Diverse in Some Ways, But Not in Others: How 1.0-, 1.5-, and 2.0-Generation Black Immigrants Perceive Racial Climate at a Predominantly White University

• In Event: What’s the Difference? Considering the Racialization and Identities of Black Immigrants From Middle School Through College

Abstract

PURPOSE AND OBJECTIVES
Black collegians often report more negative assessments of campus racial climate (CRC) than their peers (Ancis, Sedlacek, Mohr, 2000; Suarez-Balcazar, Orellana-Damacela, Portillo, Rowan, & Andrews-Guillen, 2003). Little work examines this data more closely, however, neglecting the distinctive perspectives of Black immigrants. Thus, this study presents the ways in which first and second generation Black immigrants perceive various aspects of CRC.

PERSPECTIVES/THEORETICAL FRAMEWORK
Hurtado and colleagues’ (1999) framework guides this study and suggests CRC is multidimensional, co-constructed by forces inside and outside of the institution. This study focuses on how Black immigrants experience three of the internal dimensions: structural diversity, psychological climate, and behavioral climate. Structural diversity refers to the numerical representation of people of color on campus. The psychological dimension reflects the perceived hostility, racism, and tension amongst community members around issues of race. Finally, the behavioral dimension captures levels of interaction between diverse peers.

METHODS AND DATA SOURCES
To explicate how Black immigrant college students perceive CRC, data were collected from students at Central University, a large, public research university. Approximately 38,000 undergraduates are enrolled, and 15% are students of color (3.5% are Black/African Americans). Twenty-eight students (21 females, 7 males) agreed to participate. Eight are 1st generation immigrants and 20 are 2nd generation, representing countries throughout Africa (n=13) and the Caribbean (n=15). This work was conducted as a qualitative multi-case study, enabling comparisons both within and across student narratives. All participants engaged in 60-120 minute semi-structured interviews, which were recorded and transcribed for analysis. Data were analyzed through a systematic coding process, where inductive and deductive codes were applied to the data and used to illuminate emerging themes.

RESULTS
Although participants uniformly described the campus as predominantly White and lacking in structural diversity by race, several called attention to campus diversity in terms of nation of origin, ethnic background, and geographical representation. Despite this, participants perceived a poor behavioral climate and general lack of cross-racial interaction between students from different groups. Several commented on divergence between the segregation they observed and their own commitments to balancing interactions with like others and diverse peers. Unfortunately, the psychological climate often precluded students’ pursuit of these interactions.

While they appear to share some perspectives similar to those of Black students and experience some similarities in terms of the racism they face (Feagin, Vera, & Imani, 1996; Solorzano, Ceja, & Yosso, 2000), participants also described unique marginalization based on their ethnic identification. This multilayered experience with a more negative psychological climate appeared to make participants’ relationships with others who shared their culture important and valued.

SIGNIFICANCE
Institutional leaders must recognize these experiences and consider students’ multiple identities when considering the relationship between exposure to discrimination and student outcomes. Further, as institutional leaders consider ways to facilitate students’ interactions with diverse peers, this study reminds that it is important to consider diversity in a holistic way, and whether students feel willing, yet unable to engage their peers based on the ways they are perceived and some level of social segregation.

Author

• Kimberly Griffin, University of Maryland