"Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate
Open accessAbstract
The systemic racism in U.S. society being resisted through larger movements such as Black Lives Matter is also reflected and reproduced in U.S. higher education. This qualitative study examines how Black students contextualize their campus racial climate within broader race issues, tensions, and movements occurring across the nation. Findings reveal four themes: (1) Perceptions of Blackness on campus; (2) Campus racial climate mirroring societal racial climate; (3) Experiencing and engaging in movements on campus; (4) Impact of racial climate on future planning.
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As a result of racialised experiences, Black/African American college students may experience feelings of isolation, tokenisation, a diminished sense of belonging, and feelings of being an impostor.
“As a result of these racialised experiences, Black/African American college students may experience feelings of isolation, tokenisation, a diminished sense of belonging, and feelings of being an impostor”
From Reframing the impostor phenomenon for Black college students (2024) · cites this paper as Mwangi et al., 2018
Cites
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009) · Harvard Educational Review · doi:10.17763/haer.79.4.m6867014157m707l · Cited by 1,221 · see citing works
Rankin, S. R., & Reason, R. D. (2005) · Journal of College Student Development · doi:10.1353/csd.2005.0008 · Cited by 550 · see citing works
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Reframing the impostor phenomenon for Black college students
Connaught, G. (2024) · Journal of Perspectives in Applied Academic Practice · doi:10.56433/pv5se246 · Cited by 2 · see citing works
“As a result of these racialised experiences, Black/African American college students may experience feelings of isolation, tokenisation, a diminished sense of belonging, and feelings of being an impostor (Mwangi et al., 2018; Rankin & Reason, 2005; Winkle-Wagner & McCoy, 2016).”
- Authors
- Mwangi, C. A. G., Thelamour, B., Ezeofor, I., & Carpenter, A.
- Venue
- Journal of College Student Development
- Publisher
- Project MUSE
- Published
- 2018
- Volume
- 59
- Issue
- 4
- Pages
- 456-474
- ISSN
- 0897-5264 (ISSN-L)
- 1543-3382
- OpenAlex
- W2883234100
- Cited by
- 123
- References
- 2
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 23 · 2023: 34 · 2022: 18 · 2021: 14 · 2020: 9 · 2019: 4
- FWCI
- 15.36
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc-nd
- Locations
- Journal of college student development (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- Scholarworks (University of Massachusetts Amherst) (submittedVersion, cc-by-nc-nd)
- University of Massachusetts (UMass) Amherst
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- Black students, campus racial climate, systemic racism, higher education, Black Lives Matter, student activism, race relations, student planning
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