Dina C. Maramba

The Impact of Family Support on the Success of Black Men at an Historically Black University: Affirming the Revision of Tinto's Theory

This qualitative study of 11 Black male students who entered a public historically Black college and university (HBCU) as academically underprepared and persisted to graduation, provides insight into the ways in which family promotes academic success for Black male students at a public HBCU. The study’s findings encourage practitioners at HBCUs to reassess the relationship between family involvement and academic success for Black male students. Further, the findings affirm the justification to revise Tinto’s theory of student departure to account for relationships minority students have with support networks outside the campus milieu.

Immigrant Families and the College Experience: Perspectives of Filipina Americans

As Filipina/o Americans comprise the largest Asian immigrant population in the United States, the experience of college-aged children of immigrants becomes an increasing concern at the university level. The purpose of this qualitative research investigation was to explore the ways Filipina American students negotiated their home environment and college experiences. Three primary themes emerged from the data: family/ parent influence, home obligations/gender differences, and importance of negotiating their Filipina American identity within the context of their home and college experiences. Provided are implications, particularly for student affairs professionals, administrators, and researchers.

English language proficiency and lifetime mental health service utilization in a national representative sample of Asian Americans in the USA

BACKGROUND US Department of Health and Human Services reported that the lack of English language proficiency and the shortage of providers who possessed appropriate language skills were identified as major barriers to mental health service use for approximately half of the population of Asians and Pacific Islanders. The aim of this study was to examine the predictors of lifetime mental health service use in relation to English language proficiency among Asian Americans. METHODS Data from 2095 Asian participants from the National Latino and Asian American Study were analyzed using logistic regression. RESULTS Respondents with better English language proficiency and with a mental health diagnosis were more inclined to use mental health services. Participants who were born in the USA, who were widowed, separated or divorced, who sought comfort from religion, who reported worse physical and mental health self-ratings were more likely to use mental health services. The lack of health insurance coverage was not a significant predictor. CONCLUSIONS The public health implications for behavioral health include the need to educate health-care providers working with Asian Americans regarding the benefits derived from seeking services and making interpreter services available in a culturally sensitive environment.

African American Male Achievement: Using a Tenet of Critical Theory to Explain the African American Male Achievement Disparity

Although African Americans continue to demonstrate a desire for education, Black male enrollment and completion rates in higher education are dismal when compared to other ethnic groups. Researchers and scholars have noted various theories and philosophies responsible for the academic disengagement of African American men in higher education. This article provides a new contextual lens for understanding the academic disengagement of Black men using a tenet of critical theory as a method to explain the African American male achievement disparity. Additionally, this research offers employable strategies and activities that may encourage Black male achievement.

A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

Influences of the Campus Experience on the Ethnic Identity Development of Students of Color

This qualitative research study examined ethnic identity development among underrepresented students of color at a selective, research intensive, predominantly White university. The objective focused on influences of the campus experience on students’ ethnic identity development when they entered and as they prepared to graduate from college. Students were asked to reflect on how development of their ethnic identity intersected with outcomes as critical thinking, communication skills, and sense of competence. Findings include an increased learning about one’s ethnic group has cognitive and noncognitive benefits. Students felt further development of their ethnic identity had a considerable, positive impact on their sense of competence, sense of belonging, interpersonal relationships, and commitments. Institutional and policy implications are discussed.

The Impact of Cultural Validation on the College Experiences of Southeast Asian American Students

The purpose of this study is to explore the critical role of culture on the success of Southeast Asian American (SEAA) college students. Specifically, we examined the saliency of cultural validation and how it shaped the educational trajectories of SEAAs. A national sample of 34 participants was analyzed across 5 public, 4-year colleges and universities. Findings suggest the need for (a) cultural knowledge, (b) cultural familiarity, (c) cultural expression, and (d) cultural advocacy. In addition, the low number of SEAA students on their respective campuses heavily influenced their college experience. Implications for research and practice are discussed.

The Impact of Social Capital on the Access, Adjustment, and Success of Southeast Asian American College Students.

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national sample of 34 participants from five public, four year colleges and universities. In this present article, we discuss one of the salient themes—the role of social capital as facilitators of college access and success. This article concludes with implications for research and practice.

A Delineation of Asian American and Latino/a Students' Experiences With Faculty at a Historically Black College and University

Research has shown that the enrollment of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climate of HBCUs is nonexistent. Hence, this study sought to explore the college choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was the participants’ perception of faculty as supportive and exhibiting care for their well-being. Despite this, there was a concern among some participants that faculty lacked knowledge about non-Black students and were culturally exclusive in their teaching. This article discusses those experiences and concludes by providing implications for future research and institutional practice.

Is It a Different World? Providing a Holistic Understanding of the Experiences and Perceptions of Non-Black Students at Historically Black Colleges and Universities

This qualitative study contributes an original holistic understanding of the perceptions and experiences of non-Black students (e.g., Asian American, Latino, and White) as they matriculate into historically Black colleges and universities (HBCUs), persist to graduation, and reflect on their experiences as graduates at HBCUs. Findings from this study confirm, challenge, and extend existing research regarding the preenrollment experience, institutional experience, and culminating outcomes of non-Black students enrolled in HBCUs. Implications are offered for researchers, practitioners, and current and future non-Black HBCU students.