Negotiating University, Fulfilling the Dream: The Case of Black Students
Abstract
:1. Introduction: Being Black in University
2. Theoretical Scaffolds: Ani-Black Racism and Black Historical Consciousness
3. Data Collection: The Everyday Experiences of Black Students in a Canadian University
4. From High School to University: Black Students’ Educational Experiences and Trajectories
5. Being University Students: Belonging, Community, Resistance, and Perseverance
5.1. Belonging: “Are You Guys Supposed to Be Here”
I definitely have been in a class where even the professor has asked me if I’m in the right spot. I’ve had to get other students to verify that I’m their classmate.
I remember the head of the program came to us, and she was like: ‘Are you guys supposed to be here? And we were wearing the hoodies. You could tell that we’re supposed to be here. And I don’t know, I just felt hurt.
Every time I walk into my science classes, I do a ‘am I even smart enough to be here?’ And sometimes when I asked my tenth question, I kind of feel like I’m being judged. Whereas, when other students ask questions, they [the professor] seem happier to give them the answer. Whereas I feel like I’m bothering them whenever I seek clarification … So, I feel like I would never ask another question. Not because I don’t want to, but I’m scared that I’m gonna sound stupid, and they’re gonna go: ‘Of course, the Black girl sounding stupid’.
If I stand up, if I say something, then I’m labelled the angry Black women… I don’t want them to be like: ‘Oh yeah, of course, it’s the angry Black woman speaking.’ So, sometimes I just be quiet … But then this is part of the problem, right? It’s like white people can get things wrong, Black people can get things wrong, but we’re scared to get it wrong. Because we feel like we have to prove that we are smart, and that we’re deserving, and that we’re meant to be in this program, and that we’re not fitting a stereotype, right? Just like, it’s totally normal for Black people to be upset if something upsets them. But then you don’t want to feed into the stereotype of the angry black woman or the angry black man. So let me not be angry even when your anger is valid.
Having their presence in university spaces or classes questioned, especially being disregarded by professors and instructors (Cameron and Jefferies 2021; Maseti 2018), meant that these participating students struggled with developing a sense of belonging, which is critical for them to successfully navigate university and attain their degrees. In addition to race and gender—of course, all identity characteristics are inter-related—there is also socioeconomic status. An American study on the university experiences of young Black men from low socio-economic backgrounds revealed that in predominantly White middle class university spaces, compared to their White counterparts, they experienced feelings of isolation and seclusion (Patterson 2021). Furthermore, being the “only” Black student in a class would often lead to difficulty forming connections and establishing relationships with other students. The effect of their isolation likely adds pressure to prove that they belong in the academic spaces that they navigate.
5.2. Community: “I Feel Like I Found Community”
It’s harder to talk to people because they’re from different cultural backgrounds. Like I can’t really relate to them on a familiar level … I feel like it’s harder to go up to them and try to be friends. And so, I just tend not to, and that’s kind of how it’s been for the majority of my university experience … You have to prove that you’re legitimately a student; prove that you’re competent and good at the subject, and able to articulate ideas in order for you to make fiends across race lines.
I would say my experience so far has been very positive. I feel like I’ve met a lot of Black students that I didn’t know were in psychology … I feel like I have found community. I feel like I’ve been open to a lot of opportunities that I didn’t know were available.
He’s the representation or she’s a representation, or they’re the representation for everyone. Right? And the pressure that comes with it—to try to represent for a whole people—is insane. So, I just don’t think the school environment right now is conducive for us Black students, to be honest.
5.3. Resistance: “I Don’t Want to Become a Statistic”
I always have this thought, in the back of my head, if I don’t finish this program, I’m just gonna be another statistic of a Black woman that moved from this program to this program to that program; or that dropped out; or that I did it … I don’t want to become a statistic; I just want to do what I’m passionate about. And even if it’s hard, so be it. It’s what I love to do. And even though the road’s a little rocky; at the end of the day, it’s going to be rewarding.
I personally kind of just took that and ran with it. I’m just like: ‘Okay, I’m gonna do better and be better than you, you, you and you;’ and that’s fine. Honestly, I’m good with it now; because I feel honestly, that’s a strength. I feel like you can use that [the stereotype] and turn it into a strength. That’s something that I’ve always done. I’ve always been like; ‘Okay, well, these are what teachers kind of see of me; and I’m gonna definitely switch that perspective.
Well, I’m getting to the point where I just don’t care anymore, because that stigma and that stereotype about Black people is just never gonna go away. It’s been here for as long as prejudice has existed on the planet … Sometimes you’re gonna walk into a room and people are just going to stare at you. Why? Because you’re the only Black person in there. But you can’t let that bother you. You can’t let being Black affect your journey. It’s something you just have to live with.
5.4. Perseverance: “I Wanted to Do It. And I Also Didn’t Have a Choice”
parents have always been really supportive … My dad always emphasize how hard and how time consuming STEM was. But they always said that they would always support me no matter what path I chose, just as long as I go into postsecondary … That was never a choice in our house, you were going to postsecondary and there’s no plan B.
…Every time we walk into a room, we have to code switch. When we leave the group with our Black friends who know us, we have to code switch. There’s just a lot of things you have to navigate other than just the studies.
It hurts a lot. I didn’t even come across that way. But it kind of proves that fear. Like: ‘Oh, they’re gonna treat me a certain way, [and] that I fit the stereotype.’ Those moments actually prove it [the need to code switch]. Like, you are ghetto because you use these words … What you’re doing is ghetto, and especially when it comes out of a white person’s mouth. Personally, I just feel uncomfortable.
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
1 | De Houwer (2019) writes the following: an unconscious bias refers to “an unobservable structure in the mind of an individual that drives behavior in an unconscious manner” (p. 835). In terms of race, Greenwald and Banaji (1995) suggest that this bias manifests as the unconscious association of Black and other racialized groups with stereotypes that subsequently influence social and interpersonal behaviors. |
2 | Also, race is often the basis upon which groups are affirmed, social roles are assigned, status is conferred, and agency is attained (James 2010, p. 285). |
3 | Six principles into our curriculum and pedagogies: systemic power, oppression, and racism; agency, resistance, and perseverance; Africa and the African Diaspora; Black joy and love; Black identities; and Black historical contention. |
4 | For instance, in the 1800s, Ontario (1849) and Nova Scotia (1865) established legislation by which schools were segregated by race. As such, compared to White students, Black students attended schools which often lacked adequate infrastructure, resources, and capacity to provide quality education compared to schools for White students (Backhouse 1999). As McLaren (2004) observed, school segregation was based on White people’s concerns and fears that admitting Black students to “their” schools would have a negative impact on White students—since many Black children had recently escaped from slavery, they likely lacked adequate moral and behavioral socialization or training compared to White counterparts. |
5 | This research has been granted ethical approval by the York University Ethics Review Board. |
6 | Mohamed and Beagan’s (2019) research report that Black faculty members encountered an unfavorable racializing environment where colleagues and staff perceived them and their work as lacking objectivity and academic rigor (p. 350). |
7 | Black women were the subject of Spencer and colleagues’ study. |
8 | Spencer et al. (2022) were referring to their study on Black women who were enrolled in engineering and computing doctoral programs, noting that their disassociation was “from the negative stereotypes held against their intersectional identities across gender and race” (p. 131). |
9 | In a telling example, one student recalled being called “ghetto” by her white peers, and she vowed to change the way she spoke so that she is never seen as someone who is “ghetto”. Another participant noted that he often refrained from slang with his colleagues a means of distancing himself from negative stereotypes. |
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James, C.E.; Asres, M. Negotiating University, Fulfilling the Dream: The Case of Black Students. Genealogy 2024, 8, 115. https://doi.org/10.3390/genealogy8030115
James CE, Asres M. Negotiating University, Fulfilling the Dream: The Case of Black Students. Genealogy. 2024; 8(3):115. https://doi.org/10.3390/genealogy8030115
Chicago/Turabian StyleJames, Carl E., and Michael Asres. 2024. "Negotiating University, Fulfilling the Dream: The Case of Black Students" Genealogy 8, no. 3: 115. https://doi.org/10.3390/genealogy8030115