Out of Place: Examining Black Males' Experiences with Racial Microaggressions at a Predominantly White Institution

Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color (Sue et al. 2007:27). This study attempts to bring into focus the unique ways in which Black males perceive, interpret, and react to experiences with racial microaggressions and the role that these microagressions play on Black males’ views of campus climate and sense of belonging at PWIs. The Black male focus group data that I analyzed for the study was part of 11 focus group interviews that were conducted at the University of Illinois. My research questions included: How do Black males view campus climate? Do they have a sense of belonging? Do they report experiences with racial microaggressions? If so, how are these experiences unique because the participants are both Black and male? My research has found that with the help of Black male double consciousness, these men are able to perceive the automatic assumptions that Whites hold of them based on stereotypes. They are aware of the different dynamic that being a Black male creates in their experiences both in and out of the classroom. They react to these experiences of racial microaggressions by using this "knowing" to avoid confirming stereotypes and to carefully present themselves as bicultural on a predominantly White campus.Ope

A Survey Tool for Assessing Student Expectations Early in a Semester

Quality learning is fostered when faculty members are aware of and address student expectations for course learning activities and assessments. However, faculty often have difficulty identifying and addressing student expectations given variations in students’ backgrounds, experiences, and beliefs about education. Prior research has described significant discrepancies between student and faculty expectations that result from cultural backgrounds (1), technological expertise (2), and ‘teaching dimensions’ as described by Trudeau and Barnes (4). Such studies illustrate the need for tools to identify and index student expectations, which can be used to facilitate a dialogue between instructor and students. Here we present the results of our work to develop, refine, and deploy such a tool.<span style="color: black; font-family: 'Times New Roman'; font-size: x-small;"></span

Expectations of Computing and Other STEM students: A Comparison for Different Class Levels, or (CSE &# x2260; STEM-CSE) &# x007C; course level

Students begin each new course with a set of expectations. These expectations are formed from their experiences in their major, class level, culture, skills, etc. However, faculty and the students are often not on the same page with respect to expectations even though faculty provide students with course syllabi. It is crucial for faculty to understand students\u27 expectations to maximize students\u27 learning, satisfaction, and success. Furthermore, it would promote classroom transparency. There would be no hidden unstated expectations; disappointments during the course can potentially be minimized. We present the results of a survey focused on understanding student expectations. Specifically, we focus on examining the differences in expectations of the students of Computer Science and Engineering (CSE) courses and non-computing STEM courses. We present our analysis and observations of the results using aggregate data for all students at all class levels. We observe various differences and similarities among the STEM fields. Identifying differences is crucial since many non-computing STEM majors are enrolled in computing courses, especially in the lower level courses. We provide a detailed comparison among sophomore and senior level courses in computing, biology and chemistry courses. We also compare sophomore and senior CSE courses. Finally, we discuss the importance of paying attention to all students\u27 needs and expectations. Armed with this knowledge, faculty members can increase transparency in the classroom, student satisfaction, and possibly student retention

TRiO McNair Scholars Undergraduate Research Journal_Fall2012_Vol.1

The TRiO McNair Scholars Undergraduate Research Journal is the official publication of the Ronald E. McNair Scholars Program at the University of Illinois at Urbana-Champaign. The journal includes abstracts of the students' final paper and represents combined efforts of students and their research mentors. The views expressed in the papers and abstracts are not intended to represent the views, beliefs, interests, values, or practices of the University of Illinois at Urbana-Champaign.Ronald E. McNair Post-Baccalaureate Achievement Program grant from the U.S. Department of EducationOpe

TRiO McNair Scholars Undergraduate Research Journal_Fall2012_Vol.1

The TRiO McNair Scholars Undergraduate Research Journal is the official publication of the Ronald E. McNair Scholars Program at the University of Illinois at Urbana-Champaign. The journal includes abstracts of the students' final paper and represents combined efforts of students and their research mentors. The views expressed in the papers and abstracts are not intended to represent the views, beliefs, interests, values, or practices of the University of Illinois at Urbana-Champaign.Ronald E. McNair Post-Baccalaureate Achievement Program grant from the U.S. Department of EducationOpe