Intraracial Diversity and Relations among African‐Americans: Closeness among Black Students at a Predominantly White University

Abstract

A case study of black college students at a predominantly white liberal arts college is employed to question continuing assumptions in sociological research that blacks represent social, cultural, and economic homogeneity and that intraracial relations are close and without conflict. The article examines the extent to which black students feel close to other black students on campus, rely on one another for need satisfaction and social interaction, and share similar values, experiences, and attitudes. The authors find that the odds of closeness are significantly reduced for biracial students, for black students from low SES backgrounds, and for black students from predominantly white backgrounds. Among biracial students and those from predominantly white environments, social distance reflects their overall distance from the larger black community and is a function of their lack of "racial awareness." The social distance of low SES students appears specific to the community of black students within the college and is not expressed toward the larger black community. Moreover, feelings of distance appear to be driven by perceived social, cultural, and economic differences from other black students.

Black students’ graduation from elite colleges: Institutional characteristics and between-institution differences

“…[because the] chance of a black person finding another black person with whom he is compatible is more limited '' (1972:16); they also report ''feelings of disgruntlement due to an insufficient range of personalities with whom to interact '' (1972:19;see also Berry, 1983). In a recent study based on survey data and in-depth interviews of black students in a predominantly white institution, Smith and Moore (2000) report high tensions among black students, particularly around issues such as dating, though the authors also report heterogeneity in how black students respond to their environment. The social duress students experience is hypothesized to reduce chances of graduation.…”

“…Some researchers have focused on the social life of blacks in predominantly white schools (Allen, 1988;Epps, 1972;Hemmons, 1982;Nettles, 1988a,b;Smith, 1981;Smith and Allen, 1984;Smith and Moore, 2000;Thomas, 1981c;Willie and McCord, 1972;Willie and Cunnigen, 1981). After interviewing black students at predominantly white colleges, Willie and McCord (1972) report that ''dating is a serious problem.…”

Embracing Diversity: The Case of EquityRes, a Student Residence at Urban University

“…Various studies show that students segregate themselves according to race and ethnicity (Lewis 2000;Smith and Moore 2000;Antonio 2001;Villalpando 2003;Li 2008;Stearns et al 2009;Koehler and Skvoret 2010). Smith and Moore (2000) found that segregation occurred even when the opportunity for interracial contact in the form of allocating students to tables with their housemates in the dining halls had been created.…”

“…Smith and Moore (2000) found that segregation occurred even when the opportunity for interracial contact in the form of allocating students to tables with their housemates in the dining halls had been created. Some black students perceived their time in the dining hall as an opportunity to bond and interact with other black students.…”

“…They thus left their allocated tables and joined the table referred to as the black table. According to Smith and Moore (2000) black students form their own social groups to deal with alienation and hostility from the larger campus community.…”