This qualitative case study examines 43 black students' understanding of the relationships of social identity, academic identity, and college-going aspirations. Specifically, we focus on understanding how stereotypes influence the academic motivation of black immigrant and black native-born students. Findings suggest distinctions across ethnicity…

This qualitative study addresses the potential range of perspectives within the Black student community, focusing specifically on differences by ethnicity and nativity. Narratives were collected from 43 Black students (15 native, 28 immigrants) enrolled at a predominantly White research institution, analyzing their perspectives on diversity and…

Scholssberg's transition theory is used to frame qualitative analysis of narratives from veterans, administrators, and student affairs professionals, examining whether and how institutions can influence veterans' transitions to higher education. Findings suggest how institutional structures assist students in developing navigational…

This qualitative study examined how both racial and ethnic identity shaped 23 Black immigrants students' patterns of engagement. Students more often chose to meaningfully engage in culturally based organizations, differentiating between groups with a racial and ethnic focus. Whereas many students perceived the unique benefits of ethnically focused…

This qualitative study explores how 14 institutional agents (graduate diversity officers or GDOs) work towards improving retention for graduate students of Color. Consistent with Lovitt's framework of graduate student retention, findings reveal GDOs implement diverse strategies that promote opportunities for academic integration, social…

In this article, the authors discuss the utility of combining quantitative and qualitative methods in conducting intersectional analyses. First, they discuss some of the paradigmatic underpinnings of qualitative and quantitative research, and how these methods can be used in intersectional analyses. They then consider how paradigmatic pragmatism…

This study utilizes a social exchange framework to analyze the qualitative narratives of 81 graduate student mentors participating in the Intellectual Entrepreneurship Pre-Graduate Internship at The University of Texas at Austin. Findings suggest that in addition to personal benefits, mentorship has four major professional benefits: a deeper…

This qualitative study of 28 Black faculties across two institutions explores how professors perceived their unique relationships with Black students. Participants noted the challenging and beneficial aspects of their relationships in ways consistent with "othermothering" frameworks, noting their close relationships based on similar…

A growing body of research demonstrates that many college environments present challenges for black professors, particularly as they face institutional and personal racism. While scholars have linked these experiences to their attrition, this qualitative study explores black professors' larger range of responses to difficult professional…

Persistent disparities in doctoral degree completion have led many institutions to hire graduate diversity officers (GDOs) to increase the presence of underrepresented minorities in graduate programs. This qualitative study of 14 GDOs considers how the dimensions of campus racial climate (CRC) influence the ability of GDOs to carry out this work.…

In this article, the authors demonstrate how researchers can integrate qualitative and quantitative methods to gain a deeper understanding of the prevalence and nature of cultural taxation among black professors. In doing so, they show how the impact of cultural taxation on the experiences of black faculty in the academy is best captured using…

Underrepresented racial minority students often seek a high level of contact with professors of color, viewing them as role models and proof that success in higher education is possible. These faculty members are often able to connect with students of color in deep and meaningful ways based on shared experiences in higher education. That is, many…