Impacts of race and parent's educational background on the Truman Experience

Ray Stewart
Dr. Victoria Mayer, Faculty Mentor

Higher education literature reports differences in well-being for Black graduates of predominantly white institutions and historically black colleges or universities, with those graduating from HBCUs reporting higher levels of well-being post-college graduation. To tease out the impacts of differences in sense of belonging on a predominantly white campus, as well as academic preparation and access to economic resources, we interviewed first-generation and continuing-generation Black and White students attending Truman State. Using sociological theories of whiteness and racial inequality in higher education, we conducted a comparative analysis of these semi-structured interviews with students. Interview questions were designed to invite students to provide extended first person accounts of their experiences. We conducted a narrative analysis of these interviews, examining both the content of their responses and the assumptions that framed how they told their stories. Results of this study revealed several areas where Truman could expand its support for Black students. 

 

Keywords: higher education, diversity, Black students, access and equity, inclusion, critical race theory

Topic(s):Sociology
Education
African-American Studies

Presentation Type: Oral Presentation

Session: TBA
Location: TBA
Time: TBA