Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

Files in this item



application/vnd.openxmlformats-officedocument.wordprocessingml.documentrace and religion.docx (100kB)
(no description provided)Microsoft Word 2007


Title:Race and Religion
Author(s):Brooks, Lisa; Cho, Michael; Escalante, Andrew; Jacobson, Jazmine; Jacobson, Rachel; Kao, Wayne; Sosina, Adenike
Abstract:Religion and race seem to strongly impact the lives and decisions of the students at the University of Illinois Urbana-Champaign (UIUC). As a group of freshman students, we explored the impact race and religion has on students’ decisions to join organizations, Greek life, and clubs. We additionally explored the impact it had on their decision to apply to UIUC. In addition to these factors, we explored students’ ethnicities and religions in order to best understand the students surveyed. We surveyed students to see if they had been predisposed prior to joining a club, organization, or Greek life, thus altering their decision and opinion. How do parents and family influence students’ decisions? Parents and family appeared to greatly impact many students, driving them to accomplish their tasks and become involved on campus. This difficult study peaked our interest because oftentimes assertions don’t ensure correct perceptions.
Issue Date:2011-08
Course / Semester:RHET105 Section C4D6 (Race and Ethnicity at UIUC)
Professor Thomas Herakovich
In this Rhetoric 105 class students were expected to: 1. develop skills as readers and writers by reading and writing sophisticated prose, including ethnographic papers/books/articles and research papers/journals/books/articles; 2. experience writing as a process of revision and collaboration, where longer, more complex pieces grow out of earlier work—ideas, collaboration, field notes, summaries, abstracts, data tables, charts, and graphs; 3. reflect and analyze conventional and personal reading and writing processes as readers and writers while reading, writing about, and discussing the texts of the course: published work, peers’ work, as well as personal work; 4. become more practiced at using writing as a means of investigation, writing as an early strategy for discovering and for answering questions, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. identify and connect the intellectual and philosophical insights that arise when reading and writing personal and ethnographic essays, to the contexts of our day to day lives; 6. accomplish 1-5 above within a course context dedicated to investigating Race and Ethnicity here at UIUC and elsewhere through theorizing and practicing the art of writing and critiquing personal, ethnographic, academic papers, and various forms of data presentation.
Date Available in IDEALS:2011-08-18

This item appears in the following Collection(s)

  • Student Communities and Culture
    The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.

Item Statistics