User talk:Jbru225

Procrastination at it's BEST.

PAS 324 SUBJECT TOPIC
Black Women in college.

-how do black women find a voice in the white male dominated institution -what compels black women to pursue higher education -what factors help black women reach college graduation/degrees Jbru225 (talk) 03:07, 11 November 2012 (UTC)

to do list
Main topic: Black Women in College

Articles for Subtopics and proper citation:

How black women find voice in Patriarch dominated institution- --User:Jbru225, Keegan What Compels and inspires black women to attend college- --User:Deejaywook, --User:Coolbeans_24

How black women reach graduation- --User:princesslanae

history of black women in college --(ALL)

Get pictures for the wiki page

Get hyperlinks for the wiki page

get our wiki page good article status

each person will need to have three paragraphs each on the wiki page, based on your topic

each person must have 2-3 articles on thier topic (please use scholarly, peer reviewed articles from the oviatt library site. please have these at the latest thursday. (Foreal this time please everyone have your articles ready)

Black Women in Predominantly White Colleges
ROUGH draft: most black women in predominantly white colleges and universities struggle with acceptance, self-esteem, and finding a voice of their own. Being accepted is one of the struggles many black women pursing higher education face at a predominantly white institute. They are challenged with the “outsider” and “insider” challenge. For many women of color they are the first to attend college. When they are around their friends, family, and neighborhood where they grew up they are always being judged. If the young women attend a historically black college, they are accepted by their friends, and family more than if they attend a predominantly white college they are teased and judged about being too white. This is the inside Women of color are judged by their black peers and family members as being “too white”. -When around their white peers, women of color are judged as “not white enough”. ...

Amani 3 par.
Black Women and Graduation

Black Women have come a very long way, but still have many obstacles facing college graduation. In 1971, 61% of black students were first generation college students that percentage declined to 22% by 2005. Most black women do not have a lineage of college graduates. A lot of black students have had inadequate K-12 preparation to set the foundation for college. Black women have especially had a small presence in the sciences and mathematics. Financial aid and increasing tuition has had a great effect on black women student. A high percentage black student graduation is a good indicator of institutional success in racial integration of a given campus (cite). But a lower graduation rate can be a positive indicator of a college or university’s willingness also to take a chance on academically dedicated young black students with substandard academic credentials.

Black women have a higher percentage of graduation rates then black men. In 2006 black men’s graduation rates were at 36% and black women’s’ graduation rates were at 47%. Almost half of all black women that attend college will reach graduation. Some universities have high percentage of black graduates because they cater specifically to black student retention and graduation rates. Universities do this my implementing programs that help black students adapt to white dominated institutions, such as mentoring programs. Also establishing strong black student organizations that promote a sense of self identity in correlation with the college experience. If these programs are not implemented in school it can have a great effect of graduation rates of black students.

The focus of college graduation and retention has been very important to universities and colleges. Vincent Tintoe (1993) theory of Retention states that students are more likely to graduate college when they feel that they belong. This retention theory suggests that establishing a sense of belonging for students is created by having a connection with faculty, clubs and organizations and peers. This improves a student’s likelihood to graduate because they are more connected to the campus, the experience is more enjoyable and they have a support system within the University.

Black women existing in white dominated institutions struggle to adapt to the learning styles and overall culture. They struggle with ignorance and prejudice in these white dominated institutions. This affects the experience that they have and their sense of belonging at a university. Tintoe’s theory of Retention has been a very vital method to Black women reaching graduation. Universities know that if they want to improve the graduation rates of black women they have to cater to black retention. Black Women that reach graduation establish a support system of fellow black women both faculty and peers and participate in activities both leisure and educational that are catered to and/or embrace black women. Black women can connect with each other to release stress, fears, struggles, strengths, and ambition that reinforce our kinship ties that originate from our African values (hyperlink).

Black women are confronted with adversities and obstacles on an everyday basis. Historically they have been considered second class citizens whose lives amount to welfare mothers, mammies, jezebels, or sapphires. In order to empower and encourage black women to reach the finish line of graduation they must feel that they belong, that they have support, and that graduation will reap benefits on their lives creating greater purpose and potential for themselves.

http://etorpy.com/Tinto.htm http://www.heri.ucla.edu/pdfs/pubs/briefs/firstgenresearchbrief.pdf http://www.jbhe.com/preview/winter07preview.html

Jess 3 par
Most black women in predominantly white colleges or universities struggle with acceptance, body image, and finding a voice of their own. They are challenged with being bound by the larger population of American-White culture and also racially identifying with a specific sub-culture. This dual identity puts women of color in a unique and conflicted role and challenges them to integrate. They become “insiders” and “outsiders” they chose to either live as insiders with one, both, or neither culture. When women of color attend white colleges they experience turmoil if their social class background places them “outside” the dominant group. Women of color struggle with identity based differences in social class, their environment and other factors that make them seem “too white” to their certain colored groups such as friends, family, and neighbors. When they are around their white peers they may not seem to me “white enough”.

Another issue when women of color attend predominantly white colleges is a struggle with self-esteem and body image. Entering white colleges with weak racial identity and self-esteem issues cause vulnerability of black women to internalizing the White Western norm of beauty. These women are at greater risk of developing body issues and eating disorders such as Anorexia Nervosa or Bulimia. Internalizing a thin ideal can play a big part in developing body dissatisfaction. Whereas, women of color who attend Black colleges reported fewer eating disorders because seeing women with different body types, allow these women to be more satisfied than being in a predominantly white college where there are not as many body types.

Renia 3 par
What inspires black women to attend college and continue their educations in life has a lot to do with particularly the majority amount of single mothers who guide their little girls to a path where they learn to grow to be sophisticated, educated women in the world. It is very common and understandable why the majority of black single mothers take a huge role in their daughter's lives such as education. Single mothers can relate to when they were also little girls, perhaps themselves raised with only one parent mother in the household. "For a single mother raising a daughter of her own from distractions or issues at school is much more relatable than with sons. Needles to say that single black mothers don’t advise their sons to attend college and get an education. But without a male figure to look up to, raising young men may be a challenge to not just black single mothers but to all ethnic groups of single mothers."

From 1998 to 2000 one percentage of black men declined in graduation rate. But all together in four years the graduation rate improved by one percentage and now is at 35 percent for black men. The past 15 years black men improved their graduation rate from 28 percent to 35percent. Black women on the other hand surpass black men with the rates. "This year the college graduation rate for black women rose by one percentage point to 46 percent. And over the past decade and a half, the graduation rates for black women have shown strong and steady gains. Turning in a powerful performance, black women have improved their college completion rate from 34 percent in 1990 to 46 percent in 2005.

Experts say black women, in particular, realize the value of a college degree. Since many black women have seen the history of slavery of their ancestors being abused and worked to death cruelly by the white man and because they were put down from education and neglected from attending to colleges, young women realize what the value of a college degree really stands for which is independence, money making supporting her family, and simply being the head of the household. Many of those black little girls with a single mother growing up and seeing the hardships their mothers had to face really opens young women's eyes to working harder to do what her mother couldn't do and growing up to be able to take care of her, her mother, and future family. Black female students have something in common, "They are the head of the household, and in their mind a degree equals more opportunity."

Reference
Reference

1.^ http://voices.yahoo.com/why-more-black-women-attend-college-than-black-1345219.html?cat=41

2.^ http://www.jbhe.com/features/50_blackstudent_gradrates.html

3.^ http://www.jbhe.com/features/50_blackstudent_gradrates.html

Intro
Intro Black women have came a long way. from being slaves, and not able to vote, and then being deprived of an education. Black women are now homeowners, in presidential offices, and presidents and professors of different colleges and universities around the world. In the 19th and 20th century the Nineteenth Amendment to the United States was written that “ "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex” therefore white women as well as black men and women were allowed to vote. In 1950 African Americans were allowed to attend public school due to the Brown v. Board of Education landmark which overturned the Plessy v Ferguson law of segregation therefore allowing Blacks attend the same schools as Whites. 1862 Mary Jane Patterson was the first female to earn a Bachelors Degree from Oberlin College.

Being single mothers and having a lower income is not stopping these African Americans from making their way to the top. There are many successful educated Black Women in the world today. Although they may have struggled with finding their voice in Patriarch dominated institution. We get the depth that being a single mother or being raised by a single mother is what compels and inspires black women to attend college and gives them the encouragement to reach graduation and become the best at the career interest they chose to enter.

Keegan 3 par
Black females in todays society are always stereotyped just like all other women in this patriarchal society. BUt unlike women of caucasian descent they are often plagued with misconceptions of ridiculed false claims, subject to generalization upon historical ignorance and are often times easily over sexualized. The. Black women at predominantly white college campuses are faced with racial issues all the time. The first plight is achievement, black women are naturally finding themselves having to do twice as good to receive proper recognition that is easily provided for white women with white privilege. Black women in the presence of white cultured colleges are often found that the conditions of being in a predominantly white college gives them motives and effort force of great magnitude knowing that they are under the gun where as if they were to attend a college of predominantly black students they would find a means of social passiveness from the comfort zone of their culture in their presence of learning.

One of the most famous ways a black woman finds comfort in a predominantly white college is by finding closure amongst peers. Black women find closure by joining sororities. Sororities are great assets given to women to join together and produce a finer educational experience through relationships with other women and progressing with similar beliefs and programs they share interest in. With these relationships developed in the sorority they can promote their beliefs with peaceful rallies and makes the experience much more comfortable and gives significant closure. Melissa perry spoke about this as an example of fictive kinship in her book sister citizen, referring to groups if people unrelated by blood and marriage but related by similar struggles. Sororities refer to their members as sisters, and fraternities as brothers, because they share either the same struggle or same privileges or both. The experience of a black women at a predominantly white college is illustrated by Rosiline Floyd, doctor student speaks about her experience as a black woman in a white dominated school and that of others She interviewed. One interviewee spoke about experiences of her being the only black student in the class and how she was often ignored in class if unless the discussion topic of the lecture was about race.

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