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Anthony Mize Jr.: Case Study

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Anthony Mize Jr. is currently the Assistant Director for Diversity and Inclusion at Queens University of Charlotte. He received his Bachelors of Science degree in Communications with a concentration in Integrated Marketing Communications and a minor in Music from The Tennessee State University and is currently a graduate student at Northeastern University working on his Masters of Education degree in Higher Education Administration. Mr. Mize’s undergrad background consisted of up to 13 different student clubs and organizations where he held multiple leadership roles. As a student, he also gained early professional experience from being involved in students affairs/activities and residence life. He is the founder of a male empowerment project
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The Northeast Conference sponsored a speaker to present to the student-athletes here at Robert Morris University. The speaker was Dr. Derek Greenfield, who is a motivational speaker specializing in inclusive excellence and positive change. Dr. Greenfield travels around the country speaking to people about improving relations among groups of diverse individuals. At Robert Morris, his goal was to bring the athletic department together as a whole by helping everyone to become more accepting of others, therefore bringing the athletes together much like a family. This is important because studies show that athletes who feel accepted and important among their peers perform better in his or her particular sport.

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Support the recruitment and retention of underrepresented student populations by creating coordinating, and managing the two tiered Diversity Achievement Program: the Secrets to Success Transition Program alongside the Diversity Peer Mentoring Program § Create, maintain, and schedule various diversity and inclusion related initiatives such as the Social Justice Speaker Series, the Diversity Dialogue Series, Soup & Substance Luncheons, and Cultural Heritage Months § Recruit, train, and supervise undergraduate student workers and student mentors for the Diversity Peer Mentoring Program § Taught three sections of the First Year Seminar for 25 first year students § Work with, train, and supervise a graduate assistant from the master 's program in

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Historically Black colleges and universities (HBCUs) are institutions of higher education in the United States founded primarily for the education of African Americans. Prior to the mid-1960s, HBCUs were virtually the only institutions open to African Americans due to the vast majority of predominantly white institutions prohibiting qualified African Americans from acceptance during the time of segregation. As such, they are institutional products of an era of discrimination and socially constructed racism against African Americans (Joseph, 2013). Successfully, millions of students have been educated in spite of limited resources, public contempt, accreditation violations, and legislative issues. The purpose of this research paper is to discuss

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She states, “The reason for the more overall positive experience for Black students attending HBCUs than those attending PWIs can closely be linked to the unique institutional climate that HBCUs provide for students of color.” She talks about how HBCUs foster a “more encouraging and understanding for Black students” (Biehlmann) because of the higher percentage of Black faculty and administrators as role models. Biehlmann highlights how the presence of Black professors and administrators creates a setting that is in tune with the “specific knowledge of the Black experience in America,” (Biehlmann). Also, Blacks are the majority at HBCUs which can help them feel more comfortable and involved in their classes and campus. Whereas if a Black student attended a PWI, the student would feel alienated and disconnected from faculty, their White peers, and the campus

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Here at Frostburg State University, I am the Executive Vice President of a major organization on campus called the Black Student Alliance. Our organizations goal is, “To represent and address the needs of the African-American student body and to culturally enrich the campus the campus as a whole through programs and lectures.” This year alone we have gained over 50 active members, and have had a turnout of more than 70 members at every event. Attending a predominantly White institution would be very difficult if there were no cultural groups on campus.

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Repercussions of being an Outliers In 2016 there was a total amount of 551 undergraduate Black and female identifying people who attended UC Berkeley. That is 1.9% of the campus were black women. Although this is disheartening statistic it is not surprising simply because high schools, in particular low-income, often do not prepare black students for college. This means many black students do not even fulfil the basic requirements that makes them eligible to apply or even if they make it to college they are not equipped to achieve academically. In this essay I follow five black identifying women through their journey to UC Berkley and their experience academically through college.

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Winter of 2008, Black History Month, and my third grade music teacher, announces, “Stand up if you would have been a victim of segregation,” following with, “Now, everyone look around.” February. The month of Rosa Parks, “I Had A Dream,” marches, and sit-ins. The month I had begun to despise greater each year. The month where I would be chosen to lead many readings and join classroom discussions, as if my being ‘black’ would provide some clarity that would enhance the learning experience for my fellow peers.

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By acknowledging and understanding the privileges of my White identity, such as my cultural capital, I hope to change how I perceive issues and interactions with students throughout my future in higher

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I’ve noticed that being an African American woman places me below the totem pole automatically, placing two strikes again me. However, as a black woman attending a Historically Black College/University, in my heart, I strive to seek academic excellence and create a lasting impression on the world…starting with the community around me. My traditional values are deeply rooted in love, honesty, integrity and the desire to serve. I strongly believe in “Love Your Neighbor as Yourself”. I believe I have great qualities to offer such an organization

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