Mentorship, Representation, and Racialized Labor: An Analysis of Black Student-Faculty Interactions at a Predominately White Institution

• In Event: Voices of Resistance and Resilience: Amplifying Equity and Empowerment for Students of Color in Higher Education

Abstract

This study employs critical race theory and social exchange theory to analyze Black student-faculty interactions and how they impact Black students’ experiences at a public, predominately white institution in Michigan. To do this, semi-structured interviews with 16 Black students and six Black faculty members were conducted. By including faculty in this study, this research also gathers insight into their perspectives on interactions with Black students and overall experiences within the academy. Findings highlight the importance of Black student-faculty interactions as they relate to increasing students’ sense of belonging at PWIs while also revealing the complexities that exist within Black student-faculty relationships.

Author

• Mya Haynes, USC