Welcome to the InfoSci Platform
College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions

College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions

Christy Kuehn
Copyright: © 2020 |Pages: 31
ISBN13: 9781799827832|ISBN10: 1799827836|ISBN13 Softcover: 9781799827849|EISBN13: 9781799827856
DOI: 10.4018/978-1-7998-2783-2.ch004
Cite Chapter Cite Chapter

MLA

Kuehn, Christy. "College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions." Accessibility and Diversity in the 21st Century University, edited by Gary A. Berg and Linda Venis, IGI Global, 2020, pp. 68-98. https://doi.org/10.4018/978-1-7998-2783-2.ch004

APA

Kuehn, C. (2020). College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions. In G. Berg & L. Venis (Eds.), Accessibility and Diversity in the 21st Century University (pp. 68-98). IGI Global. https://doi.org/10.4018/978-1-7998-2783-2.ch004

Chicago

Kuehn, Christy. "College-Going and College-Staying Capital: Supporting Underrepresented Minority Students at Predominantly White Institutions." In Accessibility and Diversity in the 21st Century University, edited by Gary A. Berg and Linda Venis, 68-98. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2783-2.ch004

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.