The Effects of Academic Racism
Click the Poster to View Full Screen, Right click to save image
Danielle Clark
College:
College of Business and Public Management
Major:
Public Administration
Faculty Research Advisor(s):
Sharmistha Das Iyer
Abstract:
The purpose of this study was to investigate the effects and presence of academic racism in United States kindergarten through twelfth-grade academic years by interviewing ten undergraduate minority Kean University students. A questionnaire was distributed to students through conducting in-persistent interviews to collect demographic information and open-ended responses to twelve questions relating to perceived racism, academic stress, and a decline in motivation due to race-related stereotyping in one's primary school years. As such, the current study used a qualitative approach that collected data by using a narrative form, semi-structured interviews, and open-ended survey questions. Over the course of two weeks, ten participants completed the informed consent form in its entirety and then were interviewed separately in order to collect uniquely individually tailored data. Students most commonly reported experiencing and observing academic racism while in high school, the most common form reported was stereotyping and textbook curriculum bias. Students reported their motivation increasing upon completion of years kindergarten through twelfth grade due to them finally having the opportunity to attend a diverse institution where they will be surrounded by other students who relate to their cultural background and upbringing. This study has supported the presence of academic racism being present in United States Public Schools, mental health decreasing due to perceived racism, and academic motivation increasing as a result of attending a diverse institution such as Kean University.