Students of Black, Latino, of American Native heritage, who have historically had less access to higher education, thus limiting their representation at higher education institutes.
Published in Chapter:
College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions
Christy Kuehn (University of Pittsburgh, USA)
Copyright: © 2020
|Pages: 31
DOI: 10.4018/978-1-7998-2783-2.ch004
Abstract
When underrepresented minority (URM) students from high-poverty, high-minority K-12 schools enter college, they often encounter academic, financial, and cultural obstacles in addition to experiencing discriminatory events. This chapter, focusing on the narratives of five URM students, explores the relationships, experiences, and strategies that enabled college-going capital, in addition to the relationships, experiences, strategies, and policies that created college-staying capital for these students at predominantly white institutions (PWI). Utilizing research and the students' experiential knowledge, recommendations are made that supportive teachers, dual enrollment courses, and scholarship programs enable URM students to overcome obstacles upon entering college. Once in college, overcoming cultural differences and discriminatory occurrences was most aided by strong student communities (in the form of Black Student Unions, multicultural clubs, and supportive friendships) and confidence in their racial identity.