When They Come for Me: Reflections From DEI (Diversity, Equity, and Inclusion) Educators Committed to Supporting Black and Brown Collegians

• In Event: Confronting Injustices in an Era of Adapted Racism to Construct College Choice and Transitions for Black and Latina/o/x Students

Abstract

Background and Objectives
The mid and later half of the 20th century saw the rise in legal and higher education policy support for diversity, equity, and inclusion (DEI) goals (Skrentny, 2009). The growth of formalized positions in higher education to support DEI efforts related to student access and retention grew within this sociopolitical climate into the 21st century (Williams & Golden, 2023). However, the 2020s have seen federal and state policy arenas emphasizing eradication of policies, funding, formal positions, programs, and frameworks (e.g., Critical Race Theory) for DEI, particularly work emphasizing race. The purpose of this inquiry is to understand how higher education educators with formal roles dedicated to DEI are navigating this shift and to discuss the implications for preparing incoming college students to navigate these spaces. The guiding questions are: What have been the experiences of DEI educators during the DEI and race-centered retrenchment of the 2020s? How have DEI educators navigated their professional work during this period?
Framework
The study framework is Critical Race Theory (CRT) (Matsuda et al., 1993), often adapted to the education context to demonstrate how racism and white supremacy are entrenched in educational systems, practices, and policies, which are maintained through systems of power resulting in racial marginalization (Ladson-Billings & Tate, 1995; Solórzano, 1997). I draw from CRT tenets - whiteness as property and the protection of whiteness as an asset, interest convergence, critiques of liberalism, meritocracy, and color-evasiveness, and the amplification of the lived experiences and voices of BIPOC (Bell, 2009; Delgado & Stefancic, 2001; McCoy & Rodricks, 2015).
Research Design
I employ a counternarrative approach (Solórzano & Yosso, 2002) via interviews with 12 BIPOC college administrators working in Florida and Virginia at 4-year public universities. Their job descriptions include a focus on improving DEI within their institution and an emphasis on college access and transitions for diverse college students. Interviews were conducted in 2021 and 2023 using semi-structured interview protocols informed by the research questions and CRT.
Findings
Findings reveal participants focused on: (a) “Negotiating Voice” – navigating whether and when speaking up or trying to “fly under the radar” in the current climate better supports Black and Brown students (b) “Maintaining the Same…Just Under Another Name” – continuing the same practices for Black and Brown students without formally using race-focused language and safeguarding their programmatic efforts and practices by partnering with more powerful campus stakeholders (c)“When They Come For Me” – having an “exit strategy” in place in case their job in terminated or becomes psychologically and emotionally unbearable. This includes strategizing how support for Black and Brown students can continue even if the participant or their role is no longer present at their institution.
Significance
Understanding how BIPOC DEI professionals in higher education navigate adapted racism is critical for supporting the longevity of these professionals and the Black and Brown students they serve, particularly as they prepare to transition into higher education. My findings can also inform higher education institutions of ways to better support DEI educators and ensure their success and wellbeing into the future.

Author

• Chrystal A. George Mwangi, George Mason University