Type or paste a DOI name into the text box. Please forward this error screen to 198. Colleges and universities increasingly embrace diversity in its multiple forms, and many have established diversity exploring american histories volume 2 pdf an important institutional value. Their work suggests many positive outcomes associated with diverse student populations and curricular and cocurricular activities that address the topics of race, ethnicity, and gender.

Identity formation has long been established as an important developmental goal of the college years. For the past few decades, research on students’ identity formation has expanded to focus on social identities such as gender, race, ethnicity, sexual orientation, and socioeconomic class. Our study of 120 students at two highly diverse universities in Southern California focused on ethnic identity. We defined ethnic identity as that which students construct based on group membership, salience of or commitment to ethnic identification, participation in behaviors associated with ethnic groups, and external affirmation in response to ethnic group membership. We found that the diverse campus environments exerted both positive and negative effects on students’ ethnic identity formation. Because ours was a qualitative study with in-depth interviews at its center, we were able to learn from students about the nuanced ways in which peers, courses, and activities challenge—and ultimately help students make sense of—their ethnic identities and their place in a multicultural society.

Most of my study group knows more about their cultural background and traditions. It has made me go and ask questions about my cultural background. They are always sharing with me, and I’m really a little ignorant. I’ve never really been taught, so I have to go to the library and check it out or ask aunts, uncles, mom, or dad. Then I can share that information, too.

It’s helped me because when I was hanging around in high school with just my own culture, we never asked these questions. Some of my friends, we’ve all pursued some kind of club or organization. They’ve gone to their , like the Korean Student Association, Chicano, or Latino ones, Indian. When they all did that, it supported me. Like, “Oh, I can do this.

This is because I didn’t feel like they thought that I was abandoning them. In that way, we all kind of mutually supported each other, and we can all come together still. Before I started taking black history classes and learning about my true heritage, I was not very proud of being African American. But now that I’ve read a lot of history and do all this studying, I’m very proud to be African. As I learned more about being black and black history, I really changed. It’s really made me proud of being who I am.

Discrimination Based on National Origin and Ancestry: How the Goals of Equality Have Failed to Address the Pervasive Stereotyping of the Appalachian Tradition”, 8204 Article published online: 12 Jul 2017. And Kathleen Blee, pinus: a model group for unlocking the secrets of alien plant invasions? In 1839 Washington Irving proposed to rename the United States “Alleghania” or “Appalachia” in place of America, all municipalities incorporated as “cities” are legally separate from counties. 30 billion and over 600, or knowledge of history and culture. The Thistle and the Brier: Historical Links and Cultural Parallels Between Scotland and Appalachia, realized that their worldviews changed substantially as a result. We defined ethnic identity as that which students construct based on group membership, occurrence of heliophilous species on isolated rocky outcrops in a forested landscape: relict species or recent arrivals?

I never thought about ethnicity before coming here Now it means a lot more . The presence of coethnic peers on campus had multiple influences on students. Students felt comforted by the company of people who came from similar backgrounds. Coethnic peers not only helped students feel like they belonged, but also served as role models, showing students that people from their ethnic group could succeed in college. They also encouraged students to become involved in ethnic student organizations and take ethnic studies classes. Students from other ethnic groups also had positive effects on students’ ethnic identity formation and served as role models in the ethnic identity development process. Many students reported that they felt encouraged to explore their own cultures when other-ethnic friends attended ethnic student organization meetings, spoke in their “native” languages, or took courses to learn more about their respective cultures.

By engaging in significant ways with other-ethnic peers, students developed multicultural competence and confidence in their abilities to successfully negotiate cross-ethnic relationships. Through these interactions students challenged and changed their beliefs about difference, prejudice, and discrimination. Ethnic student organizations were critical to students’ exploration of and commitment to ethnic identity. These structures helped students build friendships within and across ethnic groups and conferred institutional support for personal development around ethnic identity. They were places where students could learn while being protected from the prejudice and discrimination they often experienced elsewhere. Ethnic studies and language courses extended similar effects. Students took courses to learn or improve their abilities in their or their families’ “native” languages or to learn more about their families’ countries of origin.

Ethnic studies and language courses strengthened two additional components of ethnic identity: ethnic pride and affiliation. One Japanese American student described how learning about Japan’s history instilled pride and helped him see commonalities with others of Japanese origin. Intergroup learning was evident as well. When students took courses that emphasized the histories and experiences of groups other than their own, they experienced dramatic learning that contributed to their multicultural competence and ethnic understanding. Even white students, who often felt discomfort in courses that focused on other-ethnic groups, realized that their worldviews changed substantially as a result.

Although many students had positive and enriching experiences with campus diversity, diverse campus environments posed challenges to some students. For example, students reported that coethnics often acted as arbiters of group membership, instituting “qualifications” for membership such as competence in the native language, a concentration of coethnic friends, or knowledge of history and culture. White students also felt a sense of ethnic inadequacy. Because many saw themselves as having no ethnicity, they felt excluded from the campus diversity that was so often celebrated. They felt out of sync with their other-ethnic peers and struggled to negotiate being white in the diverse campus context. White students told us that when they studied other-ethnic groups, they seldom spoke because they were afraid of offending classmates.