Racial Identity Development of African American Students in Relation to Black Studies Courses
Location
Hager-Lubbers Exhibition Hall
Description
PURPOSE: The purpose of this study is twofold: (1) to provide understanding of the reason why African American students choose to enroll or do not enroll in Black Studies courses; and, (2) explore the relationship between racial identity development and Black Studies programs. SUBJECTS: The general population for this study was African American undergraduate students who have: (a) participated in a student organization that that focuses on the advancement of Blacks, an organization that was founded with the purpose of creating an organization for Black Americans, or an organization that focuses on racial equality; or (b) be a Black Studies minor. METHODS: A phenomenological approach was used to to collect data, and line by line coding was used for data analysis. RESULTS: Findings suggest that students who choose Black Studies courses are are result of their desire to learn more about and reclaim their history. Those who did not take a Black Studies in the class did not because they were not interested in the topic or prioritized their required classes. Students who were Black Studies minors were more likely to feel a connection with the African Diaspora while those who had not taken a Black Studies course were more likely to claim themselves as Black verses African American. CONCLUSION: Black Studies minors reported a better sense of self and reported a more positive development of their racial identity compared to many of the students who did not take a Black studies course.
Racial Identity Development of African American Students in Relation to Black Studies Courses
Hager-Lubbers Exhibition Hall
PURPOSE: The purpose of this study is twofold: (1) to provide understanding of the reason why African American students choose to enroll or do not enroll in Black Studies courses; and, (2) explore the relationship between racial identity development and Black Studies programs. SUBJECTS: The general population for this study was African American undergraduate students who have: (a) participated in a student organization that that focuses on the advancement of Blacks, an organization that was founded with the purpose of creating an organization for Black Americans, or an organization that focuses on racial equality; or (b) be a Black Studies minor. METHODS: A phenomenological approach was used to to collect data, and line by line coding was used for data analysis. RESULTS: Findings suggest that students who choose Black Studies courses are are result of their desire to learn more about and reclaim their history. Those who did not take a Black Studies in the class did not because they were not interested in the topic or prioritized their required classes. Students who were Black Studies minors were more likely to feel a connection with the African Diaspora while those who had not taken a Black Studies course were more likely to claim themselves as Black verses African American. CONCLUSION: Black Studies minors reported a better sense of self and reported a more positive development of their racial identity compared to many of the students who did not take a Black studies course.