Section archive - Multiculturalism & Diversity

In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement.

The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged.

In this article, the author argues that a socially just and effective citizenship education means including and understanding the historical and political contexts of Indigenous Americans. The author also maintains that schools and teachers have the responsibility for students' exposure to and understanding of the complexity of the United States', politically based past and present relationship with and responsibility to tribal nations and their citizens is exposed.

In this article, the authors consider the difficulties that a group of internationally educated female teachers encountered in the process of seeking certification in the Canadian Maritimes.