Adjusting to Belonging and Otherness: Black and Latinx Perceptions of Diversity in Historically White Institutions

• In Event: 2484 - Section on Sociology of Education Refereed Roundtable Session
  In Refereed Roundtable 60min: Table 03. Adjustment and Belonging in Higher Education

Abstract

Much research has focused on Black and Latinx students’ perception of Historically White Institutions (HWIs) lack of statistical diversity in their student body, however, given that HWIs have become more diversified fairly recently, much less is known about students’ perceptions of this increase in numerical diversity and the factors that influence their interpretation and response. Despite college’s increases in statistical diversity, upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. In this paper, I explore Black and Latinx college freshmen’s experiences of campus diversity, the spaces on campus where they locate their sense of belonging, and their adjustment to college life. Black and Latinx students describe feelings of otherness as they attempt to integrate into college social life. Students’ perspectives on being othered ranged from feeling positive recognition of their differences that is appreciated by peers to feeling stereotyped as the sole representative of their group. My results indicate two important factors that shape how students perceive and cope with experiences of being othered: high school racial-ethnic composition and their participation in co-curricular spaces where they form a sense of belonging.

Authors

• Carly Offidani-Bertrand, University of Chicago

• Micere Keels, University of Chicago

• Gabriel Velez, University of Chicago