Raudel Irigoyen Annotated Bibliography Foxx, K. (2021). Cultivating a Sense of Belonging: Black Students at a Predominantly White Institution. Negro Educational Review, 72(1–4), 107–129. The main idea revolving this article has to do with the research it explored concerning how faculty and staff establish a sense of belonging for black students in a predominantly white institution. The results of the research show that black students are actively looking for ways to ‘belong’ in PWI’s, and show the duty that faculty has in facilitating this whether that be through clubs, activities, or being engaged in the student’s learning. Having been published in the “Negro Educational Review”, I have no doubts concerning the legitimacy or trustworthiness of this article. After looking that the research methodology I believe that the author Kiana Foxx has done a good job in generating unbiased results. I think that this source will be good for supporting the assertions we’re making in our presentation. I mean this in the sense that the results from the research could give reasoning as to why black students are not coming to study at USF or why they might even be transferring out. If there is a lack of resources/engagement on the side of the faculty, then this could be identified as reasoning. Girio-Herrera, E., Ferro, R., Asif, M., & Aston, C. (2023). Improving Black student outcomes: The multifaceted role of psychology professors in higher education. Theory Into Practice, 62(4), 448–463. https://doi.org/10.1080/00405841.2023.2259252 This article references a situation in which multiple psychology organizations made a call to support black students in higher education. This comes as a result of the ever-present opportunity gap that young black students suffer from. Raudel Irigoyen As noted there seems to be no conflict of interest between the author and the article itself. The article itself acknowledges that the problems being referenced are felt by other minority groups in academia as well yet chooses to focus of the experience of black students to better suit the framing of the entire article I think this article will support the arguments we make in our presentation as it is a clear example of (as referenced previously) faculty working to establish safe spaces and equal footing for black students in an academic setting. If our initial claims concerning faculty engagement have any merit, we will be able to take this as an example to follow for how to fix the problem. Griffith, A. N., Hurd, N. M., & Hussain, S. B. (2019). “I Didn’t Come to School for This”: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution. Journal of Adolescent Research, 34(2), 115–139. https://doi.org/10.1177/0743558417742983 This article examines the possibility of black students academic development being stunted by having to deal with “race-related stressors”. These ‘stressors’, as they call them are mostly to do with cases of discrimination. The article not only examines the result of black students being faced with discrimination but also their coping mechanisms. Having been published in a well regarded and trustworthy journal, I don’t believe I have any reason to doubt the legitimacy of the work being done. Most of the authors of this article are professors, meaning that they could have potential biases concerning the topic. I think what makes this article a good choice for our presentation is that it better shows the things that are making certain black students not want to go to specific universities. Much Raudel Irigoyen like the first article listed says, schools should be trying to create these “safe spaces” for black students to stay and grow. Tichavakunda, A. A. (2024). Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education. Urban Education, 59(1), 96–123. https://doi.org/10.1177/0042085920971354 This article is about the concept of “Black Placemaking”, something that is used while studying black residents in urban areas. It attempts to go very in depth on the ways black students create their own spaces in their predominantly white institutions. This article is presented in a well-recognized journal by the name of “Urban Education”, which ensures its trustworthiness. The author begins the article with personal history about how being a student at a historically white institution was something that they got to experience and explaining why black placemaking is effective. There is a clear want for this idea of black placemaking to be spread which could show as bias in the form of not presenting any faults with the framework. I think that this article can be used to show some other possible ways to make black students feel more welcome at their universities. Ultimately our goal isn’t only to show how black students doing their own part in making their spaces, but also to show why black students don’t view USF as this space. USF INFOCENTER. CAS - Central Authentication Service. (n.d.). http://usfweb.usf.edu/DSS/INFOCENTER/Default.aspx Raudel Irigoyen This online data center is specific to USF in terms of statistics. It has extremely in depth statistics regarding admissions, graduations, and transfers in relation to race and gender. On top of this, it has all of these statistics separated by campus, so you are able to see the trends on a campus by campus basis. All the statistics are coming directly from USF’s data center, we have no doubts concerning the legitimacy of these numbers. While USF definitely has bias and what is seen in these numbers, it would be a bit difficult for it to present itself due to the nature of the data in the first place. The exclusion of crucial data in a database like this would be impossible. As we talk concerning our own university, this data is a very important piece of the puzzle. These are a major part of being able to identify whether or not black enrollment is where it should be at USF. U.S. Census Bureau quickfacts: Tampa City, Florida. United States Census Bureau. (n.d.). https://www.census.gov/quickfacts/fact/table/tampacityflorida/PST045222 This is the census for the Tampa Bay, showing data that stretches back decades concerning the racial and age makeup of the area. It splits up the data by children and college age/ready people (over 18). As the data comes directly from the US Government, we have no need to question the legitimacy or trustworthiness of it. Much like the previous entry, this data set is required to be correct by law, and the chances of bias presenting itself are extremely low. This data set in tandem with the data set from USF will be used to create our initial claim of black enrollment number at USF. We are able to see if the USF population is also indicative of the Tampa Bay population.
