The recent student movement activities across the nation marked a new era in student activism in higher education. Similar to past student movement eras, a powerful aspect of these activities was the issuance of demands to change various institutional policies, procedures, and infrastructure to promote diversity as well as equity and inclusion. Student demands were often concerned with changing issues that hampered the academic and social well-being of marginalized students. However, identifying how the student demands relate to patterns of systemic issues across institutions needs additional attention. Through a reorientation of a college impact approach to further center on student experiences, the current study promotes the consideration of students impacting their institutions, which challenges a traditional linear view of colleges affecting students with little possibility of a reciprocal relationship. Through an analysis of student demands across the nation, we find subtle patterns about where demands were issued and the context of these demands that gesture to how students readily identified what administrators need to do to support the educations of marginalized students. Further, when considering the institutionalized feature of Africana Studies that resulted from a student-led social movement of the past, our analyses suggest how students can shape their institutions for future generations and push to transform higher education into a more equitable, inclusive, and socially just educational environment.
In our continued study of Blackness and being, we must emphasize the quotidian—or everyday—strategies that young Black womxn and femmes employ to cope with anti-Black gendered racism and its psychological impact at historically and predominantly white institutions. As such, the purpose of this article is to give prominence to the resistance types of coping strategies that Black womxn and femme college students used to maintain their dignity at a predominantly white university of the American West, where the psychological aftermath of anti-Black gendered racism remains hidden under dense layers of neoliberalism, affluence, faux progressivism, and whiteness. I approach this topic from the conceptual perspective of Blackness and being at the nexus of gender by combining discourses on the ontologies of Blackness, and Black feminist thought and epistemology. In the study that informs this article, I utilized qualitative mixed methods—one-on-one interviews, focus group interviews, and participant observation. Like our foremothers whose survival was predicated on the subtle and purposeful coping strategies they engaged, Black womxn and femme college students’ resistance coping styles were demonstrated in the everyday presence of anti-Black gendered racism. Findings reveal that Black womxn and femme undergraduate students demonstrated three main types of resistance coping when experiencing anti-Black gendered racism: (1) self-education; (2) direct confrontation with aggressors (e.g., racists, sexists, homophobes, elitists); and (3) humor. I conclude with recommendations on transformative justice, monetary trusts, longitudinal data collection, and critical curriculum at historically and predominantly white educational institutions.
, 2002) and racial selfconsciousness (Clark & Clark, 1939). Research shows that black students perform worse academically when they display high levels of race-based rejection sensitivity and racial self-conscious levels (Brannon & Taylor, 2015; Clark & Clark, 1939; Koehler & Skvoretz, 2010), and feelings of racial self-consciousness or rejection sensitivity stem from discriminatory and prejudicial experiences. However, research has not fully connected the broader context surrounding black students in college to their high levels of anxiousness and their academic performance. The current study addresses how the college environment can influence black students' racial self-conscious levels by examining four campus climate-related processes of race-based rejection sensitivity: perceptions of racial discrimination, perceptions of institutional commitments to racial diversity, perceptions of racial separation on campus, and perceptions of black student iv visibility. Additionally, this study considers how colorism may influence race-based rejection sensitivity and racial self-consciousness among black students, and how students' worldview in relation to other blacks may shape their college experiences. Through analyses of data collected as part of the National Longitudinal Survey of Freshmen, the current study utilizes ordinary least squares regression, means comparison, and binomial logistic regression analyses to identify how the aforementioned factors trigger black students' racial self-conscious levels during college.
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