Black Collegians at a Rural Predominantly White Institution

Abstract

This study examines adjustment differences between in-state Black students who are familiar with rural and predominantly White environments versus out-of-state Black students who mainly come from segregated, Black neighborhoods and larger cities. Focus group discussions highlight the role of students’ residential backgrounds, especially racial composition and rural status, in understanding their social adjustment and perceptions of divisions within the Black student population on campus. With regard to geographic divisions, students reported: 1) differences in their comfort levels in predominantly White environments; 2) perceptions of in-state Blacks “acting White” (out-of-state students equating urban residence of origin with authentic Blackness); and 3) perceptions of differences between the two groups in provincialism versus sophistication. We conclude that while race is often seen as unifying Black students at predominantly White colleges, students also have strong place identities that are tied to the racial composition and location of their home communities that serve to divide the Black student community. The study concludes by discussing the importance of Black students’ home environments for shaping their social experiences at predominantly White institutions and suggests avenues for future research.