Historically White Institutions Research Articles

If Not Us, Then Who: Supporting Black Graduate Students

Empirical studies about Black graduate students have emphasized their experiences with oppression and marginalization, related psychological impacts, and the survival practices they enable them to persist within Historically White Institutions (HWIs). Yet, some literature falls short of examining how individuals thrive despite racial trauma experienced professionally and personally. Moreover, there is a need for research to explore the role Black faculty play in assisting Black graduate students with addressing racial trauma and engaging in healing practices. Thus, this paper aimed to understand how early-career Black faculty supported Black graduate students in their attempt to do more than thrive while pursuing master’s and doctoral degrees in higher education.

Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions

AbstractThere is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in Educational Psychologist 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in Teachers College Record 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.

Recruitment overhaul of Black athletes in college sport

ABSTRACT The purpose of this study was to examine the recruitment and retention efforts of Black college athletes in football, women’s basketball and men’s basketball by white head coaches at historically white institutions (HWI). This study employed Critical Race Theory (CRT) and the educational tenets of: (1) racism; (2) interest convergence; (3) social construction; (4) differential racialization; (5) intersectionality/anti-essentialism; and (6) unique voice/counter storytelling [Bell, D. (1995). Who's afraid of critical race theory? University of Illinois Law Review, 1995, 893–910; Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press; Ladson-Billings, G. (2013). Critical race theory: What it is not!. In M. L. Editor, & A. D. Editors (Eds.), The handbook of critical race theory in education (pp. 34–47). Routledge Handbooks Online; Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44]. A descriptive multiple case study [Stake, R. (1995). The art of case study research. Sage Publications, Inc.] was designed, and semi-structured interviews were carried out with seven male and three female former college athletes from a Power 5 institution. This study gathered common themes related to former athletes’ intersection of race and gender. The theme of race produced the following subthemes: (1) representation, (2) assimilation, (3) academics and (4) community. Furthermore, the theme of gender produced greater insight in the subtheme of (1) intersectionality. Through the aforementioned themes, the researchers call for a complete overhaul of the current practices of recruiting Black college athletes at HWIs through established offices comprised of researchers and practitioners well versed in providing resources and support for students on and beyond the campus environment.

‘I just want to get my degree and leave’: psychosocial experiences of black male students navigating a historically white South African university

ABSTRACT Literature abounds with Black male students’ accounts of racialised and gendered experiences at university, especially at historically white institutions (HWI). This research is typically geospatially located in the Global North with sparse attention paid to Black men’s experiences at HWIs in the Global South. We therefore explored Black male students’ psychosocial experiences at a South African historically white campus. Our qualitative study, informed by critical race theory (CRT), co-cultural theory (CCT) and microaggression theory (MAT) used a case study design in which focus groups and individual interviews were conducted with 20 Black male students. Interview transcripts were analysed thematically. Findings indicate students’ race-gendered microagressions that included stereotyping, criminalisation, and racial profiling. which impact negatively on students. Participants also shared positive experiences about the institution which included well-aligned administrative processes, quality of education and funding opportunities. Implications for institutional transformation in higher education are discussed.

“Every Day We Wake Up with Something to Prove”: Black Misandry and Black Men’s Experiences in Navigating the College Environment

This research analyzes how Black men understand and make sense of their college experiences through their racialized and gendered identities and the campus climate. In-depth interviews with 105 Black men attending 5 different institutions, including three historically White institutions (HWIs) and two Hispanic-serving institutions (HSIs), reveal how they are accosted by Black misandry on a continual and routine basis during their college years. Based on students’ narratives, I find that Black misandry renders Black men as undeserving and unworthy, which is predicated on their seeming nothingness and nonbeing. Students cite being unseen and misperceived, acknowledge various ways that they are subjected to hyper-surveillance on campus, and discuss differential treatment. Given the ways that they are troubled and challenged on campus, the students describe what can be considered as daily battles of Black misandry—a specific form of gendered racism that creates seemingly daily phenomena that require them to prove their worth and being. Such efforts, including the emotional and psychological labor that they must enact, inform how they make sense of and navigate the campus ethos at HWIs and HSIs alike. Findings are presented across two main themes: (1) always already facing deficits and (2) dispositions and responses to anti-Blackness and Black misandry. These themes reveal a near consistency of Black misandry across both institutional types and inform the coping strategies that Black men employ in order to pursue their educational goals and keep their humanity intact.

Differing priorities: International research collaboration trends of South African universities, 2012-2021

This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from Scopus, we analyse the internationally coauthored scholarly output of 24 public universities. Our focus is on the annual and overall institutional IRC trends; a comparison of IRC trends between different institutional types; and an analysis of institutional IRC trends broken down by world regions. Our findings show that the inequalities rooted in colonial and apartheid policies continue to be evident in South African higher education, and that most of the scholarly output through IRC is produced by historically white institutions (HWIs). The findings highlight that HWIs prioritise IRC with the Global North while neglecting research collaboration with the African continent and Global South. On the other hand, even though research output at historically black institutions (HBIs) is low, these institutions prioritise intra-Africa and South-South IRC. Our findings highlight the need for the government to move beyond the policy rhetoric and implement programmes that would enable HBIs to develop capacity to produce scholarly output through national and international collaboration. The government also needs to develop incentives for universities which are contributing to the expansion and strengthening of IRC within the African continent and Global South, in line with the national higher education and research priorities.

Not MY Intersectionality

Although Black women’s college participation rates have increased, it has not led to corresponding increases in graduation rates. Through the evolution of intersectionality as a methodology, theory, and framework, this paper examines the epistemological socialization of Black women in historically white institutions (HWIs), examining what this can tell us about Black women’s higher education experiences. Additionally, analyzing how Black women’s intersections affect the legitimacy and illegitimacy of knowledge production in an evolving system of neoliberal globalization. Its objective is to go beyond superficial understandings of the systemic oppression of Black women to uncover the epistemological implications of intersectionality, which renders some invisible intellectually and socially while cultivating others. Thus, this paper builds on current scholarship on how Black women have contextualized their unique higher education experiences through an analysis of Afro-Pessimism, sociology of absences and emergences, and critiques of intersectionality to locate Black women’s experiences with epistemic violence and imagine beyond. In the end, seeking to explore how Black women can embrace a new epistemic resistance by rejecting intersectionality.

Between the World and Us: Black Men Navigating Antiblackness at Historically White Institutions

This article focuses on the college experiences of 19 Black men who attended historically white institutions (HWIs). Using a hermeneutic phenomenological approach, we explore how these students articulate, make sense of, and are confronted by antiblackness during their college years. We find and detail three specific forms of anti-Black racism that challenge their higher education endeavors, which include dislocating Black men as outsiders on campus, dismissing Black men’s intellect and abilities, and manufacturing Black men’s invisibilities. Additionally, given the barrage of anti-Black racial logics that confront Black men at HWIs, we also discuss internalizing antiblackness as a fourth finding that illuminates Black men’s struggles and dilemmas within these white educational contexts. These four frames reveal how collegiate Black men can be rendered as insignificant at HWIs, which not only negatively impacts their college experiences but also can contribute to their nonbelonging and produce additional academic and personal stressors.

The Experiences of Black Women Senior Student Affairs Officers: A Multiple-Case Study

Within this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year historically white institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes—often expressed within experiences of marginalization—emerged across the cases: 1) I Have a Right to Be Here; 2) Creating Networks; 3) No Straight Line to the Top; and 4) I’m Thinking about the Black Girls Coming Behind Me. We conclude the study with a discussion, implications for practice, and recommendations for ongoing research.

It is more than a degree: Black men’s motivation for pursuing doctorates in education

Black men historically in graduate education have endured issues of racial indignity, hostile classroom environments, microaggressions, and questioning of intellectual ability, which subsequently have a negative effect on doctoral enrollment. Not only do Black men in doctoral programs undergo acts of racism in their educational experiences at many Historically White Institutions (HWIs); they seemingly operate in educational spaces where their presence is not welcome at certain institutions. What is more important, is how historical educational policies and practices embedded in racism, have created structures that fail to adequately address how access and preparedness for graduate programs, exclude the challenges Black men have faced throughout their educational socialization. Therefore, the purpose of this article is to share intrinsic and extrinsic motivating factors impacting seven Black men’s pursuit of a doctoral degree.

The mental health of university students in South Africa: Results of the national student survey

BackgroundWe estimate 30-day prevalence of 11 common mental disorders among a representative sample of university students in South Africa and explore disparities in student mental health across historically segregated institutions and marginalised groups. MethodsCross-sectional data collected in self-report surveys of students (n = 28,268) from 17 universities were weighted to adjust for differences in survey responses. Poisson regression was used to estimate risk ratios (RRs). ResultsPrevalence estimates were highest (21.0–24.5 %) for two anxiety disorders (social anxiety disorder, PTSD) and two disruptive behavior disorders (eating disorder, ADHD). Prevalence estimates were higher for any anxiety disorder (37.1 %) and any disruptive behavior disorder (38.7 %) than for any mood disorder (16.3 %) or any substance use disorder (6.6 %). Prevalence estimates varied significantly by historical segregation status of institutions (F3 = 221.6, p < .001), with prevalence consistently highest in Historically White Institutions (HWIs). Across all institutions, risk of any disorder was lower among oldest than younger students (RR = 0.7, 95%CI = 0.7–0.8), and elevated among gender non-conforming (RR = 1.3, 95%CI = 1.1–1.4), female (RR = 1.2, 95%CI = 1.1–1.2), and sexual minority (RR = 1.2, 95%CI = 1.2–1.3) students. Black students attending HWIs had elevated risk of any disorder relative to White students. LimitationsReliance on self-report measures together with relatively low and variable response rates across institutions limit generalizability of results. ConclusionsModest risks associated with sociodemographic factors suggest a need to focus on mental health of female, gender nonconforming and sexual minority students at all universities along with Black students attending HWIs.

Culturally Matched Embedded Counseling: Providing Empowering Services to Historically Marginalized College Students

ABSTRACT To address the urgent need of mental health services on college campuses, particularly for historically marginalized students in HWIs (Historically White Institutions), the current paper presents a model of embedded counseling within campus cultural centers. Embedded counseling refers to having a mental health provider co-located and delivering services in a department or center on campus instead of within the traditional college counseling offices. Despite potential benefits, little research exists on embedded counseling and even less on embedded counseling within cultural centers. Embedded counseling is an important service delivery approach to understand given the high need for mental health treatment experienced by historically marginalized communities and the barriers to service they face. The authors propose a model that describes characteristics of culturally matched embedded counseling and the systemic support needed to have a successful program for underserved communities. This paper offers recommendations for structuring and implementing the culturally responsive framework for services.

"Do You Really See Us?":Black College Athlete Perceptions of Inclusion at DI Historically White Institutions

While recent sport research has highlighted benefits of racial diversity on teams and in the workplace, few studies have examined how demographic composition is perceived by college athletes. Fewer have investigated how racially marginalized athletes experience the phenomena. Thus, the current study explores the intersection of race, gender, and athletic identity in Black college athletes at DI Historically White Institutions (HWIs), perceptions of inclusion, and its influence on sense of belonging. Employing critical race theory, two focus groups and six semi-structured interviews that incorporated vignettes were conducted with six current Black athletes at DI HWIs in the Southeastern U.S. Findings revealed five emergent themes: (a) overcompensation for racial marginalization, (b) gendered racism, (c) commitment to social justice activism and allyship, (d) athletes bubble on campus, and (e) invisibility of holistic identity. This research highlights the nuanced experiences of Black college athletes at HWIs and provides implications for coaches, administrators, and faculty to foster a true inclusive environment.

Letters to their attackers: using counterstorytelling to share how Black women respond to racial microaggressions at a historically White institution

Many Black women, especially those at historically White institutions (HWI), experience racial microaggressions on a regular basis. Although thought to have minimal impact in isolation, microaggressions can have severe consequences when experienced consistently over time. Among these consequences are anxiety, depression, and suicidal ideation. Students also struggle with Racial Battle Fatigue, alcohol abuse, and negative self-esteem. Using Critical Race Theory (CRT) and counterstorytelling, this paper shares the experiences of Black women with racial microaggressions at an HWI. Data from this study suggest that while students respond in various ways, the most common response is to remain silent. Implications are discussed and recommendations are provided.

They’re Just Here for Ball: Proposing a Multi-Level Analysis on the Impact of Collegiate Athletics at Historically White Institutions on Black Male Collegiate Athlete Holistic Identity

As the overrepresentation of Black male collegiate athletes (BMCA) increases in National Collegiate Athletic Association (NCAA) Division I (DI) revenue-generating sports, coaches and athletic staff continue to overemphasize sport performance, while graduation rates for BMCA remain persistently lower than their peers and research continues to document transition out of sport concerns for this population. Proposing a multi-level approach, we explore the collegiate athletic factors that influence the holistic identity development of DI revenue generating BMCA at historically White institutions (HWIs) leading to difficulty transitioning out of sport. At the macro-level, the NCAA and its policies on eligibility are analyzed. At the meso-level, HWIs collegiate athletic departments and the impact of organizational practices are examined in regards to their impact on BMCA’s identity development, overall experiences and transition out of sport. Lastly, at the micro-level, we explore research focused on BMCAs’ experiences, expectations, and issues at HWIs. By identifying salient factors influencing BMCAs’ identity development and experiences, collegiate athletic stakeholders can use this information to create more effective programming and improve campus cultures that foster BMCAs’ holistic development on a systematized basis creating an environment where BMCAs are prepared to move into the next stage of life after sport ends.

‘It doesn’t bother me...I’m here for a reason’: a qualitative examination of white college athletes’ experiences at a historically black college/university (HBCU)

ABSTRACT The purpose of this study was to explore the academic, athletic, and social experiences of White college athletes at a Division I historically Black college/university (HBCU). Previous research has documented how White college athletes experience positive educational and developmental outcomes at historically White institutions (HWIs). However, there is a dearth of research on White college athletes’ experiences where they are the demographic minority within collegiate institutions like HBCUs. Three focus groups and four individual interviews were conducted and the data from four White college athletes at a HBCU were examined for the current study. Using symbolic interactionism and interpretive interactionism as theoretical lenses, key findings revealed participants largely expressed satisfaction with their academic, athletic, and social experiences. Implications for policy and practice are discussed.

Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education

This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education.

(Un)seen work: the pedagogical experiences of black queer men in faculty roles

While the body of literature that deliberately underscores the experiences of Black faculty is growing in volume and complexity, the intersectional experiences of Black faculty members have seldom been a focus of inquiry. To address this gap, this study explores how Black queer men reconcile and engage their Blackness and queerness while occupying roles within the academy. Insights from this collaborative autoethnographic study, informed by a quare conceptual lens, illuminated the pedagogical experiences of Black queer men faculty at historically White institutions (HWIs). Using these insights as a point of departure, we close with a message for Black queer men who are currently in or aspiring to faculty roles.

Racial Battle Fatigue: The Unspoken Burden of Black Women Faculty in LIS

African-American women faculty are told that contemporary educational and professional institutions, particularly at historically White institutions (HWIs), are places where they can succeed. However, in these institutions, many Black women faculty are exposed to racial and gender discrimination and are subjected to Racial Battle Fatigue. This article explores experiences of Black female faculty and describes the challenges they endure in higher education.

The Invisible Tax: Exploring Black Student Engagement at Historically White Institutions

Given the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on historical and contemporary experiences of Black students in higher education, this paper argues that traditional readings of student engagement theory fail to capture the complexities of Black student engagement. In confronting anti-Blackness, these students pay an invisible tax that manifests in the mental, physical, and emotional resources that could be allocated to promote success in the campus environment but are instead utilized to merely survive as students. Black students experience a set of inherent dilemmas; they are both invested in higher education for social uplift, and they simultaneously employ Black nationalist ideals through their student organizing—these challenges are present within the broader trajectory of Black education.