Predominantly White Institutions Research Articles

Enhancing diversity, equity, and inclusion within agricultural higher education: Insights from Black faculty and administrators in agricultural colleges at United States land grant institutions

The experiences of Black faculty as leaders and administrators in the field of agriculture have not been widely studied nor reported. The goal of this research focused on Black faculty leaders' experiences in agriculture to gain firsthand insights regarding the enhancement of diversity, equity, and inclusion within agricultural higher education. The central research question guiding the study was: What are the experiences of Black faculty leaders at Colleges of Agriculture at Predominantly White Institutions (PWIs)? Counter-storytelling was used to explore the personal narratives of eight participants. These experiences fall within the tenets of Critical Race Theory. Three primary themes emerged: Navigating Leadership: Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Isolation: The Lone Ranger. Findings of this study hold valuable implications for practitioners, policymakers, and academic institutions seeking to enhance diversity, equity, and inclusion within agricultural higher education. Recommendations for policy and practice include providing support for leadership mentoring and professional development, conducting robust research on the intersection of race, ethnicity, and gender for faculty of color, and establishing collaborative initiatives between academic institutions, industry partners, and community organizations to address historical disparities and stimulate interest in agriculture among Black communities.

Breaking the silence: Student affairs’ role in Black male faculty well‐being at predominantly White institutions

AbstractIn this article, we investigate the nuanced challenges facing Black male faculty members in predominantly White institutions (PWIs) regarding their mental health. Through an exploration of the multifaceted roles and responsibilities of student affairs professionals, we uncover actionable strategies that can foster a supportive and inclusive environment for this affinity group in PWIs. Drawing from historical context, contemporary experiences, and future considerations, our analysis highlights the systemic barriers and cultural dynamics contributing to this crisis. Through an intersectional lens, we explore the unique stressors faced by Black male faculty, including racial discrimination, microaggressions, isolation, and the pressure to perform “diversity work” without adequate institutional support. By shedding light on these issues, we aim to spark critical conversations and advocate for systemic changes that prioritize the mental health and well‐being of Black male faculty in PWIs, fostering inclusive and supportive academic environments for all faculty members.

The Experiences, and Effects, of Racial Mistreatments in the Lives of Black Male Collegiate Football Players: A Qualitative Analysis

Black male college athletes historically have endured racial mistreatment, particularly at Predominantly White Institutions (PWIs). Yet research examining how these athletes, particularly football players in Power Five conferences, experience such mistreatments and the effects they have on their psychological health and well-being has been sparse. Thus, we interviewed 13 current Black male college football players to document their experiences. Through reflexive thematic analysis, we determined that the athletes (a) believed that football defined and limited them, (b) felt misunderstood and isolated on campus, (b) were dehumanized and criminalized, and (d) were physically and psychologically exhausted from chronic racial mistreatments. There remains a clear need for clinical, policy, and systemic changes to support the mental health needs of Black male college athletes.

Show HBCU Referee Bias the Red Card: Testing Communication Theory in Division I Women’s College Soccer

The current study focused on the red cards and yellow cards that referees gave to historically Black colleges and universities (HBCUs) in Division I women’s college soccer for their in-game communicative actions. These cards are distributed to players who are perceived to have engaged in a reckless play or an action that involved excessive force. Within the United States, HBCUs are institutions of higher education that historically and primarily serve students who are of African American descent. Thus, the strong Black woman collective (SBWC) theory of communication was the theoretical frame because this study focused on small groups that were mostly comprised of African American women. Previous studies on referee bias were summarized in the literature review. Publicly available data on 19,360 soccer games were then analyzed. The findings indicated that referees gave more red cards to HBCU women’s college soccer teams relative to predominantly White institution (PWI) women’s college soccer teams at a statistically significant level. Yellow cards were also disproportionately distributed to HBCUs relative to PWIs. Implications for communication theory were noted in the study discussion as were interpretations on why referee bias against HBCUs continues to occur.

When Race Matters: Black Men and Authority Figures

ABSTRACT Following the murders of George Floyd, Ahmaud Arberry, and Breonna Taylor, Black folks sought refuge within its community to experience collective healing and demand justice. A 2020 study reported that Black students at predominantly White institutions (PWIs) experienced racial microaggressions one to six times within 6 months time affirming the necessity for spaces that center the learning and development of Black students, like historically Black colleges and universities (HBCUs). This article explores the impact of racism on Black men’s engagement with campus authority. The historic abuse Black men have faced by authority figures could have a direct impact on how they engage authority on campus. This study sought to identify if there were any significant mean differences in the likelihood of Black men engaging with Black authority figures versus White authority figures. An online survey collected data from 400 Black men assessing their preference in engagement with authority based on race. Analysis found a higher likelihood of engagement with Black authority rather than White authority regardless of the role they held on campus. This finding dispels the myth that Black men tend to be more disengaged from their academic pursuits and causes institutions to reflect on how representation effects students’ willingness to engage. With Black educators making up 60% of faculty at HBCUs, HBCUs can serve as havens for Black men to find a village and safely engage in their academic experience.

First-Generation and Racially Minoritized Student Success: Effectiveness of a Framing Intervention

ABSTRACT In this study, the authors examine the impact of a framing intervention aimed at improving the retention and persistence of structurally disadvantaged students including first-generation, racially minoritized, and those from low-SES families attending a Predominantly White Institution (PWI). Institutional and survey data were used to determine the effectiveness of the intervention. The results demonstrate the importance of a nuanced examination of the predictors of first-generation and racially minoritized student success. We consider the implications of the findings for college practice and policy.

Black Gay Men in Graduate Education: A Collaborative Autoethnography of Finding Black Queer Joy

In today’s sociopolitical climate, many marginalized communities face unique challenges and yet triumph in carving a pathway toward happiness and self-acceptance. Among those resilient individuals are Black gay men, who experience the intersectionality of race, gender, and sexuality, creating an array of experiences. This collaborative autoethnography explores the distinct hardship Black gay men face in graduate education while trying to find Black queer joy, particularly at predominantly white institutions (PWIs), where these programs can perpetuate institutional and systemic racism and homophobia. Through interviews, three themes emerged: a sense of belonging, battle fatigue, and finding joy. Elevating the experiences of Black gay men emphasizes the importance of recognizing intersectionality and inclusivity in institutional spaces for a more sustainable future.

Examining Black and Latinx STEM graduate students’ laboratory rotation experiences and their impact on advisor selection

Despite being fundamental to graduate education in the sciences, lab rotations are largely unexplored in the academic literature. The purpose of this study is to understand how the laboratory rotation process impacts Black and Latinx STEM graduate students’ advisor selection process. Steeped in Critical Race Theory, this study employed a case study approach to explore the experiences of four Black and Latinx STEM graduate students enrolled at Predominantly White Institutions (PWIs). The article highlights that students who participated in lab rotations were able to gain more insights into their advisor’s advising style and lab environment before making their decision. Participants felt more comfortable in labs where the advisors provided a hands-on advising style over a hands-off advising style. Ultimately, results indicated that Black and Latinx STEM graduate students benefited from participating in lab rotations prior to selecting their research advisors. This study’s findings may help STEM departments, especially those within PWIs, understand the importance of consistently offering lab rotations for Black and Latinx STEM graduates prior to selecting their graduate advisor.

“We are the minority”: Latinx student-athletes experiences within their Predominantly White Institutions

Despite the burgeoning Latinx student population in the United States, a conspicuous gap exists in the academic literature, particularly within the National Collegiate Athletic Association (NCAA) context. Consequently, the central objective of this study was to redress this void by analyzing the racial experiences encountered by NCAA Division I Latinx student-athletes enrolled in Predominantly White Institutions (PWIs). To fulfill this objective, the researchers applied a qualitative phenomenological approach, seeking an in-depth comprehension of the significance of diversity practices within the distinct educational milieus inhabited by the study’s participants. Employing Latin Critical Race Theory (LatCrit) as the theoretical framework, the authors gathered data through six semi-structured interviews and supplemented this information with pertinent diversity and inclusion-related information derived from each participating university and the respective athletic programs. The study’s findings underscored the persistent issue of racial discrimination confronted by NCAA Division I Latinx student-athletes within the university setting. Remarkably, despite the extensive diversity, equity, and inclusion (DEI) trainings and councils within these institutions, Latinx student-athletes continued to grapple with racial disparities. Indeed, recurring themes from the data highlighted their significant reliance on familial support and campus resources as strategies for navigating and mitigating these challenges. In light of a substantial body of scholarly work that recognizes the critical importance of DEI in sport, this study serves as a poignant reminder of the pressing need for further academic and practical endeavors aimed at effectively addressing racial disparities.

Accounting Firm Investment in Diverse Talent: Evidence from Charitable Giving to Historically Black Colleges and Universities (HBCUs)

SYNOPSIS The accounting profession suffers from diversity, equity, inclusion, and belonging (DEIB) deficiencies. Although the largest accounting firms have touted their investments in diversity efforts, the extent to which firms have invested in recruiting diverse talent is unclear. Using accounting firms’ charitable giving data, we show that, although firm giving to historically Black colleges and universities (HBCUs) has increased over time, the total allocation percentage to HBCUs has remained relatively stagnant. Further, monetary giving to HBCUs is concentrated among a few HBCUs with higher prestige, and all HBCUs receive relatively little overall compared with predominantly white institutions (PWIs). Discussions with HBCU accounting faculty and accounting firm professionals support our main findings and suggest additional forms of investment that accounting firms can leverage to help address DEIB deficiencies. Overall, our study provides actionable recommendations that can inform public accounting firms’ efforts as they seek to develop a more diverse workforce. Data Availability: Data are available upon request. JEL Classifications: M41.

The Impact of Campus Residency on Retention of First-Generation African American College Students at Predominantly White Institutions

The purpose of this study was to determine the impact of campus residency on the retention of first-generation, African American college student at PWIs. A sample of 20, full-time freshmen students participated in the study. The researchers used in-depth interviews to gain a deeper understanding of the impact campus residency is having on student retention. All information was self-reported by the participants. Limited research has been conducted on first-generation African American college students at Predominantly White Institutions. Study findings supported previous research in relation to on-campus housing and a sense of belonging. Study showed that campus residency had impacts on student’s retention as a result of their accessibility to academic support systems, extracurricular activities, importance of faculty and staff relationships, peer interactions, and a sense of belonging.

Stitching Narratives: Poetic Autoethnography of Black Women’s Mentorship in Academia

This study utilizes collaborative poetic autoethnography to explore the mentorship experiences of three Black women doctoral students at predominantly White institutions (PWIs). Through a series of poems, the research illustrates the nuanced challenges and resilience in seeking guidance within spaces that often marginalize their voices. This writing centers intersectionality as a theoretical framework, illuminating the complex dynamics of identity as they intersect with academia. The poetic narratives serve as a way for expressing the lived realities of these students, highlighting the lack of Black women mentors and the consequent need to navigate a system not built with them in mind. The study calls for a reimagined mentorship that is acutely responsive to the multifaceted identities of Black women in academia, advocating for increased representation and intentional support.

Fostering the Sense of Belonging

The study delves into the influence of an on-campus, student-led Cultural Association on the experiences of minority students within a predominantly White institution (PWI). This research employed qualitative methods. It primarily utilized in-depth, semi-structured interviews to gather data from five international students attending a comprehensive public research university on the West Coast of Canada. The findings revealed that the Cultural Association significantly contributed to the social and academic integration of the participants within their new institutional and social milieu. By cultivating a sense of belonging, the Association aided the participants in overcoming initial hurdles, such as isolation and acknowledging their status as minorities in the PWI setting. The Association and its members played a crucial role in providing spaces for cultural affirmation, championing diversity, facilitating social inclusion, and nurturing a sense of belonging.

African American Women and Self-Esteem

Social support has been found to act as a buffer against the effects of racial microaggressions, which are known to have an adverse effect on self-esteem. The current quantitative study examined the effects of social support and racial microaggressions on the self-esteem of African American women enrolled in predominately White institutions (PWIs). The sample comprised 121 African American women enrolled at PWIs. Data analysis revealed a statistically significant relationship between perceived social support, racial microaggressions, and the self-esteem of African American women enrolled at PWIs. In analyzing individual subscales, family-based support and self-esteem were statistically significant. Implications for counseling are discussed.

Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

Black faculty are underrepresented in the academy, and it is critical to clarify an understanding of how racism and privilege influence people of color working in academia. The aim of this paper is to examine the experiences of Black full-time faculty with racial microaggressions at predominantly White institutions (PWIs). Seven Black faculty members were interviewed using in-depth, semi-structured interviews. The results revealed the following themes of how microaggressions are experienced: ignored input; challenged credibility; cultural exclusion; encouraged to look away from discrimination; and stereotypes and intersection challenges. Furthermore, themes on coping strategies are found: overworking, outside support and self-care, and denial versus confrontation. It was found that faith, family, and extra university community support improved coping. Additionally, changing cultural mindsets and institutional support were noted as key to navigating the normal course of inquiry in higher education.

¿Quién Soy Yo? Voces Poéticas as Poetic Inquiry

In this article, we share the results of a year-long project (a poem) and the process by which we created the poem, which we term voces poéticas. The poem is the result of 11 pláticas held over the course of nearly one year and is composed of words, phrases, and sentences that represent our experiences and identities as Chicanas/Latinas/Mexicanas in the academy. Our pláticas provided a safe place where we shared and held space to reflect on our experiences at predominantly white institutions (PWI) and theorized our experiences in relation to other Chicanas/Latinas in the academy. At the heart of this process was a type of poetic inquiry we call voces poéticas that was used to analyze and share our findings. We describe this process of creation that we also view as an act of resistance.

From the Margins to the Center: Cultivating Collective Healing with Soulcial Work Praxis

ABSTRACTBlack, Indigenous, and Women of Color (BIWOC) educators working in predominantly White institutions (PWIs) disproportionately experience violence rooted in historical, structural, and interpersonal oppressions that negatively impact mental and physical health which necessitates multi-level healing. In response, a BIWOC educators’ healing circle incorporated Critical Transformative Potential Development (CTPD) to create a collective and collaborative healing process from the harm of institutional gendered racism. The BIWOC circle integrated decolonial strategies, including storytelling and healing spaces, to encourage the cultivation of sustainable health and wellness practices. Through the reflective narratives of four BIWOC healing circle participants, we consider the ways CTPD can be a decolonizing force. Participant narratives support the introduction of Soulcial Work Praxis (SWP), and its evolution from CTPD, as a decolonizing theoretical framework for soul care, transformation, and healing, proclaiming that rebellion is our salvation, community is our protection, and healing is our liberation. The SWP dimensions within participants’ reflections highlight our pillars of humanity: space, grace, time, and opportunity. Considerations for broader application in social work education, research, and practice are also presented.

Narratives of Uprooting Anti-Black Racism in Higher Education: Developing a Power, Race, Oppression, and Privilege Framework in Social Work

ABSTRACTSocial work is in a crucial position to reshape its current teachings centering dominant culture’s practices focused on white supremacist theoretical frameworks. Rethinking the social work curriculum requires decolonizing the way we teach and practice, not as a metaphor, but as a concerted effort to incorporate anti-racist and liberation-based ideologies with an emphasis on centering the voices of Black people, folks Indigenous to the Americas, and non-Black People of Color. Through the narratives of students, faculty, and alumni, we highlight our stories in creating, evaluating, and maintaining a course on decolonizing social work education at a predominantly white institution (PWI). We provide an overview of a collaborative effort to create and develop the power, race, oppression, and privilege (PROP) framework. Through the eyes of the PROP Collective, included here are: the history and content of the Foundations of Social Work/Decolonizing Social Work (DSW) course or the “PROP class,” student activism, course suffusion, teaching and learning methodologies, and yearly reflections toward improvement, facilitator support, and ongoing multidisciplinary collaborative effort to improve the course.

Historically Black College and University Faculty’s Perception of Commission on Sport Management Accreditation and Perceived Barriers

Program-level accreditation ensures that students will be equipped with the knowledge and skills needed to be successful in a career that is based on industry standards. Numerous researchers have reported the cost and benefits of pursuing specialized accreditation in different disciplines. There is a dearth of research related to specialized accreditation at historically Black colleges and universities (HBCUs) in general and none specifically for sport management accreditation. Therefore, this study aims to fill the void of research on the perception of the Commission on Sport Management Accreditation (COSMA) by faculty and administrators at HBCUs. The researchers were given permission to utilize an existing survey. Results of this study found that the top benefits of accreditation were accountability for program improvements and recognition as a superior (elite) program/institution. Cost and redundancy were reported as major barriers to COSMA. Although HBCUs must deal with fewer resources and a lower budget than most predominantly White institutions (PWI), they are evaluated using the same accreditation standards as PWIs. Therefore, if HBCU sport management programs are going to seek accreditation with COSMA, they must be understood within the context in which they are operating—and how that may be different from PWIs.

The Jackie Robinson Dynamic for African-American Faculty at the Most Prestigious and Elite Predominately White Institutions (PWIs) that Teach Cybersecurity and Technology

Abstract The incredible strength and bravery of Jackie Robinson in breaking the color barrier in Major League Baseball is remembered and admired by many. However, the difficulty of his journey is often underestimated. As the Black Lives Matter movement has become more prominent, African-American faculty members at Predominately White Institutions (PWIs) face their own trials similar to Robinson’s. The need for psychological safety in the workplace from their colleagues and organizational leadership has never been more critical. They experience isolation, alienation, and inequality as faculty and potential professionals in cybersecurity and technology fields. This paper explores those dynamics through the concept of Jackie Robinson’s journey.