Project Description

Black students’ educational experiences have consistently been tied to issues of social justice; they have organized and advocated for African American studies, multicultural curricula, increased minority faculty hiring, and other initiatives that promote equitable access for Black students (Rogers, 2012). This fight has continued into the era of Black Lives Matter. Black college students report more negative views of their campus racial climate than other racial and ethnic groups (Chavous, 2005; Rankin & Reason, 2005; Tynes, Rose, & Markoe, 2013). Within the last few years, Black college students have protested for and demanded more inclusive and supportive spaces at their schools. From the University of Missouri to Yale, college across the country have been faced with the question of how to improve their campus racial climate. It is important to consider the broader context in which Black students find themselves as it relates to their racial climate.

Research questions include:

1. How do Black college students navigate their campus racial climates, specifically how does their sociopolitical development use that promote coping, resilience and psychological well-being?

2. What features of campus racial climate were most endorsed by participants?

3. How do cultural resources (identity, socialization, etc.) inform how students navigate their campus racial climates?

4. How are perceptions of campus racial climate associated with students’ sense of belonging?

5. What roles do civic engagement, political efficacy, and racial ideology play in students’ sociopolitical development and critical analysis of their environment?

This study hopes to inform university-based interventions and programming for Black students. Student organizations may be able to use the data gathered from this study to provide resources that help Black students navigate racial discrimination and micro-aggressions within the college setting. Findings from the proposed study may also be used by the university to foster a more positive student environment for Black students. This study hopes to inform new programming that seeks to foster a positive academic environment and promote wellness for Black students.