Running Head: RACISM ON PREDOMINANTLY WHITE CAMPUSES 1

Racism on Predominantly White Campuses

[Name of the Student]

[Name of the Institution]

[Dated]
RACISM ON PREDOMINANTLY WHITE CAMPUSES 2

Annotated Bibliography
Craemer, T., & Orey, D. (2017). Implicit Black identification and stereotype threat among

African American students. Social Science Research, 65163-180.

The social science research, Implicit Black identification and stereotype threat among

African American students has been directed by reputable academies known as Thomas

Craemer, and DAndra Orey. This study has been published in the Journal of Elsvier, whose main

purpose is to statistically detect the significance of stereotypical threat that might affect Black

identification. Creamer and Andra gathered around 351 students who were tested and asked

several question. Each of the student belonged to Historically Black universities and colleges.

The method included an online survey, which incorporated random introductory screens. They

planted three screens, of which one presented no team picture (control condition), an all-Black

research team (low-threat condition) and an all-White research team (high-threat condition) and a

stereotype threat was also manipulated. Rendering to the results by the survey conducted by

Creamer and Andra, a pro-black political opinion and a high self-reported political participation

was identified. Furthermore, as compare to low threat students, high threat students answered

only 25% questions correctly which were related to government policies. This research discusses

the stereotypical ideologies of white communities against other communities. The substansively

significant researchers emphasized on the need to explicitly measure the hidden black

identification concerns, so as to resolve them.

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Pike, G. R., & Kuh, G. D. (2006). Relationships among structural diversity, informal peer

interactions and perceptions of the campus environment. Review of Higher

Education, 29(4), 425-450,421.

Gary R. Pike and George D. Kuh are the authors of Relationships among Structural

Diversity, Informal Peer Interactions and Perceptions of the Campus Environment. This article

has been published in The Review of Higher Education. The main idea of developing this

research is to develop an understanding that how diversity of student body can help in instigating

an optimistic interaction within the structure of an institute. The investigators have focused there

study on four states either, Florida, Texas, New York and California. These states were targeted

for developing a research report on growing ethnic and racial population and to estimate the

enrolment of diverse population in the states. They conducted a research study in the year 2005

by Chronicle of Higher Education. According to survey, in the states of Florida, Texas, New York

and California, 37%, 41%, 32 and 51% students belonging to diverse ethnic and racial

backgrounds were enrolled in the year 2002. Their research has been extracted and studied

because it has guided, informed and helped develop a strong understanding about the advantages

of having a diversified body within an educational institute.

RACISM ON PREDOMINANTLY WHITE CAMPUSES 4

Thompson, M. S., Gorin, J. S., Obeidat, K., & Chen, Y. (2006). Understanding

differences in postsecondary educational attainment: A comparison of predictive

measures for black and white students. The Journal of Negro Education, 75(3), 546-

562.
Understanding Differences in Postsecondary Educational Attainment: A Comparison of

Predictive Measures for Black and White Students is authored by Marilyn S. Thompson, Joanna

S. Gorin, Khawla Obeidat and Yi-hsin Chen and published in The Journal of Negro Education.

Marilyn et al., (2006) developed this research to examine how indicators such as academic

achievements, student-parent communications and postsecondary education expectations can

relate to the attainment of postsecondary education for both white and black population. Publicly

available data was utilized to study postsecondary attainments. Statistical data was accumulated

from National Center for Education Statistics and College Board. Across different ethnic groups,

an assessment was evaluated about black differences, multiple regression analysis. Rendering to

results, more black women completed post-graduation as compare to black men. Whereby, white

students were found with higher student expectations and socioeconomic status (SES). The

mainly focused on examining the performances of white and black communities which was

found relevant to the issue of Racism on predominantly white campuses.

RACISM ON PREDOMINANTLY WHITE CAMPUSES 5

Troka, D., & Adedoja, D. (2016). The Challenges of Teaching About the Black Lives

Matter Movement: A Dialogue. Radical Teacher, (106), 47-56.

Donna Troka and Dorcas Adedoja have accompanied to conduct a research on the issue of

different challenges confronted by teachers on the matter of black live movement. The

Challenges of Teaching About the Black Lives Matter Movement: A Dialogue is a

comprehensive study which discusses the issue of racism in the current period. This study has

also been published in Radical Teacher, a famous Journal. Racism is such a violent tool which

dislodges the mind and leads to utter destruction. So, this project emphasize on the need to

overcome this grave issue. Investing, negotiating and collaborating with black communities for

peaceful society is the main theme of this dialogue. According to Donna (2016), the lives of

black people matter and this needs to be realized by white people. Not only that black people are

beautiful but they also deserve to have a peacefully prosperous life as well. To a number of

student of 300-level undergraduate, she tried to develop awareness regarding this ongoing issue.

The title of course was Resisting Racism: From Black is Beautiful to Black Lives Matter.

According to a research at the Emory University in Atlanta, it is being predicted that around a

class of 2020 has 16% international students, 51% colored students and 49% white students in

the Atlantic campus. This dialogue has great relevance to the topic of Racism, as it suggests that

this tool of violence would not lead to anything but destruction and destabilizing. So, it would be

better to avoid it and replace it with peacemaking and cooperation among the students in

campuses.
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Domingue, A. D. (2015). "Our Leaders Are Just We Ourself": Black Women College

Student Leaders' Experiences with Oppression and Sources of Nourishment on a

Predominantly White College Campus. Equity & Excellence In Education, 48(3),

454-472.
Our Leaders Are Just We Ourself: Black Women College Student Leaders Experiences

With Oppression and Sources of Nourishment on a Predominantly White College Campus is

authored by Andrea D. Domingue and published in Equity & Excellence in Education.

Domingue did this phenomenological research for the purpose to explore the leadership role of

black women in colleges which are predominately educational institutes for white women.

Women belonging to different ethnic backgrounds were gathered and asked to participate in the

study. Qualitative method was applied for exploration of black womens leadership research.

They reported an interpersonal interaction which caused to trigger stereotypical mindsets,

oppression and aggression among the black women studying in predominantly white campuses.

He also added that, some participants remained quiet and silent while few negotiated. The

significance of this research is that it has focused on the key role and leadership of black women.

He described that black women had to face countless difficulties and obstacle during their

academic life in white campuses.

RACISM ON PREDOMINANTLY WHITE CAMPUSES 7

Outline
Introduction
Institutional racism is one of the most pressing issues of the contemporary era which

needs to be muddled through effective measures. Although many researches, surveys has been

conducted and several awareness programs has also been planned and even implemented (Walls

& Hall, 2017). But, none has been able to deliver outcomes which could help in coping with the

grave issue. It has been assessed that most of the black students are confronted with racial

discrimination in their educational institution. Even though, the authorities are aware about such

unethical dilemma, yet they have not been showing any interest towards the harsh reality of

institutional racism (Von Robertson & Chaney, 2017). The main purpose of conducting this study

is to establish an understanding about how university campuses can overcome the obstacle of

social and racial inequality.

Thesis Statement
As university campuses continue to grow, the issue of racial equality is a social barrier

that universities must overcome

The students from diverse range of backgrounds come to internationally recognized

institutions while expecting an advanced and extraordinary environment. Nevertheless, in reality,

they are faced with numerous challenges throughout the course of action. This is especially the

case when it comes to colored students, because it has been observed that a culture of white

campus has been introduced in most of the predominantly white university campuses (Von

Robertson & Chaney, 2017). This miserable feeling of envy and resentment created through

extremely unethical behavior of native community students bring discouragement among them to

such an extent that leads to complete isolation.

According to statement by a colored student in a Southwestern university, Everything,

everywhere I look, everywhere I turn left or right, all I see is white. Students coming from

different backgrounds are forced to give up on their traditions and cultural identities, which
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brings them great sorrow and constant worry throughout their academic life. It has also remained

an issue of concern that the behavior of native students is not welcoming rather oppressive and

discriminatory. The environment for many becomes so stressful that it immensely put a severe

effect on their overall performance (Walls & Hall, 2017). They become unable to produce and

deliver their highest potential, which eventually create hindrances in achieving better results and

a better career remains at stake.

Furthermore, black students are also pressurized to embrace the way of life of white

community. This means that they are required to walk, talk and act similar to the white ones. Not

only that, but they must also change their dressing according to white middle class ways. In case,

if they reject to follow their instruction, then they are confronted with tyrannical behavior and

degradation which utterly disappoints and dismays other ethnic and racial identities (Von

Robertson & Chaney, 2017). In many cases, it has also been witnessed that a self-imposed

segregation is levied to insulate students belonging to black community (Walls & Hall, 2017).
Conclusion
In brief, with the growing number of university campuses, concepts such as racial

equality and equality are emerging. Scholars and academies have been doing research work on

the problem, but all remained vain and ineffective. The issue that, white students are given

exceptional freedom and priority over colored students needs to be resolved, so that equal

opportunities are provided to the students from all backgrounds. It is clear that we are currently

living in a highly interlinked and global world, which requires establishing a harmonized and

coherently coordinated community. All the students must develop an environment which

promotes the idea of respecting each others value, belief and cultural identities. Black and white

communities must understand that living in peace with each other is the only solution to a better

and fruitful future. The social barrier of racial equality is causing to instigate various problems
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within the institutional environment. So, university campuses must come up with policies and

strategies to overcome this issue.

RACISM ON PREDOMINANTLY WHITE CAMPUSES 10

References
Craemer, T., & Orey, D. (2017). Implicit Black identification and stereotype threat among

African American students. Social Science Research, 65163-180.

doi:10.1016/j.ssresearch.2017.02.003
Domingue, A. D. (2015). "Our Leaders Are Just We Ourself": Black Women College Student

Leaders' Experiences with Oppression and Sources of Nourishment on a Predominantly

White College Campus. Equity & Excellence In Education, 48(3), 454-472.

Pike, G. R., & Kuh, G. D. (2006). Relationships among structural diversity, informal peer

interactions and perceptions of the campus environment. Review of Higher

Education, 29(4), 425-450,421. Retrieved on October 1st, 2017 from

http://search.proquest.com.proxy1.ncu.edu/docview/220823781?accountid=28180
Thompson, M. S., Gorin, J. S., Obeidat, K., & Chen, Y. (2006). Understanding differences in

postsecondary educational attainment: A comparison of predictive measures for black

and white students. The Journal of Negro Education, 75(3), 546-562. Retrieved on

October 1st, 2017 from

http://search.proquest.com.proxy1.ncu.edu/docview/222104645?accountid=28180
Troka, D., & Adedoja, D. (2016). The Challenges of Teaching About the Black Lives Matter

Movement: A Dialogue. Radical Teacher, (106), 47-56.

Von Robertson, R., & Chaney, C. (2017). " I Know It (Racism) Still Exists Here:" African

American Males at a Predominantly White Institution (PWI). Humboldt Journal of Social

Relations, 1(39), 260-282. Retrieved on October 1st, 2017 from

http://www.jstor.org/stable/90007884.
Walls, J. K., & Hall, S. S. (2017). A focus group study of African American students experiences

with classroom discussions about race at a predominantly White university. Teaching in

Higher Education, 1-16. doi: 10.1080/13562517.2017.1359158.

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