Graduate Project


A Program Evaluation of the BCC and CCCC at Oregon State University Public Deposited

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  • Persistence, the ability for institutions to help students matriculate from their first year to completion, has been a major concern for underrepresented racial minorities (URMs). Among URMs, Black and Hispanic students are the least likely to be retained, graduating at 38 percent and 45.8 percent respectively (Shapiro et al., 2017). As URMs at predominantly white campuses are often marginalized, they need a space where they can socialize amongst each other and create a sense of community at the university. Created as a result of Black, Latinx, and Native American student group demands, Oregon State University created cultural resource centers for its campus with the intention of serving students of color at its institution and promoting cross-racial interactions. Using interviews, documents, and artifacts, this qualitative study explores the success of the cultural resource centers upholding its purpose and objectives outlined in the 1974 agreement between the cultural resource center student groups and the university and how this can be improved using Tinto (1973) Theory of Integration. The findings, led by interviews with patrons and professional staff of the Lonnie B. Harris Black Cultural Resource Center and the Cesar Chavez Cultural Resource Center provide an outline for the types of events held at the cultural resource center, the amount of institutional support given, and ways to improve support for these populations. This study closes with policy recommendations to improve the works of the cultural resource centers.
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