Abstract
Drawing upon Hartman’s (1997) notion of the afterlife of slavery and Critical Race Quantitative Inquiry, this study examines whether Black college students’ emotional responses to their institution’s history of slavery plays a role in contemporary interactions with white faculty. Using structural equation modeling techniques on a sample of 92 Black students from a southern U.S. institution historically involved in slavery, findings highlight the significance of background characteristics, students’ emotional responses to their institution’s slavery history, and experiences with racial microaggressions during college in predicting negative interactions with white faculty. Implications for research, policy, and practice are discussed.
Highlights
Student–White Faculty Interactions?Numerous studies have shown that students have positive educational outcomes when they have quality interactions with faculty members [1,2,3,4,5,6,7,8,9,10,11]
Positive student–faculty interactions are positively associated with students’ degree aspiration [1], perceptions of the campus environment [12], academic achievement, intellectual and personal development, and retention [7]. These early studies largely focused on experiences with faculty, generally, rather than developing more nuanced understandings of student–faculty interactions, such as how race and racism may play a role in accessing quality interactions with faculty for students of color [13,14]
Given that white university professors were often central figures in the enslavement of Black people on campuses with histories of slavery [27,28], this study examines whether the racist violent enslavement history of an institution may play a role in predicting the quality of interactions that Black students have with white faculty on that campus
Summary
Student–White Faculty Interactions?Numerous studies have shown that students have positive educational outcomes when they have quality interactions with faculty members [1,2,3,4,5,6,7,8,9,10,11]. Positive student–faculty interactions are positively associated with students’ degree aspiration [1], perceptions of the campus environment [12], academic achievement, intellectual and personal development, and retention [7]. These early studies largely focused on experiences with faculty, generally, rather than developing more nuanced understandings of student–faculty interactions, such as how race and racism may play a role in accessing quality interactions with faculty for students of color [13,14]. Other scholars have noted that Black students perceive white faculty as culturally insensitive, uninformed, and inexperienced regarding
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