The Racialized Experiences of Graduate Students of Color at One Large Historically White Institution

• In Event: Exclusive Inclusion of White Space: Systemic Racism Experiences of Students of Color in Higher Education

Abstract

Purpose. Students from minoritized racial/ethnic groups have historically encountered racism, prejudice, and other forms of discrimination within the context of HWIs (Brunsma et al., 2017). The persistent discrimination faced by students create challenges and barriers to post-secondary education and pose threats to all facets of their development (academic, personal/social, and career) (Authors, 2021). These challenges include witnessing ethno-violence or discrimination of another; historical or personal memory of racism; institutional racism; ongoing threat of racial discrimination; microaggressions from peers, staff, and faculty; isolation, lack of belongingness; exposure to culturally insensitive course content/discussion; being asked to speak on behalf of one’s whole community; and being hyper-surveilled in academic and broader academic settings (Authors, 2021; Williams et al., 2015). Scholarship about these challenges often focus on how they impact the student’s academic and career development, but little focus on the life-long repercussions to their mental health (Authors, 2021). In this study, we further explore the lifelong consequences of systemic racism on students’ of Color mental health.

Framework. Framed by Critical Race Theory, we recognize that students of color regularly experience racism (Bell, 1995) that impacts their development (i.e., academic, personal/social, career). Research shows that these challenges can be especially intensified for racial/ethnic-minoritized students as they encounter the unique stressors concerning racism in their social milieu (Cabrera et al. 1999; Johnston-Guerrero, 2016). The impact of oppression is exacerbated for students who hold are racially minoritized; they are often overlooked by university counseling centers or not attended to by the students themselves for a myriad of reasons (Authors, 2021; Katz & Davison, 2014). These challenges influence their academic process, which ultimately influences their retention, completion, and overall collegiate experience. In particular, these additional sources of stress are salient elements that can adversely affect the overall well-being of the students across their lifetime (Hope et al., 2015; Jochman et al., 2019).

Methods. This qualitative study explores the experiences of 17 graduate students of color enrolled in a college of education at a large research-one university in the northeast. Uniquely, this college over the past five years has structurally (i.e., policies, curriculum, and allocation of funds) committed to anti-racism as a guiding framework/ideology. The sample included Black, Latinx, Asian, Native, and Multi-racial students. Data was collected utilizing a demographic questionnaire and focus groups. Participants who participated in a year-long affinity group facilitated by the lead researcher were grouped separately from other participants and asked about their experiences in the affinity group. Across both groups (i.e., affinity group participants vs. non-affinity group participants), the graduate students engaged in conversations about their experiences in the classroom, with faculty/administration/staff, mental health, internalized oppression, and sources of grief/support.

Findings/Significance. Data from this study is still being analyzed. Findings will be presented at AERA 2024. Findings will contribute to our understanding of long-term impact of racism on students’ mental-health and seeks to uncover recommendations for individuals (i.e., racial healing and self-empowerment) and institutions (i.e., structural/policy changes).

Authors

• Janice A. Byrd, Pennsylvania State University

• Azaria I. Cunningham, Boston University

• Azadeh Ahmadi, Pennsylvania State University

• Shernell Elibox, Thomas Jefferson University

• Deepika Raju Nantha Kumar, Pennsylvania State University