Abstract
The present study utilizes qualitative interviews to explore Black student experiences and navigational techniques at predominantly white institutions. Interviews were conducted with eleven Black students attending a small, private Midwestern, predominantly white institution. The literature utilized in this study explored campus racial climate, racial microaggressions, belonging, and support systems. This study utilizes Critical Race Theory, Microaggression Theory, and Dubois Double Consciousness Theory. The themes present in this study are a) unwelcoming communal environments, b) substantial academic preparedness, c) inadequate cultural and social support systems, d) surface-level diversity, equity, and inclusion initiatives, and e) belonging in Black spaces. Themes showed Black students’ struggles with cultural and social racism while trying to navigate these experiences by striving to acquire support resources. Themes are used to create policy suggestions for professors and administrators at predominately white institutions in how to support Black students.
Advisor
Miyawaki, Michael
Department
Sociology and Anthropology
Recommended Citation
Henderson, Daphnye, "Unrelinquished Voices: Exploring the Experiences of Black Students at Predominately White Institutions" (2024). Senior Independent Study Theses. Paper 11089.
https://openworks.wooster.edu/independentstudy/11089
Disciplines
Educational Sociology | Higher Education | Inequality and Stratification | Race and Ethnicity
Publication Date
2024
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2024 Daphnye Henderson