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Navigating institutional racism through Rutgers' School of Arts and Sciences (SAS) Educational Opportunity Fund (EoF) program
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Walker, Renée A.. Navigating institutional racism through Rutgers' School of Arts and Sciences (SAS) Educational Opportunity Fund (EoF) program. Retrieved from https://doi.org/doi:10.7282/t3-4jt8-vg79

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TitleNavigating institutional racism through Rutgers' School of Arts and Sciences (SAS) Educational Opportunity Fund (EoF) program
NameWalker, Renée A. (author); Rubin, Beth (chair); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-05 (degree)
SubjectInstitutional racism, Education, Culture and Society, Racism in education, College attendance -- New Jersey -- New Brunswick, African American college students -- New Jersey -- New Brunswick, African American young men -- New Jersey -- New Brunswick, Rutgers University -- Students
Extent1 online resource (v, 162 pages) : illustrations
DescriptionThis study examined a U.S. based university’s peer group for low income students to identify the ways in which the group successfully retains African American, male students despite the low national retention rate of Black male students in higher education. The peer group was assessed through qualitative analysis to understand the ways in which the organization is able to facilitate students’ academic and social integration into the university despite their experiences with institutional racism and microaggressions. Using Vincent Tinto’s Theory (1975) and Critical Race Theory, this research finds that African American men are better able to retain within the university when the peer group’s staff proactively addresses the challenges that the students bring with them into their university experience; facilitates the students’ bond with racially similar, male students within the group; and adopts a “like family” approach towards academically and socially supporting students. It is suggested that similar university peer groups can mitigate the low retention of Black men through these efforts. There are several implications presented for research, practice, and policy, including the assumption that these groups can execute a stronger means of support for Black, male students through increased activities and funding.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-4jt8-vg79
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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