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Day-to-day race relations at Harvard...

Ameer, Inge-Lise.

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Day-to-day race relations at Harvard College: The student perspective (Massachusetts).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Day-to-day race relations at Harvard College: The student perspective (Massachusetts)./
Author:	Ameer, Inge-Lise.
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2152.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3055835
ISBN:	0493709444

Day-to-day race relations at Harvard College: The student perspective (Massachusetts).
Ameer, Inge-Lise.

Day-to-day race relations at Harvard College: The student perspective (Massachusetts). - 156 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2152.

Thesis (Ed.D.)--Harvard University, 2002.

Throughout the 1980's and 1990's, universities and colleges in the United States witnessed an increase in tense race relations among students. Undergraduates describing the racial climate on their campuses conclude that the day-to-day racial tensions are the most difficult to negotiate. (Turner, 1994) This study explores the characteristics of daily "cross-race interactions" (Hurtado, 1994), the routine social and academic interactions for students of color and white students at Harvard College.

ISBN: 0493709444Subjects--Topical Terms:

543175
Education, Higher.

Day-to-day race relations at Harvard College: The student perspective (Massachusetts).
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245 1 0 $a Day-to-day race relations at Harvard College: The student perspective (Massachusetts).
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2152.
500 $a Adviser: Judith Block McLaughlin.
502 $a Thesis (Ed.D.)--Harvard University, 2002.
520 $a Throughout the 1980's and 1990's, universities and colleges in the United States witnessed an increase in tense race relations among students. Undergraduates describing the racial climate on their campuses conclude that the day-to-day racial tensions are the most difficult to negotiate. (Turner, 1994) This study explores the characteristics of daily "cross-race interactions" (Hurtado, 1994), the routine social and academic interactions for students of color and white students at Harvard College.
520 $a Distinguishing this study from previous research on racial climate is its emphasis on exploring students' experiences and interpretations of their day-to-day positive and negative cross-race interactions. Based on semi-structured interviews with seven African American, seven Latino, seven Asian American and seven white undergraduates, it examines students' interpretations of these interactions, the differences in racial groups' descriptions and reports of their experiences, and the strategies students employ to develop successful cross-race relationships. Data analysis incorporates two processes: drafting analytical memos (Strauss, 1987) and transcribing and coding the interviews and memos (Patton, 1990).
520 $a The study's findings indicate that students experience a strained civility in their cross-race interactions in extra-curricular activities, in housing, and in the curriculum. Students arrive with different orientations: white students arrive excited about being part of the most racially diverse community they have ever belonged to. Students of color, on the other hand, are primarily focused on exploring their own racial identities with other students of color. As a result, students of color face nervous and awkward moments with white students who have little skills or strategies for living daily in a racially diverse community. Comparatively, white students experience students of color as not being interested in them. These factors contribute to tense daily cross-race interactions and result in students across race turning to racial stereotypes for explanations of these interactions.
520 $a White students and students of color who do experience positive cross-race interactions either came from uniquely diverse secondary schools or made positive cross-race interactions at college a top priority, seeking them out through extra-curricular activities and in race-related courses.
520 $a There are also tensions intra-racially. African American students feel tension from Afro-Carribeans; Mexican-American students have tense cross-race interactions with Cuban-American and Argentinean Americans; and the Asian American students face tensions based on country of origin.
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650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Black Studies. $3 1017673
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