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Giving voice to African American and Latino students regarding their organizational participation and feelings of marginality: A grounded theory study
Abstract
Three theoretical propositions regarding the organizational participation of African American and Latino college students were suggested by this study. These questions guided the research: (a) How does organizational participation contribute to the college experience of students of color? (b) What are the factors that contribute to students of color choosing to become involved in culturally-based and/or mainstream organizations? (c) What do students of color perceive as the unique challenges they face when becoming involved on a predominantly white campus? (d) Do students of color develop a greater sense of institutional commitment due to organizational participation? At a public, metropolitan, commuter university in the Midwest, a purposeful sample of twenty participants who were juniors or seniors, involved in different activities, with varying levels of involvement, and who represented Latino and African American ethnic backgrounds was chosen. Data collection occurred through interviews. Analysis included open and axial coding. A theoretical paradigm emerged suggesting how students of color with prior leadership experience and high motivation dealt with feelings of marginality. Participants developed a “comfort zone” and a means to have a “voice” on campus. Students chose either culturally-based organizations or mainstream organizations based on past experience and comfort with the dominant culture. Through connections with organizations, the students developed feelings of empowerment, growth, confidence, and belonging. Latino students increased their cultural knowledge and pride. Three resulting theoretical propositions were: (a) Students of color with prior organizational participation in high school are more likely to participate in organizations in college. (b) Students of color with minimal experience with the dominant culture are more likely to join culturally-based organizations than a mainstream organization. (c) Students of color who join organizations that provide a support system and allow empowerment are more likely to remain in college.
Subject Area
Black studies|Educational administration|Higher education|Ethnic studies|African American Studies
Recommended Citation
Knudson, Tara L, "Giving voice to African American and Latino students regarding their organizational participation and feelings of marginality: A grounded theory study" (1999). ETD collection for University of Nebraska-Lincoln. AAI9936761.
https://digitalcommons.unl.edu/dissertations/AAI9936761