African American Student Organizations As Agents of Social Integration

By Douglas A. Guiffrida. 2003

326 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c70935ea925a083da046be10aa2838f0b7ff758f

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Citations in the corpus

The Impact of Culture on Filipino American Students' Sense of Belonging (2010, background): “…integrity, or the affirmation of students’ cultural identities, is an important factor in the experiences of students of color (Gonzalez, 2003; Guiffrida, 2003; Harper & Quaye, 2007; Maramba, 2008a, 2008b; Museus, 2008c), research examining the role of cultural integrity on the experiences…”
How Culturally Engaging Campus Environments Influence Sense of Belonging in College: An Examination of Differences Between White Students and Students of Color (2017, background): “…body of qualitative research that suggests that these nine indicators are positively associated with belonging and other outcomes among racially diverse students (e.g., Guiffrida, 2003, 2005; Lee & Davis, 2000; Museus, 2008, 2011; Museus & Neville, 2012; Museus & Quaye, 2009; Tierney, 1999).”
The Benefits of Peer Leader Programs: An Overview from the Literature. (2012, background): “Guiffrida (2003) found that African-American students described the opportunity to interact with other African-American students as a source of comfort and that black student organizations provide “a safe outlet in which to stay connected to their cultures” (314).”
Finding My Way: Perceptions of Institutional Support and Belonging in Low-Income, First-Generation, First-Year College Students (2017, background): “The study supports previous research on how student organizations can support students’ sense of belonging and integration into higher education, specifically social identity-based student organizations (Harper & Quaye, 2007; Hurtado & Carter, 1997; Guiffrida, 2003), social identity-based centers on”
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation (2015, background): “Organization participation is positively related to the educational experiences and outcomes of underrepresented minority students, such as facilitating a positive self-identity, increasing social and academic integration, and even improving academic outcomes (Baker 2008; Barajas and Pierce 2001; Gu”
The Impact of Culturally Engaging Campus Environments on Sense of Belonging (2016, methodology): “Guiffrida, D. A. (2003). African American student organizations as agents of social integration.”
The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions (2008, background): “…one type of subculture— ethnic student organizations—can play an important role in positively shaping the experiences and outcomes of racial/ethnic minority students (Gonzalez, 2003; Guiffrida, 2003; Harper & Quaye, 2007; Kuh & Love, 2000; Murgíua, Padilla, & Pavel, 1991; Sutton & Kimbrough, 2001).”
A Leadership Identity Development Model: Applications from a Grounded Theory (2006, background): “The importance of this level of support for minority students in a predominantly White environment has been identified by other researchers (Allen, 1992; Guiffrida, 2003).”
"Cool Posing" on Campus: A Qualitative Study of Masculinities and Gender Expression among Black Men at a Private Research Institution (2022, unknown): “…decades, much has been written about the experiences of Black college students (e.g., Allen, 1992; Feagin, Vera, & Imani, 1996; Fleming, 1984; Fries-Britt & Griffin, 2007; Fries-Britt & Turner, 2001; Guiffrida, 2003; Love, 1993; Nettles, 1987; Patton, 2006; Sedlaček, 1987; Thompson & Fretz, 1991).”
The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “This result is very consistent with current research; when students, especially students of color, are able to find social support for being in college from their family and are able to socially connect with their peers, they are more likely to be successful (Baldwin et al., 2003; Guiffrida, 2003).”
Factors Influencing the Academic Achievement of First-Generation College Students (2006, unknown): “For example, similar to recommendations made by Allen (1992) and Guiffrida (2003), I recommend that educators intentionally design environments in which Black men can engage with adults and their peers who offer a combination of challenge and support.”