Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities

Abstract

Recent research has shown a nexus between active out-of-class engagement and the accrual of unique race/gender-specific educational outcomes among Black male undergraduates. Yet, rarely explored are the racialized experiences of those who become actively engaged and assume leadership positions on campuses where racial diversity is low, hence the purpose of this study. Focus group interviews were conducted with 52 Black male Resident Assistants (RAs) at six large, predominantly White universities. Racist stereotypes and racial microaggressions, the complexities associated with “onlyness” in the RA position, and heightened scrutiny from White supervisors are among the findings reported in this article. Also offered are implications for addressing racial toxins that dissuade Black male student leadership in residence halls and other out-of-class engagement venues.

Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges

“…Respondents' perceptions of their professors holding negative stereotypes about Black men was negatively associated with their perceived sense of belonging with faculty members. This finding is consistent with a considerable body of literature that has documented the negative impact of faculty members serving as a persistent barrier for Black men and students of color (Fries-Britt & Griffin, 2007;Harper, 2009;Harper et al, 2011;Smith, Allen, & Danley, 2007). As noted by Smith (2009), intentional efforts must be made to ensure diversity among the college professoriate, which will help create more inclusive campus environments.…”

“…For example, some Black men experience institutional climates as being supportive and nurturing. In contrast, many Black college men are targeted by peers, administrators, and faculty members through negative stereotypes and out-right racism (Fries-Britt & Griffin, 2007;Harper, 2009;Harper et al, 2011;Smith, Allen, & Danley, 2007), which contributes to disproportionate rates of degree completion (Newman, Mmeje, & Allen, 2012). …”

20201218

“…As the American Muslim population continues to grow, the number of Muslim college students will see a parallel increase; this study aims to identify trends that could affect the wellbeing of this growing population. Racial slights that occur in educational or work settings may negatively impact an individual's psychological health (Nadal, Wong, Griffin, Davidoff, & Sriken, 2014) and perception of their life on campus (Harper, Davis, Jones, McGowan, Ingram, & Platt, 2011;Nadal et al, 2014). Studies have focused on a range of religious discrimination in a variety of set-tings and the impact on the general Muslim American population (Abu-Ras et al, 2018;Aroian, 2012;Livengood & Stodolska, 2004;Park, Malachi, Sternin, & Tevet, 2009;Tummala-Narra & Claudius, 2013).…”

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis

“…As is customary with some CRT scholars (Matsuda, Lawrence, Delgado, & Crenshaw, 1993), identities such as People of Color and Students of Color are capitalized. Onlyness, as defined by Harper et al (2011) is the condition of having few, if any, same-identity mentors, peers, and colleagues. Drawing from theories of psychology, sociology, and education, an anti-deficit view considers Persons of Color without attempting to define them in terms of failure (Bensimon, 2005;Harper, 2010;Harper, 2012a;Howard, 2013).…”

“…Tenets of Critical Race Theory. Scholars (Delgado, 2002;Harper et al, 2011;Solórzano & Yosso, 2002) continue to adapt and expand these tenets to apply to various disciplines and studies. (Adapted from Matsuda et al, 1993, pp.…”