founded for the cultivation of Black college students for their academic and social uplift with a focus on their racial history, background, tradition, and culture of African Americans. It could be implied that Black Greek-Lettered Organizations have had a significant impact on the psychosocial, racial identity, and leadership development of African American college students. The purpose of the present study is to explore the relationship between psychosocial development and racial identity development of members of Black Greek-Lettered Organization. The present study examines the topic with two major research questions and one supplementary question that was discovered throughout the process of conducting the research. These questions are: (a) how is the psychosocial development of African Americans impacted by joining Black Greek-Lettered Organizations, (b) how is the racial identity development affirmed by joining B.G.L.O’s, and (c) how is leadership identity development affirmed in BGLO’s? These questions will be explored in light of the current literature review, interviews of three members of Black Greek-Lettered Organizations, and implications for student affairs professionals.
Literature Review
According to Chickering (1993), psychosocial development is one of the primary developmental issues that student’s struggle with during their years in college. Chickering and Reisser (1993) provided a framework for how students establish and maintain their identities during college. In the literature, Chickering proposed seven vectors through which students develop and progress in college. Chickering called these vectors a “major highway[s] for journeying toward individuation.” These vectors are developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. The seven vectors provided the structure for psychosocial development. Chickering developed this theory with the understanding of the student’s emotional, interpersonal, ethical, and intellectual spheres of progression in college. The literature discusses how these vectors build on each other. The processes by which these students move through are more like a cycle or a spiral. The vectors should not be examined as stages in which a student merely moves on to the next stage. On the other hand, as students move through this cycle certain vectors interact with each other, a student may deal with one or more vector at a time, or the student may recycle back to a previous vector to reexamine the issue. Throughout the literature it was noted the interaction between vectors 4 – 7. Establishing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity seem to be key features in developing students, particularly in student leaders in Black Greek-Lettered Organizations.
Theoretical Framework
In Chickering and Reisser’s model (1993), he proposed that these vectors are building blocks of each other. These vectors interact and work together as the student begins to develop throughout college. Developing Competence is the first vector in Chickering’s model. He suggests that student’s intellectual, physical, and interpersonal competence interact to increase a student level of trust in their abilities and integrate their skills to be competitive in the college setting. Next, managing emotions is the second vector and it is in this vector that student develop the understanding of their emotions and how to express their emotions in the most fitting manner. Furthermore, vector three describes students moving through autonomy toward interdependence. In this vector, students develop an increased capacity to be independent from others such as family, friends, and authority figures. Additionally, vector four develops student’s ability to have tolerance and appreciation of other’s differences and the capability to have intimate relationships. In addition, in vector five students begin to establish an identity that builds on vector four. In this vector, the student develops a clear understanding of who they are, become comfortable in their roles in society, and have a greater sense of their social and cultural heritage and how they fit in that tradition. Moreover, in vector six students begin to develop purpose where they cultivate clear and meaningful goals that they commit to the literature discusses that in this stage the students begin to develop “vocations” in which student can deepen their commitments and make meaning of life. Finally, in vector seven, developing integrity, students develop three overlapping values; personalizing values, humanizing values, and congruence. In order to develop integrity, students establish humanizing values that allow them to think of the interest of others more than they think of themselves. In addition, students begin to personalize their values by affirming their beliefs while respecting the opinions of others. At the same time, students develop a sense of congruence by taking their personal values and tying them with their social behavior. It is with this understanding that this paper examines vectors four through seven. The building blocks that interplay between developing mature relations, establishing identity, developing purpose, and developing integrity can play a role in the psychosocial development of African American college students in Black Greek-Lettered Organizations. However, the research is limited in that there are no connections made between the racial identity development and the psychosocial development of members of BGLO’s. Cross (1991) was instrumental in exploring the impact of racial identity development in black college students.
Scholars such as Cross (1991) described the racial identity development of African Americans. Cross’s theory has implications for black college students as they navigate the process of becoming black. This process of becoming black is a term coined by Cross called Nigrescence. Within this theory, there are three primary concepts, which are personal identity, reference group orientation, and race salience. According to the research, African Americans go through a process by which they socialize their black identity or lack thereof. Individuals establish a black identity through family, friends, and other events that make up their self-concept in the early stages of life. Depending on their socialization of the black experience, individuals merge into three identity types, which are low salience, high salience, and internalized racism. In early adulthood, it is important for African Americans to establish a reference group orientation (RGO’s) that share the same values that they do towards black culture. RGO’s are important for African American’s to strengthening their black identity. The research conducted here pays close attention to reference groups, and in particular, how students are attracted to certain types of groups. It is through student organizations that Black students can form a better sense of their black self by expanding their understanding of their black culture. Black Greek-Lettered Organizations can possibly provide the support as a reference group to help African American’s establishes a stronger connection to their history, tradition, and culture the broader black community.
In view of Cross’s (1991) model, there are six sectors that comprise all three nigrescence patterns. Particular attention examines sector five of the nigrescence model. Adult Nigrescence involves four stages, which are preencounter, encounter, immersion-emersion, and internalization. For the present study, internalization was examined as a key feature that black college students who join BGLO’s could possibly identify with. Internalization is the process through which students resolve their racial identity crisis in three viewpoints. Students become black nationalists, bicultural, or multicultural. Students with a Black Nationalist identity express a political and social justice agenda for the advancement of the black community. Students with a bicultural identity develop concerns with integrating their black identity with the dominant cultures identity. Finally, a student with a multicultural identity accepts a wide spectrum of identities. These students can identify as black, as well as being a member of another group or having another identity. Being black is not the only part of their identity. It is interesting to note that individuals who begin to internalize their black identity become social justice advocates for their particular identity perspective. Being social justice advocates began to develop further in the literature as black college students sought out organizations that enabled them to advance their community, cause, platform, or agenda.
Further research on student organizations and black identity expressions was explored in Harper and Quaye’s (2007) article entitled, Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders. In this article, Harper and Quaye sought out to identify the types of organizations that Black college students pursue to express their identity. The article pays particular attention to African American men and the avenues they use to express their Blackness. Highlighting Cross’s model of Nigresence as a theoretical framework, Harper and Quaye draw connections to the Internalization stage. Individuals in this stage develop an association towards groups that help them affirm their blackness and allow them to be social justice advocates. A caveat to this stage is that individuals begin to fight for the rights of other minority groups. Harper and Quaye’s sought to understand how student organizations affirm the racial identity development of African American male undergraduates (2007).
Participants in Harper and Quaye’s study expressed the desire to uplift the African American community and “doing their part” toward the issues on campus. It was also interesting to note that participants joined organizations on campus to dismiss certain stereotypes of the black community. For some members of these organizations it was observed that they chose the particular organization because they want to meet the needs of the African American community directly. On the other hand, several participants expressed that they joined majority organizations to be the voice of the African American community and use the resources of these organizations to support the cause of Black and minority student groups. This could possibly be done through student organization collaborations. The central theme is that these black male student leaders desired to be the voice for the rights and privileges of the minority student organizations and in particular, the African American community. This theme can be directly related to Chickering and Reisser’s (1993) seventh vector where students begin to develop humanizing values that allow them to think of others more than they think of themselves. In addition, vector five comes into play as these students desire to find themselves within their cultural heritage and advocating for its right (Chickering, 1993). Another interesting theme that came out of the literature is the development of cross-cultural understanding with other groups. Participants described that they learned how to work with groups of different cultures and backgrounds. It was through these interactions with other student organizations that they developed a greater sense of a social responsibility to others, in particular other minority students. The limitation of this research is that it was mainly conducted with black male student leaders who were from Predominately White Institutions. Future research should examine African American student leaders of both genders. In addition, research should be expanded to Historically Black College and Universities.
Comparatively, previous research had been conducted to examine the racial identity development needs of college students of color, and in particular black college students (R. Pope, 1998; R. Pope, 2000). Pope based her research on racial identity develop by looking at the psychosocial development of college students. Specifically using Chickering’s vectors of identity development, Pope used Establishing and Clarifying Purpose, Developing Mature Interpersonal Relationships, and Developing Academic Autonomy to control for racial identity development. The four racial identity statuses that were explored in the study were Black Americans, Asian Americans, Latino Americans, and Native Americans. Establishing and Clarifying Purpose was divided into five categories, which were educational involvement, career planning, lifestyle planning, life management, and cultural participation. Developing Mature Interpersonal Relationships were also divided into three categories, which were peer relationships, tolerance, and emotional autonomy. It should also be clarified that Pope based the research in this article on earlier research conducted by Chickering. Thus, the names of the vectors described in this literature are different from the vectors described in the aforementioned literature review. Establishing and Clarifying Purpose was changed to Developing Purpose. Likewise, Developing Academic Autonomy was changed to Developing Competence. Developing Mature Interpersonal Relationship remained the same in the literature. The changes were roughly due to Chickering’s new approach to the literature and broadening their implications (Chickering & Reisser, 1993).
The results of the data from this article described that there was a significant relationship between psychosocial development and racial identity development. It was noted that the main psychosocial factors that contributed the most to racial identity development were Developing Purpose, Developing Mature Interpersonal Relationships, and Developing Competence. Pope (2000) suggests that psychosocial development and racial identity development go hand-in-hand. Students need to resolve their racial identity issues while they advanced through the vectors of psychosocial development. For student affairs professionals, attention must be given to the racial identity development of the student before addressing their psychosocial needs. The research suggests that Developing Purpose was the most essential vector for African American in the study (Pope, 2000). These students had a better sense of social responsibility and a greater sense of their calling in life. It is also interesting to note Internalization was related to Developing Purpose and Developing Mature Interpersonal Relationships (Pope, 1998). Internalization and the two vectors mention above highlight the amalgamation of identity (who am I), personal goals in life (how do I know), and building strong relationships (how do I connect with others) (Pope, 1998). As we see in this literature, a hint of Baxter Magolda’s Self-Authorship is within the research as well. Although it was not studied in this research, self-authorship could play a role in how students go through the process of becoming black and formulating their purpose and identity. Further research should examine the relationship between self-authorship and psychosocial development theories.
Methodology, Data Collection, & Discussion were excluded from this blog to protect the participants of this study - See "BGLO - Implications for Student Affairs Professionals."
Literature Review
According to Chickering (1993), psychosocial development is one of the primary developmental issues that student’s struggle with during their years in college. Chickering and Reisser (1993) provided a framework for how students establish and maintain their identities during college. In the literature, Chickering proposed seven vectors through which students develop and progress in college. Chickering called these vectors a “major highway[s] for journeying toward individuation.” These vectors are developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. The seven vectors provided the structure for psychosocial development. Chickering developed this theory with the understanding of the student’s emotional, interpersonal, ethical, and intellectual spheres of progression in college. The literature discusses how these vectors build on each other. The processes by which these students move through are more like a cycle or a spiral. The vectors should not be examined as stages in which a student merely moves on to the next stage. On the other hand, as students move through this cycle certain vectors interact with each other, a student may deal with one or more vector at a time, or the student may recycle back to a previous vector to reexamine the issue. Throughout the literature it was noted the interaction between vectors 4 – 7. Establishing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity seem to be key features in developing students, particularly in student leaders in Black Greek-Lettered Organizations.
Theoretical Framework
In Chickering and Reisser’s model (1993), he proposed that these vectors are building blocks of each other. These vectors interact and work together as the student begins to develop throughout college. Developing Competence is the first vector in Chickering’s model. He suggests that student’s intellectual, physical, and interpersonal competence interact to increase a student level of trust in their abilities and integrate their skills to be competitive in the college setting. Next, managing emotions is the second vector and it is in this vector that student develop the understanding of their emotions and how to express their emotions in the most fitting manner. Furthermore, vector three describes students moving through autonomy toward interdependence. In this vector, students develop an increased capacity to be independent from others such as family, friends, and authority figures. Additionally, vector four develops student’s ability to have tolerance and appreciation of other’s differences and the capability to have intimate relationships. In addition, in vector five students begin to establish an identity that builds on vector four. In this vector, the student develops a clear understanding of who they are, become comfortable in their roles in society, and have a greater sense of their social and cultural heritage and how they fit in that tradition. Moreover, in vector six students begin to develop purpose where they cultivate clear and meaningful goals that they commit to the literature discusses that in this stage the students begin to develop “vocations” in which student can deepen their commitments and make meaning of life. Finally, in vector seven, developing integrity, students develop three overlapping values; personalizing values, humanizing values, and congruence. In order to develop integrity, students establish humanizing values that allow them to think of the interest of others more than they think of themselves. In addition, students begin to personalize their values by affirming their beliefs while respecting the opinions of others. At the same time, students develop a sense of congruence by taking their personal values and tying them with their social behavior. It is with this understanding that this paper examines vectors four through seven. The building blocks that interplay between developing mature relations, establishing identity, developing purpose, and developing integrity can play a role in the psychosocial development of African American college students in Black Greek-Lettered Organizations. However, the research is limited in that there are no connections made between the racial identity development and the psychosocial development of members of BGLO’s. Cross (1991) was instrumental in exploring the impact of racial identity development in black college students.
Scholars such as Cross (1991) described the racial identity development of African Americans. Cross’s theory has implications for black college students as they navigate the process of becoming black. This process of becoming black is a term coined by Cross called Nigrescence. Within this theory, there are three primary concepts, which are personal identity, reference group orientation, and race salience. According to the research, African Americans go through a process by which they socialize their black identity or lack thereof. Individuals establish a black identity through family, friends, and other events that make up their self-concept in the early stages of life. Depending on their socialization of the black experience, individuals merge into three identity types, which are low salience, high salience, and internalized racism. In early adulthood, it is important for African Americans to establish a reference group orientation (RGO’s) that share the same values that they do towards black culture. RGO’s are important for African American’s to strengthening their black identity. The research conducted here pays close attention to reference groups, and in particular, how students are attracted to certain types of groups. It is through student organizations that Black students can form a better sense of their black self by expanding their understanding of their black culture. Black Greek-Lettered Organizations can possibly provide the support as a reference group to help African American’s establishes a stronger connection to their history, tradition, and culture the broader black community.
In view of Cross’s (1991) model, there are six sectors that comprise all three nigrescence patterns. Particular attention examines sector five of the nigrescence model. Adult Nigrescence involves four stages, which are preencounter, encounter, immersion-emersion, and internalization. For the present study, internalization was examined as a key feature that black college students who join BGLO’s could possibly identify with. Internalization is the process through which students resolve their racial identity crisis in three viewpoints. Students become black nationalists, bicultural, or multicultural. Students with a Black Nationalist identity express a political and social justice agenda for the advancement of the black community. Students with a bicultural identity develop concerns with integrating their black identity with the dominant cultures identity. Finally, a student with a multicultural identity accepts a wide spectrum of identities. These students can identify as black, as well as being a member of another group or having another identity. Being black is not the only part of their identity. It is interesting to note that individuals who begin to internalize their black identity become social justice advocates for their particular identity perspective. Being social justice advocates began to develop further in the literature as black college students sought out organizations that enabled them to advance their community, cause, platform, or agenda.
Further research on student organizations and black identity expressions was explored in Harper and Quaye’s (2007) article entitled, Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders. In this article, Harper and Quaye sought out to identify the types of organizations that Black college students pursue to express their identity. The article pays particular attention to African American men and the avenues they use to express their Blackness. Highlighting Cross’s model of Nigresence as a theoretical framework, Harper and Quaye draw connections to the Internalization stage. Individuals in this stage develop an association towards groups that help them affirm their blackness and allow them to be social justice advocates. A caveat to this stage is that individuals begin to fight for the rights of other minority groups. Harper and Quaye’s sought to understand how student organizations affirm the racial identity development of African American male undergraduates (2007).
Participants in Harper and Quaye’s study expressed the desire to uplift the African American community and “doing their part” toward the issues on campus. It was also interesting to note that participants joined organizations on campus to dismiss certain stereotypes of the black community. For some members of these organizations it was observed that they chose the particular organization because they want to meet the needs of the African American community directly. On the other hand, several participants expressed that they joined majority organizations to be the voice of the African American community and use the resources of these organizations to support the cause of Black and minority student groups. This could possibly be done through student organization collaborations. The central theme is that these black male student leaders desired to be the voice for the rights and privileges of the minority student organizations and in particular, the African American community. This theme can be directly related to Chickering and Reisser’s (1993) seventh vector where students begin to develop humanizing values that allow them to think of others more than they think of themselves. In addition, vector five comes into play as these students desire to find themselves within their cultural heritage and advocating for its right (Chickering, 1993). Another interesting theme that came out of the literature is the development of cross-cultural understanding with other groups. Participants described that they learned how to work with groups of different cultures and backgrounds. It was through these interactions with other student organizations that they developed a greater sense of a social responsibility to others, in particular other minority students. The limitation of this research is that it was mainly conducted with black male student leaders who were from Predominately White Institutions. Future research should examine African American student leaders of both genders. In addition, research should be expanded to Historically Black College and Universities.
Comparatively, previous research had been conducted to examine the racial identity development needs of college students of color, and in particular black college students (R. Pope, 1998; R. Pope, 2000). Pope based her research on racial identity develop by looking at the psychosocial development of college students. Specifically using Chickering’s vectors of identity development, Pope used Establishing and Clarifying Purpose, Developing Mature Interpersonal Relationships, and Developing Academic Autonomy to control for racial identity development. The four racial identity statuses that were explored in the study were Black Americans, Asian Americans, Latino Americans, and Native Americans. Establishing and Clarifying Purpose was divided into five categories, which were educational involvement, career planning, lifestyle planning, life management, and cultural participation. Developing Mature Interpersonal Relationships were also divided into three categories, which were peer relationships, tolerance, and emotional autonomy. It should also be clarified that Pope based the research in this article on earlier research conducted by Chickering. Thus, the names of the vectors described in this literature are different from the vectors described in the aforementioned literature review. Establishing and Clarifying Purpose was changed to Developing Purpose. Likewise, Developing Academic Autonomy was changed to Developing Competence. Developing Mature Interpersonal Relationship remained the same in the literature. The changes were roughly due to Chickering’s new approach to the literature and broadening their implications (Chickering & Reisser, 1993).
The results of the data from this article described that there was a significant relationship between psychosocial development and racial identity development. It was noted that the main psychosocial factors that contributed the most to racial identity development were Developing Purpose, Developing Mature Interpersonal Relationships, and Developing Competence. Pope (2000) suggests that psychosocial development and racial identity development go hand-in-hand. Students need to resolve their racial identity issues while they advanced through the vectors of psychosocial development. For student affairs professionals, attention must be given to the racial identity development of the student before addressing their psychosocial needs. The research suggests that Developing Purpose was the most essential vector for African American in the study (Pope, 2000). These students had a better sense of social responsibility and a greater sense of their calling in life. It is also interesting to note Internalization was related to Developing Purpose and Developing Mature Interpersonal Relationships (Pope, 1998). Internalization and the two vectors mention above highlight the amalgamation of identity (who am I), personal goals in life (how do I know), and building strong relationships (how do I connect with others) (Pope, 1998). As we see in this literature, a hint of Baxter Magolda’s Self-Authorship is within the research as well. Although it was not studied in this research, self-authorship could play a role in how students go through the process of becoming black and formulating their purpose and identity. Further research should examine the relationship between self-authorship and psychosocial development theories.
Methodology, Data Collection, & Discussion were excluded from this blog to protect the participants of this study - See "BGLO - Implications for Student Affairs Professionals."
Sunday, November 11, 2012
Beyond Affirmative Action
Opportunity Beyond Affirmative Action: How Low-Income and Working-Class Black Male Achievers Access Highly Selective, High Cost Colleges and Universities
Ecological approaches to college student development have increasingly become a key contributor to the work of student affairs professionals. The literature discusses several forms of ecological approaches that have been research in the last decade. Human ecology examines the interactions, dependence, independence, and interdependence of humans with the environment. These interactions can be based within the individual, groups, or societies that are within the environment. The literature discusses environment as the primary external forces that may have influences on the individual whether that be the home, workplace, and (as we will discuss) the campus environment. Developmental ecology notes that development of the person cannot be examined without consideration of the outside contexts of the developing individual. Campus ecology highlights the development of the student as it relates to the interaction of the campus environment. Uncovering the dynamics of campus ecology one would look how the campus influences the student and how the student influences the campus.
Overview
In Opportunity Beyond Affirmative Action: How Low-Income and Working Class Black Male Achievers Access Highly Selective, High Cost Colleges and Universities, Shaun Harper and Kimberly Griffin (2011), sit down with several students to discuss the decisions and their implications for choosing an elite institutions for their undergraduate career. This article uses the anti-deficit achievement framework to describe the enablers rather than the barriers to academic achievement. The authors specifically examine the experiences of students who are the least likely to enroll due to financial resources. Harper and Griffin discuss the policies and programs that enabled these students to successfully venture their way to these colleges and universities. It also suggests further actions for best practices and policies for student affairs professionals, institutions of higher education, and government officials. I believe the main purpose of this article is to show the factors that can contribute to college access for black males without solely being based on affirmative action. Often times, the past and present literature focuses on the factors that inhibit or prevent black males from attending high class colleges and universities. Although, it is not stated explicitly, I will make clear connections through examples from the research that was conducted to ecological approaches to college student development. I saw that this theory was prevalent in much of the article and could have implications for the types of environments that enable black male success.
Method and Data
The population that was selected and interviewed consisted of black male high achievers who were from low-income or working class backgrounds that were able to enroll, attend, and successfully matriculate through these expensive predominately White private institutions of higher education. Using eighteen institutions, forty-two participants self-reported being among low-income and working-class backgrounds. Participants self-report described 38.1 percent as low-income, 61.9 percent as working class. Family structures were labeled as 45.2 percent single parent and 50.0 percent two parent households. Participant demographics suggested that more than 70 percent were from families that neither parent had attained a bachelor’s degree. Participants were interviewed based on previous literature on programs, policies, and practices that enabled college access. Several themes were categorized into three domains that will be discussed further in the findings section of this paper.
Findings
It is interesting to note that no participant in the study knowingly suggested that they received special treated for their race throughout the admissions process. However, it should be noted that 39 out of the 42 participants reported that they had been accused by White peers of entrance into the institution solely based on affirmative action policies and practices. The three themes that stood for the researchers were the major programs and policies institutions both on campus and out of college that contributed to the access for these students. The first type of program is the “specialty high school contexts and independent school access initiatives for urban youth.” This type of enabler is the environment that prepared the student for access to these colleges. These students are from urban communities but had privileged school environments, such as magnet schools, that established a strong college-going atmosphere throughout K – 12. Also, an outside organization called Prep for Prep was attributed to with the ability to help shape and set paths to college through visits, scholarships, and mentorship by counselors. The types of encouragement that was given to these students pushed them to apply to competitive colleges. One student mentioned that “You don’t go to these Ivy League – caliber high schools and then not go to college.” Now, I want to refer back to our reading to connect the dots. The environment that these students had the access to provided them with the key concepts for student development. The interactions between guidance counselors in the classroom and other officials like at Prep for Prep provided the needed student-interaction to enable success into college. The person in the context of this small microsystem encouraged particular forms of interaction between the student and authority figures that pushed these students.
Secondly, the article discusses another type of enabler that allows for college access for black males. “Collaborative college access and talent identification programs for urban youth,” provided for these students direct scholarships and other types of funding that enabled students to cover the cost of their tuition, books, and room and board. One of these groups was called the Posse Foundation, which actively seeks out ways to engage black male high achievers. A posse was instrumental in helping these student transitions into college and provided further assistance during their first year of college. Also, these students were engaged by the foundation to unveil the educational value of these students and gave them a sense of purpose and meaning. They did this by grouping similar students’ demographics by socioeconomic backgrounds and career interests. Through this mesosystem the student now has several external structures that support the “developmentally instigative characteristics” of the student. I also want to plug in the intersectionality of Schlossberg’s theory of transition and highlight these are important events that impact the student through the 4 S’s. In particular, support is essential to the student. As a student identifies support systems that can affirm, encourage, and push the student can function as a successful transition for why these black male college students felt that they could achieve in a college setting.
Finally, another common access enabler that was highlighted within the research were the institutional efforts for funding for students. These institutional funds provided access to the high achieving black males to gain entrance into these Ivy League institutions. “Institution based, no-loans, and zero-contribution initiatives,” is the theme that described the types of funding that these students received upon entrance into the particular institution. For these students who come from low-income and working class families the financial aid package was the biggest faction in choose the high class university over the state school close to home. The exosystem that surrounds the student in the college environment provided the policies and procedural structures that allowed for greater access.
Conclusion and Assessment
This study main purpose was to examine the enablers to college access for high achieving black males. The article put a special emphasis on affirmative action policies and their need. Although it had mentioned several cases of students who were afforded the opportunity to attend these elite institutions, the authors failed to mention their stance on affirmative action itself. They do not mention if the standing policy should be left or removed. The article indirectly suggest that the policy should remain but subtly suggests that policies should be in place like the ones aforementioned that would enable minority student to attend college. The conclusion and suggestions are a bit general and too vague for the benefit of student affairs professionals. It suggests that there should be more policies in place that would allow for more student access into these high class institutions without providing the “how to” methods.
Ecological approaches to college student development have increasingly become a key contributor to the work of student affairs professionals. The literature discusses several forms of ecological approaches that have been research in the last decade. Human ecology examines the interactions, dependence, independence, and interdependence of humans with the environment. These interactions can be based within the individual, groups, or societies that are within the environment. The literature discusses environment as the primary external forces that may have influences on the individual whether that be the home, workplace, and (as we will discuss) the campus environment. Developmental ecology notes that development of the person cannot be examined without consideration of the outside contexts of the developing individual. Campus ecology highlights the development of the student as it relates to the interaction of the campus environment. Uncovering the dynamics of campus ecology one would look how the campus influences the student and how the student influences the campus.
Overview
In Opportunity Beyond Affirmative Action: How Low-Income and Working Class Black Male Achievers Access Highly Selective, High Cost Colleges and Universities, Shaun Harper and Kimberly Griffin (2011), sit down with several students to discuss the decisions and their implications for choosing an elite institutions for their undergraduate career. This article uses the anti-deficit achievement framework to describe the enablers rather than the barriers to academic achievement. The authors specifically examine the experiences of students who are the least likely to enroll due to financial resources. Harper and Griffin discuss the policies and programs that enabled these students to successfully venture their way to these colleges and universities. It also suggests further actions for best practices and policies for student affairs professionals, institutions of higher education, and government officials. I believe the main purpose of this article is to show the factors that can contribute to college access for black males without solely being based on affirmative action. Often times, the past and present literature focuses on the factors that inhibit or prevent black males from attending high class colleges and universities. Although, it is not stated explicitly, I will make clear connections through examples from the research that was conducted to ecological approaches to college student development. I saw that this theory was prevalent in much of the article and could have implications for the types of environments that enable black male success.
Method and Data
The population that was selected and interviewed consisted of black male high achievers who were from low-income or working class backgrounds that were able to enroll, attend, and successfully matriculate through these expensive predominately White private institutions of higher education. Using eighteen institutions, forty-two participants self-reported being among low-income and working-class backgrounds. Participants self-report described 38.1 percent as low-income, 61.9 percent as working class. Family structures were labeled as 45.2 percent single parent and 50.0 percent two parent households. Participant demographics suggested that more than 70 percent were from families that neither parent had attained a bachelor’s degree. Participants were interviewed based on previous literature on programs, policies, and practices that enabled college access. Several themes were categorized into three domains that will be discussed further in the findings section of this paper.
Findings
It is interesting to note that no participant in the study knowingly suggested that they received special treated for their race throughout the admissions process. However, it should be noted that 39 out of the 42 participants reported that they had been accused by White peers of entrance into the institution solely based on affirmative action policies and practices. The three themes that stood for the researchers were the major programs and policies institutions both on campus and out of college that contributed to the access for these students. The first type of program is the “specialty high school contexts and independent school access initiatives for urban youth.” This type of enabler is the environment that prepared the student for access to these colleges. These students are from urban communities but had privileged school environments, such as magnet schools, that established a strong college-going atmosphere throughout K – 12. Also, an outside organization called Prep for Prep was attributed to with the ability to help shape and set paths to college through visits, scholarships, and mentorship by counselors. The types of encouragement that was given to these students pushed them to apply to competitive colleges. One student mentioned that “You don’t go to these Ivy League – caliber high schools and then not go to college.” Now, I want to refer back to our reading to connect the dots. The environment that these students had the access to provided them with the key concepts for student development. The interactions between guidance counselors in the classroom and other officials like at Prep for Prep provided the needed student-interaction to enable success into college. The person in the context of this small microsystem encouraged particular forms of interaction between the student and authority figures that pushed these students.
Secondly, the article discusses another type of enabler that allows for college access for black males. “Collaborative college access and talent identification programs for urban youth,” provided for these students direct scholarships and other types of funding that enabled students to cover the cost of their tuition, books, and room and board. One of these groups was called the Posse Foundation, which actively seeks out ways to engage black male high achievers. A posse was instrumental in helping these student transitions into college and provided further assistance during their first year of college. Also, these students were engaged by the foundation to unveil the educational value of these students and gave them a sense of purpose and meaning. They did this by grouping similar students’ demographics by socioeconomic backgrounds and career interests. Through this mesosystem the student now has several external structures that support the “developmentally instigative characteristics” of the student. I also want to plug in the intersectionality of Schlossberg’s theory of transition and highlight these are important events that impact the student through the 4 S’s. In particular, support is essential to the student. As a student identifies support systems that can affirm, encourage, and push the student can function as a successful transition for why these black male college students felt that they could achieve in a college setting.
Finally, another common access enabler that was highlighted within the research were the institutional efforts for funding for students. These institutional funds provided access to the high achieving black males to gain entrance into these Ivy League institutions. “Institution based, no-loans, and zero-contribution initiatives,” is the theme that described the types of funding that these students received upon entrance into the particular institution. For these students who come from low-income and working class families the financial aid package was the biggest faction in choose the high class university over the state school close to home. The exosystem that surrounds the student in the college environment provided the policies and procedural structures that allowed for greater access.
Conclusion and Assessment
This study main purpose was to examine the enablers to college access for high achieving black males. The article put a special emphasis on affirmative action policies and their need. Although it had mentioned several cases of students who were afforded the opportunity to attend these elite institutions, the authors failed to mention their stance on affirmative action itself. They do not mention if the standing policy should be left or removed. The article indirectly suggest that the policy should remain but subtly suggests that policies should be in place like the ones aforementioned that would enable minority student to attend college. The conclusion and suggestions are a bit general and too vague for the benefit of student affairs professionals. It suggests that there should be more policies in place that would allow for more student access into these high class institutions without providing the “how to” methods.
Monday, October 29, 2012
"Yo.. Can I Live"
Is it weird that I’m in higher education, attended an HBCU for my graduate and undergraduate degree, desire to mentor African American college age men, and I am a black educated male. Yet, I do not want to study or do research on black males in higher education. It just seems like everyone and their baby momma has researched this student population. They write these articles with the existential question of “how to engage black males?” But yet for me the topic has been over-saturated and drenched. Now, the key phrases used or buzz words to engage black men are consistently in every article that I read. It is not that I am not interested in this student population but... Can I live? Yes, there are a disproportionate percentage of black females to males in college. Yes, it is a "needs" population. But I just get tired of reading these articles from these privileged professors who are usually white male, middle class, Anglo, and Protestants telling me (a black male) how "I" learn or operate in certain circumstances. Even better, how being a successful educated black male makes me the exception and outlier. The only exception is Dr. Shaun R. Harper who hits the nail on the head. I've read all his articles in hopes to get into Penn (plug). That being said, I will not do my journal critique on engaging black males in higher education for my Contemporary College Student class due Nov. 8. Look for my next blog.
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