Facing Stereotypes: A Case Study of Black Students on a White Campus.

By Sharon Fries-Britt, B. Turner. 2001

219 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d5fee95fda03d96875a655eeb2df1a569d84b67f

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Citations in the corpus

The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “Studies by Fries-Britt and Griffin (2007), Fries-Britt and Turner (2001), and Harper (2006) are examples of important research that focuses on factors leading to success of Black students rather than factors that lead to failure.”
Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model (2008, unknown): “…climates (Davis, Dias‑Bowie, Greenberg, Klukken, Pollio, Thomas, & Thompson, 2004; Feagin, 1992; Feagin, Vera, & Imani, 1996; Fries‑Britt, 1998; Fries‑Britt & Turner, 2001; Lewis, Chesler, & Forman, 2000; Museus, in press‑b; Turner, 1994), much remains to be learned about the nature of the…”
Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities (2015, background): “Fries-Britt and Turner (2001) submit that negative stereotypes about Blacks are reinforced in the media, and students are likely to deal with these misperceptions at all levels and in all aspects of their lives prior to and after enrolling in college: “News reports consistently show Blacks as being…”
The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success (2007, background): “…more negatively than other groups (Ancis, Sedlacek, & Mohr, 2000; cited in Lundberg & Schreiner, 2004) and to believe that faculty do not take their academic ability seriously, even when they are high achieving (Fries-Britt, 1998, cited in Lundberg & Schreiner, 2004; Fries-Britt & Turner, 2001).”
Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities (2011, background): “…stereotypes that have been reported in other research on Black students in general (Charles et al., 2009; Cokley, 2003; Fries-Britt & Griffin, 2007; Fries-Britt & Turner, 2001; Solórzano et al., 2000; Steele & Aronson, 1995; Swim et al., 2003), and Black male undergraduates in particular…”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…1999), students of color being overlooked by faculty members (Solórzano et al. 2001), and minoritized students’ sense that their academic ability was not taken seriously (Fries-Britt and Turner 2001), even for students in a selective honors program (Fries-Britt 1998, Fries-Britt and Griffin 2007).”
Minority-Related Stressors and Coping Processes Among African American College Students (2007, unknown): “This finding supports results found in other research studies (e.g., Feagin, Vera, & Imani, 1996; Fleming, 1984; Fries-Britt & Turner, 2001; Greer, 2003).”
Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU (2009, background): “…studies have investigated the experi ences of Blacks in higher education, many of these studies (Bonner & Bailey, 2006; FriesBritt, 1997, 1998; FriesBritt & Turner, 2001, 2002; Guiffrida, 2004; Harper, 2005, 2006a, 2008) have examined academic suc cess in relation to highachieving Black…”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “The success and retention of high-risk students has been explored from the perspective of their comparative lack of family support (Guillory & Wolverton, 2008), their academic underpreparation (Ishitani, 2006), and their lack of cultural capital (Walpole, 2003). The limited research on factors contr”
Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation (2006, unknown): “Further, the expressed desire to prove their worth and academic abilities also supports research that asserts high achieving Blacks often feel driven to prove the statistics and stereotypical beliefs about the academic abilities of Blacks wrong (Fries-Britt & Turner, 2001; Solorzano et al., 2002).”
The Prove-Them-Wrong Syndrome: Voices from Unheard African-American Males in Engineering Disciplines (2003, background): “Such experiences not only distinguish African-American males from their White male counterparts (Cheatham, Slaney, & Coleman, 1990; Moore, 2000b, 2001) but also from their African-American female peers who attend PWIs (Moore, 2000b).”
The Black Box: How High-Achieving Blacks Resist Stereotypes About Black Americans (2007, unknown): “Despite their increased academic capability, high-achievers continue to be vulnerable to these stresses and may encounter stereotypes about their racial group affiliation and their academic ability (Fries-Britt & Turner, 2001; Smedley et al.; Strommer, 1995).”
Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” (2006, background): “Contextual differences also seem to account for differences in same-sex peer reactions to engagement in activities other than those that characterize what Harper, Harris, and Mmeje (2005) call “context-bound gendered social norms”—prescriptive and locally agreed-upon masculine attitudes and behavior”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “However, students of color view faculty as less approachable than White students do (Lundberg & Schreiner, 2004; Smith & Noel, 1996), and sometimes cite faculty relationships as sources of discouragement (Fries-Britt, 1998; Fries-Britt & Turner, 2001; Garrod & Larimore, 1997).”