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    "It takes a village to raise a child - It takes a campus to graduate a student" Exploring the Cultural Relevance of Student Development Models for African Americans in Higher Education

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    Tyler_temple_0225M_11135.pdf
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    Genre
    Thesis/Dissertation
    Date
    2012
    Author
    Tyler, Ayana Diane
    Advisor
    Keith, Novella Zett
    Committee member
    Jordan, Will J.
    Department
    Urban Education
    Subject
    Education, Higher
    Multicultural Education
    African American Studies
    African American
    Afrocentricity
    College Students
    Cultural Identity
    Education, Higher
    Nguzo Saba
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3638
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3620
    Abstract
    This paper presents a synthesis of the literature related to cultural identity and college student development among African Americans in higher education. Racial and cultural identities for African American college students are an integral part of their student development and have been connected to a variety of positive outcomes such as succeeding in college. Currently, traditional student development models and theories, once considered applicable to all students, are being challenged on the grounds that they are not culturally sensitive. Furthermore, the diversification of the philosophical foundation of higher education is also being challenged on the grounds that its foundation is also based in one dominant worldview. Subsequently, the classical student development literature as well as the philosophical foundation of higher education is being disputed on the grounds that its theories have been generalized to all student populations from samples that were predominantly White, male, and middle class. The guiding question of this work seeks to uncover if an African American college student's racial identity can truly be accommodated and achieved at a university which utilizes college student development models based solely in a European framework. Both Eurocentric and Afrocentric models are discussed and suggestions on how to integrate Afrocentric worldviews into higher education are made.
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