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Abstract
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.
Additional information
Notes on contributors
Chris Linder
Chris Linder is an assistant professor of College Student Affairs Administration at the University of Georgia. Her research interests focus on creating and maintaining inclusive campus environments, specifically as related to race and gender.
Jessica C. Harris
Jessica C. Harris is a research assistant with the National Survey of Student Engagement. Her research focuses on women of color in higher education and aims to expose and deconstruct white supremacy and patriarchy in the academy.
Evette L. Allen
Evette L. Allen is Director of Student Life, Leadership and Involvement at Utah State University Eastern. As a practitioner and researcher, her work and research concentrates on student activities, student leadership, and issues of diversity and social justice.
Bryan Hubain
Bryan Hubain is a doctoral candidate in Higher Education at the University of Denver. His research focuses on international students, and the intersections of race, gender, and sexuality in higher education spaces.