Race and the hidden curriculum: Exploring the relationship between race centrality and student perceptions of on-campus socialization practices

• In Event: AERA Graduate Student Research-in-Progress Session 4
  In Roundtable Session: Race and Ethnicity in Higher Education: Academic Advising and the Hidden Curriculum (Table 10)

Abstract

This research-in-progress study seeks to illuminate the hidden curriculum within higher education and explore its impact on and relationship with the racial identity of Black undergraduate students. Additionally, this study seeks to substantiate the role that higher education institutions play in student racial socialization. Conducted using a quantitative, correlation research design, this study aims to determine if a relationship exists between race centrality, a proxy for race identity, and perceptions of on-campus racial socialization. The significance of this research lies in its potential to provide support for the use of racial identity development scholarship in the design of identity-specific student support services for students of color.

Author

• LoRen Modisa, University of South Alabama