By C. Scully Stikes
Stikes describes the tutorial, own, social, monetary, and racial identification difficulties of sixteen black scholars on predominantly white university campuses. He discusses the scholars’ makes an attempt to manage, noting developmental adjustments that happened as they grappled with their environment; he outlines counseling strategies, educating techniques, and specializes in the rules and practices had to assist black students. The sixteen case experiences signify the spectrum of black scholars in better education. information from those situations shape the root for the development of a version describing black pupil improvement. The version illustrates the continual, predictable, and dynamic tactics involved. From this version the impression of race and tradition is illustrated, exhibiting the qualitative and quantitative distinction among black scholar improvement and scholar improvement commonly. additional, the version exhibits the effect of position types and social elements on scholars.
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A Cultural Perspective 121 Appendix: A Scheme for Understanding and Categorizing the Operation of Coping Strategies 161 Bibliography 169 Index 177 Tables 1. Possible Effects of a Coping Strategy 56 2. The Student Development Process in Higher Education 72 Page ix Preface Black students are having a very busy and difficult time on campuses throughout the country. Plagued by financial problems, difficulties in studies, personal-social concerns, and racial identity problems, these students are experiencing stress in adapting to and reshaping their social and physical environment, sometimes with sympathetic assistance and sometimes without; and they are having to work through these problems in a process that did not originally take them into account.
Alice was the youngest of eight children produced by a mixed marriage. The father was white; the mother was black. Shortly after she was born, her fatherfor reasons unknown to the staffwas killed by a black man. The family was very "color-conscious" and apparently manifested considerable racial identity confusion. The mother, whom Alice described as having puritanical attitudes, raised the children in an inner-city area. Her secondary education, therefore, was received in inner-city schools, and although Alice appeared to be fairly bright, her overall high school record was slightly below average.
Since Alice originated the confrontation, during the resolution of the conflict she was troubled by the dual role she played by supporting the white instructor and by initiating the confrontation, but she denied its existence. She seemed to need to be affirmed as a black aligned with other black students. Race affected Alice's relationships in other areas, too. In the multiracially staffed supportive service program, Alice related most closely to the black female counselor. She played games with the white reading specialist and was openly hostile to the Chicano-Filipino study-skills specialist.