Teach Me About Myself: A Case Study Exploring Racialized Institutions

Freed, CariAnn Grace

MLA citation style (9th ed.)

Freed, CariAnn Grace. Teach Me About Myself: A Case Study Exploring Racialized Institutions. . 0116. uindy.palni-palci-staging.notch8.cloud/concern/etds/bfebd495-fdb9-4ff3-baf4-04b0ae354c47?locale=de.

APA citation style (7th ed.)

F. C. Grace. (0116). Teach Me About Myself: A Case Study Exploring Racialized Institutions. https://uindy.palni-palci-staging.notch8.cloud/concern/etds/bfebd495-fdb9-4ff3-baf4-04b0ae354c47?locale=de

Chicago citation style (CMOS 17, author-date)

Freed, CariAnn Grace. Teach Me About Myself: A Case Study Exploring Racialized Institutions. 0116. https://uindy.palni-palci-staging.notch8.cloud/concern/etds/bfebd495-fdb9-4ff3-baf4-04b0ae354c47?locale=de.

Note: These citations are programmatically generated and may be incomplete.

Autor

Freed, CariAnn Grace

Abstract

There are clear differences between majority and minority groups when it comes to who goes to college, who can afford it, and who will graduate. Like many primarily White institutions, City University (CityU) historically serves a White population and successfully graduates a primarily White population as well. If it is true that CityU is an institution that is racialized on the meso-level, then it must be true that these incoming students of color and first generation students are facing large barriers to success at the institution. How can CityU and universities like it prepare for the organizational shift that will need to take place in order to successfully retain these students? I explore the racialization of higher education through a case study of City University using the 2021 NSSE data wherein I use linear regression analyses to explore students’ perceptions of diversity and inclusion in coursework, institutional emphasis on diversity and inclusion, and institutional environment in regard to diversity and inclusion. I find Asian students report less focus on diversity and inclusion in their classwork relative to White students, they also report less institutional emphasis on diversity and inclusion and an institutional environment that was less diverse and inclusive relative to White students. Relative to straight students, LGBQ students are less likely, relative to straight students, to report that the institutional environment is diverse and inclusive. Finally, connections with faculty outside the classroom and better quality interactions with university employees increase students' reports of diversity and inclusion on campus.

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