IN FULL COLOR: UNDERSTANDING THE MEANING AND IMPORTANCE OF CULTURE TO COLLEGE STUDENTS OF COLOR THROUGH CULTURAL SELF PORTRAITURE
Open Access
- Author:
- Jenkins, Toby S
- Graduate Program:
- Educational Theory and Policy
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 27, 2007
- Committee Members:
- Gerald K Letendre, Committee Member
Dana Lynn Mitra, Committee Chair/Co-Chair
Shaun Harper, Committee Member
Margaret Ann Lorah, Committee Member - Keywords:
- Culture
Portraiture
Multicultural
Students of Color - Abstract:
- The purpose of this research study was to explore how students of color at predominantly white institutions define and articulate their culture. Additionally the study was concerned with understanding why their culture and cultural engagement is important to them. Of particular interest is how students perceive the impact of cultural experiences on their cultural growth/cultural efficacy development. The goals of the study are: (1) To contribute to the development of a greater understanding regarding the meanings college students make of culture. (2) To inform the purposes and outcomes for cultural practice (co-curricular programs that focus on race, culture, or ethnicity) at the university level by providing a student-centered starting point from which programs can be conceptualized; and (3) To determine how culture impacts the personal development of students of color as perceived by the students themselves. Qualitative methods were utilized in this study. The study was methodologically driven by the traditions of phenomenology and portraiture. Data collection included two components. In the first phase, two group interviews of nine students (18 total) were conducted at two large public institutions. The interviews provided a starting point for students to explore their thoughts about culture and to discuss cultural engagement in college. The second component involved students in writing cultural self portraits. The portraits were personally narrated written reflections sharing students’ life stories, ideas about culture, opinions of culture in college, and thoughts on the importance of culture. Students were provided a basic guide with questions to answer in the self portrait, but were generally offered freedom of choice and creativity regarding what to include, how to structure their portrait, and the length of the document. The study was conceptually guided by combining research on ethnic identity development and critical race theory with the theory of actionable space. Ethnic identity theories informed the understanding of the process by which individuals gain an ethnic sense of self and the various issues confronting students of color as they become more ethnically aware. Actionable Space is also a continual process theory. The theory was used to understand the various types of personal practices and activities that help individuals to develop an understanding of and appreciation for their culture. Critical Race theory influenced the use of narrative in the study and illustrated how narrative can provide opportunities to hear the authentic and personal voice of those studied. The data revealed that to college students of color, culture included more functional life tools than ritualistic practices. To the students in this study, culture was defined as a toolkit that included family bonds, life survival strategies, the practical and social functions of art and religion, a value for education, and a sense of legacy. Students indicated that culture was indeed important to them for both institutional and personal reasons. Cultural engagement was expected in college to help them adjust and to feel connected to campus. But more importantly, they saw it as a necessary venue through which they could come to better know and understand themselves. Culture was revealed as an important protector against all of life’s challenges including family struggle, community failure, educational isolation, and racial pain. The very personal and intimate views of culture shared in this study offer cultural practitioners in any field a better understanding of how contemporary young people may approach and understand culture. This is particularly relevant for those professionals that develop cultural programs and initiatives aimed at this population. These programs must be framed by viewing culture through the same lens of understanding as the current student population. Therefore, the study offers a contemporary view of culture in communities of color. The study also provides new information on how and why culture is important to college students. This research contributes to the existing base of knowledge on the benefits of cultural diversity within higher education.