Through an analysis of the literature on racial identity development within the context of American society, the following paper utilizes the Cross Model of Psychological Nigrescence (1991, 2001) and focus group data to understand how culturally affirmative campus experiences, or “positive encounters,” can support the identity development process for Black students at a predominantly White institution in the southwest. By examining positive and negative campus interactions, eight students provided feedback regarding their value of culturally relevant programming and the impact of such programming on their personal well-being and social integration. Objectives for participation are defined from the focus group data and programming strategies are suggested for the University of Arizona's African American Student Affairs.
|Commitee:||Sharp, Lloyd, Smith, Bruce|
|School Location:||United States -- Arizona|
|Source:||MAI 48/03M, Masters Abstracts International|
|Subjects:||African American Studies, Black studies, Higher education|
|Keywords:||Black college students, Predominately white institutions, Racial identity development|
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