Demographics Frequency
Age
21-25 1
16-20 4
Year of study
Senior 1
Sophomore 2
Junior 2
Major
Communications 2
Electrical engineering 1
Sociology 1
Business management 1
Identity
Black 4
African-American 1
Table 1. Demographics
Four participants were in the age group 16-20 while one participant was in the age group 21-25. Two participants were juniors; two were sophomores, while one was a senior. Two participants majored in communications, one in electrical engineering and one in business management. Four participants identified themselves as blacks while one as African-American.
- Attractions to joining the University
Good environment
Participants reported that they were attracted to the university by its serene environment. Participants had visited the university and were taken on a familiarization tour and they ended up liking the university’s environment. Participants also like the university’s facilities.
I toured the campus and I really loved it. I loved the atmosphere and I really liked the freshman dorms. And then also for basketball-wise, I really liked the school and how they were good basketball-wise. [Participant AL 1]
Influence of friends
Participants pointed out that they had friends who were schooling at the university and influenced them to join. Friends convinced the participants that the university was good and had excellent staff. This made the participants make the decision of joining the college.
I always wanted to go to Penn State and my old teammate, he used to play here, from high school. He told me it was a good environment, that the coach was good. I was like, I might as well come here because the coaching was good. He said the classes were good. It wasn't no problems, so figured it would be a nice decision. [Participant MH 1]
Diversity
Participants mentioned that they joined Penn State due to its diversity. The population at Penn State was made up of people from different ethnicities. This attracted the participants because they would have a sense of belonging.
I have seen diversity, given ethnicities from all over the world, and I felt it wasn't exactly New York City, but it felt like a little melting pot. [Participant AC 2]
They just say it was like really diverse and all that stuff. There's a mix of everyone. It's not just maybe one race per se. [Participant AL 2]
I think it consists of diverse people. I'm not friends with just black people. I'm not friends with just black people. I'm just friends with a lot of different, diverse groups. [Participant JM 2]
Influence of coaches
In addition, coaches influenced participants to joining Penn State University. Participants were contacted by coaches who then convinced them to join the university. Coaches noticed the participants playing in various matches then began talks on how to join Penn State University. Through constant communication, the participants were sold to the idea of joining the university.
I went to the elite camp for basketball and then Coach contacted me after, because I played pretty well there. [Participant AL 1]
I was talking with Coach Frank for a while, even before that. Just keeping in touch and he kept keeping in touch and I told him I would take a visit up in here, I ended up liking the school. I liked that I was going to get a Penn State degree as well and I like their coaching style with Kim and Coach Friday. [Participant DD 1]
I like the coach. I like Friday. He came to me during my summer league games and we came to talk and I was feeling it and I felt as though he would make me as a better player overall. [Participant JM 1]
Fig. 1 Project map: Attractions to joining the University
- Ways students feel valued
Support and care by staff
Participants reported that they felt valued due to the support and care shown by the university’s staff. Professors had a good connection with the students. Students had the opportunity to approach professors outside the classroom to get clarifications on areas they did not understand in class. Students not doing well in class had a chance for a special teaching outside class hours. On the other hand, coaches encouraged and talked to students to be better both academically and in co-curricular activities.
I feel like I have a good connection with majority of my professors and the understanding that I am a basketball player and I have times I can't make class. And then sometimes I'm like, "I will make up the work, just tell me what I have to do." And they're willing and understanding to help me. [Participant AC 1]
Yes. As you said, Rashaan, he talks to us a lot. Scott Duncan, I think the assistant AD, he comes and talks to us a lot. We've got other coaches come to our games with their players. [Participant DD 1]
I definitely think the coaches have impacted me in a good way because they always make sure that we get our work done, make sure we are on time with classes, make sure everything's going good with us. They always check up on us. [Participant MH 2]
Involvement of parents
Participants were also shown support by their parents. Participants felt valued by their parents when attended a parents’ weekend meeting to see how they were doing. Participants felt that their parents had not forgotten them.
So what was it, like two weekends ago, they had parents weekend. I thought that was pretty cool because it was just show our parents what our experience is that we experience at the campus. And it was just really cool to see we're not forgotten. They definitely care about us and I feel like it's just really cool, those little things. [Participant AL 1]
Support by colleagues
Participants felt valued by their colleagues. They received a lot support from both teammates, roommates, and classmates. Participants collaborated with their teammates to become best sportspeople. In addition, they helped each other in doing classwork. Through their friends, they made other friends especially participants who were not very social.
Well, it's a team thing, really. We know our other's strength and weaknesses and we work together as a team building from one another and we know each other's value on and especially off the court. I'm going to emphasize off the court, meaning like, so if I'm having trouble with my finance class, mind you that's not my strong suit. I know my teammate is a finance major, so he will help me. I can help with body lifting off the back because that's like one of my hobbies. If I ever had let's say a questionable thing of about my mental state, my roommate, he is a psych major, so he can help me off the back, too. [Participant AC 1]
I also think my roommate, Alex, he was really helpful because I'm not a talkative person and he's really talkative. So the people he know, I had to talk to them because he made me talk. So that's how I met a lot of people too. I think having somebody that you know that can get you out there, I think that that was really helpful for me. [Participant MH 2]
Fig. 2 Project map: Ways students feel valued
- Diversity, equity and inclusion
3.1 School general commitment to DEI
Black student union
Participants reported that they was formation of students unions such as the black student union. This shown that black students were included and valued by the university.
We have a black student union as well. [Participant DD 1]
Cultural events
There were organized cultural events for various ethnic communities. Every ethnic community feels part of the university because they are able to display their culture to other ethnicities. Through these cultural events, students enjoy diversity of cultures.
I feel Penn State Harrisburg in general, they do international things here and there. They have, I can't find the right word to it, but they do gatherings for students to come talk together, have enjoy food. Like last week, there was a bonfire. You had the freshman, juniors, everybody coming all over just having fun, dancing, making memories. [Participant AC 1]
I think sometimes they try to like have some Black events or like when there's a Caribbean student association thing, like I'll try to go to that. [Participant JM 1]
Equal opportunities
There was a continuous communication of what is happening on campus. Students were always informed on what was going on and ways of improving campus life in terms of diversity and equity. Every student had an equal opportunity to contribute to the welfare of the institution and had equal opportunities to benefit from the university.
In our emails, there are always a ton of stuff about how we've got to make a campus better, like anything that they can do to further improve the campus, diverse-wise, equity-wise, just making sure everyone has the same opportunities and the same amount of people, stuff like that. [Participant AL 1]
Sense of belonging
Participants stated that the school helped them have a sense of belonging. Coaches and other staff members were accommodative and made students feel at home.
So them helping me belong, Friday and Frank talking to me, helping me out, making me feel comfortable. And little things, too, going over to hang out for five minutes or going out to eat, having memories left and right, that's what made me feel really comfortable here and belonging. [Participant AC 1]
I feel like I belong because of basketball because I feel like I'm on the basketball team, so it automatically makes me belong there. [Participant MH 1]
Sense of Community
Participants pointed out that there was a sense of community in the university. One of the participants stated that they were used to being alone but on joining the university, they made friends. They were like a big community. If you had an issue, there were many people open to talking and helping.
Freshman year coming in, I was so used to being alone and being isolated to myself, protecting myself, because that's how I was back home. You had to watch out. And coming here took around six months for me to really get used to my teammates and be comfortable around them. [Participant AC 1]
It feels like a community here. You have a problem; you can go talk to someone, get help. You can go to student offices and get help. [Participant DD 1]
I think they make sure that everybody feels welcome and equal so that everybody can get along. [Participant MH 1]
Fair treatment
Participants said that they were treated fairly at school. There was no unfair treatment due to the race of a person. Everybody was treated the same.
I do feel like I'm treated fairly. [Participant DD 1]
At school, I feel like everybody is the same. I don't feel like anybody getting treated differently based off of their race. [Participant MH 1]
Diverse community
Participants highlighted that there were many ethnicities in the university. There were teachers, students, and support staff from diverse ethnic communities.
I think it's actually pretty diverse. I do see a lot of like blacks, Asians, whites. It's pretty diverse if I say so myself. [Participant AL 1]
It's very diverse here. I don't know about main campus but I do see a lot of Indians, Asian… We have a lot of Chinese students here. As well, white, I do see a lot of black students here as well. [Participant DD 1]
It's actually pretty diverse, but there's mostly whites and there's a few Black people, a lot of Asian people, but it's mostly white and Asian and mixture of Black. [Participant MH 1]
3.2 Students commitment to DEI
Friendship and inclusivity
Participants reported that their colleagues were committed to diversity, equity, and inclusivity. Students involved each in their activities including hanging out, studying, and participation in co-curricular activities.
So when they came and hang out with my group and most of us with African Americans, we were like, and they would ask questions. They were like, "Oh, what is that? Oh, what is this?" And we didn't find a problem. They we were like, "Oh, so this is what this is and this is how we do it." So we talked it out and just gave them a learning experience. [Participant AC 1]
A lot of people that I'm friends with on campus are just really good people that always include me and stuff. Maybe Hangouts or just anything like that or just other stuff they do on campus, like the bonfire we had the other day. Oh, that was such a great experience with that. [Participant AL 1]
Support to each other
Students showed commitment to diversity, equity, and inclusivity by supporting each other. When students were faced with challenges, they helped each other in overcoming them. They students got along well with each other.
Well, I've been in a lot of situations when I was young. So having a problem in college, I know how to deal with the situation or talk to the person. Because I also realized that around here, majority of students, Caucasian students, they went to high schools where there was only one African American student. [Participant AC 1]
I feel like the students, it is a good support around that. I don't think nobody feels some type of a way about nobody, at least the people that I know. Everybody gets along well. Everybody's trying to help everybody out. [Participant MH 1]
3.3 Faculty commitment to DEI
Classes on diversity
Participants pointed out that the faculty was committed to diversity, equity, and inclusivity in that they had classes to teach students on various cultures.
I had an African American class a couple years ago that really showed it and he explained the black experience to the whole class. But other than that, there's some classes you can take that can explain it to, or diversity classes, music culture classes as well. [Participant DD 1]
Open and friendly
Participants mentioned that faculty members were open and friendly. They were available to help the students. Professors were genuine and welcoming to everyone. They are always available for office hours if students have any concerns or experiencing anything, they are ready to guide or help in getting a counselor in mental health cases.
They've been here longer than us, so of course they learn how to deal with certain situations. And how can I say, every faculty member down to Hammond in training room and in the office to Friday, I will even throw in the janitors. They're very talkative to us. They say, "Oh, how's the game. How's everything going?" So all the faculty here, they are very helpful and open and willing to help us if we are struggling. [Participant AC 1]
Well, they always have their office hours open. If you come talk to them, they'll go over the problem with you or tell you to come back during office hours so that you can talk it out and explain. It's not nobody that's going to say, "You figure it out on your own." They're all there to help you. [Participant MH 1]
Fig. 3 Project map: Diversity, equity and inclusion
- Impact of black identity
Black Athlete Stereotype
Participants reported that they experienced black athlete stereotype. They were seen to be only good in sports and not in academics. Participants reported that they subtly experienced this form of stereotype.
There's a lot of great assumption of being an African American who plays basketball. So, I'm pretty sure there's a great assumption from it. But once people get to know me, they're like, "Oh, well obviously he's not, just plays basketball. There's obviously more that he does." [Participant JM 2]
I do my thing and I think they know that I'm going to be a good student and I'm going to be a good athlete at the same time. I'm not going to be slacking in class or nothing. I think that the basketball team here, I think that the teachers and everybody, they know that we come to do our work and get buckets. [Participant MH 2]
Seen as less fortunate
Participants stated that black students were perceived to be dumb and less fortunate. Black students were seen as poor and were on scholarship due to their prowess in sports but not in academics.
They might see, as dumber or they might see as slow or less fortunate when that's not the case. [Participant DD 2] - Advice to black students
Networking
Participants advised black students to create connections with different people, as this would build their network. Having connections with different people would help in securing internship or job positions.
Just be friendly to everybody. Because you never know who you're talking to. You never know whose friend that you know has connections to other people. You never know. I was just at a meeting with the KAPA group and they said that connections is everything. Life is all who you know. You can get great job, a great internship just by maybe knowing someone or knowing someone around the field. [Participant AL 2]
Well, I'd just say use your resources. We have the learning center, there's connections for internships, meeting teachers. [Participant MH 2]
Joining clubs
New students should join clubs on campus. This will enable them make friends easily and stay engaged. Through participation in club activities will help in dealing with social anxieties.
For student wise, there's like a lot of activities going on campus. So just engage yourself with that. Maybe get in a club or if you don't really talk like me, get a friend that talks so then they can help you get to know people and get yourself out there. [Participant MH 2]
Socialization
In addition, participants advised black students to be social and get to know people as this would make their life on campus easier.
Don't get yourself in trouble, be yourself, make friends. I like a diverse friend group. Get to know other people, they'll get to know you and they'll make your life a lot easier. [Participant DD 2]
I would tell them to really go out there and meet other African American students, or meet other people in general. That's worked for me. Especially since I only had the basketball team as friends and I didn't really just want to have them as friends. I wanted other people as my friend as well. So, going out there, enjoying the campus. [Participant JM 2]
Fig. 4 Project map: Advice to black students