To Be Young, Gifted, and Black: An Examination of the First Generation African-American Student Experience on A Predominantly White Campus Using an Autoethnography and an Ethnographic Approach

Authors

Lisa Paige, The College of WoosterFollow

Abstract

This study explores the difficulties of first-generation African-American college students and how they use communication strategies to find a sense of comfort and belonging on a predominantly white campus. This study is grounded in Sandra Harding and Patricia Collins’ Standpoint theory and draws upon data from ethnographic interviews and autoethnography. This study extends the scholarship done in this field in regards to African-American students’ unique experiences on a predominantly white campus. The findings reveal that the usage of mentors on campus provide students with a great sense of comfort, while family and the attainment of the American Dream served as key motivating factors for success and remaining on campus. This study provides essential information and insight on first generation African-American students; thus, administration and staff of predominantly white institutions may be enabled to cater to and serve this population more effectively.

Advisor

Boser, Beth

Second Advisor

Atay, Ahmet

Department

Communication Studies

Recommended Citation

Paige, Lisa, "To Be Young, Gifted, and Black: An Examination of the First Generation African-American Student Experience on A Predominantly White Campus Using an Autoethnography and an Ethnographic Approach" (2014). Senior Independent Study Theses. Paper 6103.
https://openworks.wooster.edu/independentstudy/6103

Keywords

first generation, African-American, standpoint theory

Publication Date

2014

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis