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Facing Stereotypes


Alternatively, if they did not drop out, they spent an enormous amount of time and energy establishing their credibility in the classroom.
             The study explored the academic, social and racial experiences of 15 black students pursuing degree completion at a PWI (predominantly white institution). Three questions guided this research: 1. What academic experiences shape the experiences of black students at a PWI? 2. What social (including racial) experiences shape the experiences of black students at a PWI? 3. What can be learned from the academic and social experiences of black students who are pursuing higher education?.
             All the participants in this study were full-time students in strong academic programs. The sample consisted of six males and eight females. Two students were freshmen, four were sophomores, six were juniors and two were seniors. Thirteen of the students lived on campus and were active in various social and academic programs. The wide variety of students, of different ages and classes, gave the study a diverse collection of emotions, reactions and thoughts about their experiences with stereotypes.
             In order to provide and ensure rich examples and information regarding the academic and social experiences on campus, the study used purposeful sampling methods. The research team used qualitative research methods in order to provide the best approach for gaining access to the personal experiences of the students. Two members of the research team were present at each focus group and individual meetings.
             One researcher took notes while the other asked open-ended questions of the students. The researchers then collected the data, analyzed it and emerged with a basic theme. They found that black students did indeed face stereotypes that eroded their academic sense of self.
             Several instructive thoughts arose from the study. Discussed at length were comments from the Caucasian group about the African American community, the process they have to go through to validate their intellectual competence in the classroom and their having to deal with very personal stereotypes about their physical characteristics.


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