First Year Experiences of African American Students at a Predominately White Institution: Considering Influence of Ethnicity and Socioeconomic Status through Cultural Capital Theory
Open Access
- Author:
- Baber, Lorenzo DuBois
- Graduate Program:
- Higher Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 19, 2007
- Committee Members:
- Beverly Lindsy, Committee Chair/Co-Chair
Patrick T Terenzini, Committee Member
Regina Deil Amen, Committee Member
M Christopher Brown, Committee Member - Keywords:
- african american students; first year experiences;
- Abstract:
- Many scholars continue to call attention to the growing socioeconomic divide within the African American population (Wilson, 1987; Gates & West, 1996; hooks, 2000; Dyson, 2005). While desegregation has contributed to the growth of the largest African American middle class in history, the last forty years has witnessed the development of the largest African American underclass in history. The shifting socioeconomic background characteristics of first-year African American college students at four-year institutions reflect the growing class distinction within the African American population. Despite this increasing heterogeneity, current research on African American college students typically addresses socioeconomic status separately from ethnic identity. This study contributes to postsecondary research by investigating the compounding effects of ethnicity and socioeconomic identity for African American student experiences during the first-year of university study. The influence of socioeconomic background differences on educational experiences for African Americans has been considered extensively at the secondary level through the use of Pierre Bourdieu’s cultural capital theory. Cultural capital refers to background - knowledge base, skills, and attitudes - families of the dominant socioeconomic class transmit to their children (Lareau & Weininger, 2003). In an effort for the dominant class to maintain their status position, some forms of culture are devalued, while other forms are legitimized and honored within social institutions. Qualitative research methods, specifically a multiple case study method, were employed for this study. Through purposive criterion sampling, fifteen African American students from various socio-economic backgrounds were identified in the fall of 2006. All participants were entering their first-year at a selective, doctoral research extensive institution located in the Mid-Atlantic United States. Face-to face, semi-structured interviews were conducted three times during the academic year. In between interviews, participants highlighted significant academic and social experiences in journal entries. During the data analysis phases, four themes emerged reflecting the experiences of African American students during their first-year at a predominately White institution: 1) Constructing an African American identity; 2) Converting various forms of cultural capital; 3) Experiencing stereotypes and racism; and 4) Developing bicultural perspectives.