Black within Black: The Perceptions of Black Immigrant Collegians and Their U.S. College Experience

“Peeling back the layers”: A deeper look at the diversity among Black students at historically Black colleges and universities.

“…In addition, some participants explained that because students on campus tended to congregate with like-minded individuals, they felt excluded from peer groups on campus because of cultural, ethnic, or socio-economic differences. The finding of feeling excluded based on characteristics such as culture and ethnicity, to some extent, parallel the finding of George Mwangi and Fries-Britt's (2015) work on Black immigrants at HBCUs. Specifically, George Mwangi and Fries-Britt reported that Black immigrants at HBCUs felt like outsiders and perceived that their U.S. born Black peers treated them differently.…”

Does a University’s Enslavement History Play a Role in Black Student–White Faculty Interactions? A Structural Equation Model

“…However, a more complex relationship between gender and negative interactions with white faculty was found as cisgender men had greater negative interactions with white faculty (direct effect), but an indirect negative association with negative interactions with white faculty through mediating variables in the model, suggesting the importance and need to better understand how different forms of oppression may affect Black cis-women, trans*, and cis-men differently in their interactions with white faculty and overall college experience. Additionally, differences between students who identified as only African American compared to other Black students were found on their perception of the institution addressing its racial inequity (total effect), which connects to research by Mwangi and Fries Britt (2015) [78], who found that Black immigrant students are less likely to assume negative incidents occurring on campus based on race or racism. Together, these findings in the statistical model related to background characteristics show the significance of examining within-group differences for students of African descent [78,79] to develop deeper and more nuanced understandings of Black college student success.…”

“…Additionally, differences between students who identified as only African American compared to other Black students were found on their perception of the institution addressing its racial inequity (total effect), which connects to research by Mwangi and Fries Britt (2015) [78], who found that Black immigrant students are less likely to assume negative incidents occurring on campus based on race or racism. Together, these findings in the statistical model related to background characteristics show the significance of examining within-group differences for students of African descent [78,79] to develop deeper and more nuanced understandings of Black college student success.…”

Beyond Bothered: Exploring Identity, Stressors, and Challenges of Black Women Ivy Collegians

“…Study findings answer the call of higher education scholars exploring within-group diversity among Black student populations (George Mwangi & Fries-Britt, 2015) by highlighting some of the race-gendered and ethnic-gendered complexities experienced by Black women collegians. Within-group research adds to the complexity and understanding of the many factors that shape all students' experiences.…”