Racial climate in Higher Education

Introduction

The racial climate in this generation of students is becoming unpredictable. Matters that can be civilly resolved are being taken to a level in which may necessitate the need for violence. In this study I've chosen to focus on what could potentially lead to racial violence among college campuses throughout the United States. What are the elements of this continuously shifting climate? The role of social media/internet play in this dance. Why minority students are choosing to leave PWIs (Predominantly White Institutions). Also any form of discrimination or microaggressions taking place in higher education. This is significant because students of racial/ethnic minorities attempting to further their education do not feel secure in their newfound environment (College). Minorities are underrepresented, unheard, and uncomfortable. I will be analyzing data that relates to this issue from a survey created by students at CCGA (College of Coastal Georiga). I will also be reviewing four articles that each has their take on the difficulties minorities face in the pursuit of higher education.

Methods

The data consists of students who may have experienced racial violence, domestic violence, violence against the LGBTQ+ community, and violence against the disabled community. For the sake of this study I am going to focus on the responses that dealt with race. But, first I am going to describe the outline of the survey. Around fifty-five people participated in the survey. But, only fifty participants finished. The racial minorities included in the survey were African American, Asian American, Native American, Latin American, Pacific Islander, or a Mixed race. Ages varied from eighteen years old to seventy-five and over. Sexualities were strictly male and female. Included all 50 states in the United States. Levels of education from less than a high school degree to a professional degree (JD, MD). Employment status from working full time to unable to work. Relationship status from married, divorced, In a domestic partnership, or single (Never Married). To income ranging from less than 10,000 a year to 150,000 or more. Participants were also asked if they attended The College Of Coastal Georgia (CCGA) where this survey was created.

Out of 47 participants asked the question “Are you part of a racial minority?” , 29.79% answered yes and 70.21% answered no. When asked what is your race/ethnicity with a total of 56 participants 67.86% were White/Caucasian , 5.36% were Hispanic/Latino , 16.07% were Black/African American , 1.79% were Native American, 8.93% were Asian/Pacific Islander .With a total of 48 participants in the age range, 75% in 18-24 , 10.42% in 25-34 , 8.33% in 35-44 , 4.17% in 45-54 , 2.08 in 55-64 , and 0% throughout 65-75 and over. Out of 48 participants on the sexuality question 14.58% were male and 85.42% were female. Participants from the 50 states included 4.17% from Alabama, 2.08% from Ohio , and 93.75% from Georgia which I assume to be coming from (CCGA). 48 Participants on the levels of education which consisted of High school graduates 27.08% , Some colleges 43.75% , Associate degree 16.67% , Bachelor’s degree 8.33% , Master’s degree 2.08% , Doctoral degree 2.08% , and Professional degree at 0%. Employment status with 48 participants working full-time 4.17% , working full-time and full time student 6.25% , working full-time and part-time student 6.25% , Working part-time and full-time student 41.67% , working part-time and part-time student 6.25% , not working (temp. layoff) 2.08% , not working (looking) 6.25% , not working (full-time student) 27.08% , not working (part-time student) 2.08% , and prefer not to answer 2.08% . Relationship status participants consisted of 48 participants married 18.75% , divorced 2.08% , In a domestic partnership 6.25% , single (Never Married) 72.92% . Income with a total of 47 participants. 34.04% at less than 10,000 , 12.77% at 10,000 to 19,999 , 12.77% 20,000 to 29,999 , 2.13% at 30,000 to 39,999 , 8.51% at 40,000 to 49,999 , 8.51% at 50,000 to 59,999 , 6.38% at 60,000 to 69,999 , 2.13% at 70,000 to 79,999, 4.26 at 90,000 to 99,999 , 2.13% at 100,000 to 149,999 and 4.26% at 150,000 or more.

The average survey respondent was a white/caucasian heterosexual female.

Results

In “Transforming Campus Racial Climates”, the authors Arellano and Vue discuss the conditions and racial climate minorities face at universities and institutions in the Pacific Northwest. The article states that the majority of the colleges targeted in this study are PWIs (Predominately White Institutions). Which means they have a critical deficiency in racial/ethnic diversity. The objective of this study is to notify the general public about matters currently taking place on these campuses, this article is relevant being published as recently as 2019. Students of racial/ethnic minorities feel as if they are unjustly treated, discriminated against, and as I said earlier being neglected. As a result of this students are protesting to voice their struggles and hopefully establish some type of resolution.“ In recent years students have staged several protests to voice their concerns about the hostility they encounter in higher education.” (Arellano and Vue 351). The article speaks on this various times to get the meaning across that this situation is urgent and important... “ These student protests raise awareness about racism, marginalization, underrepresentation, isolation, microaggressions, tokenism, and lack of support; all which have social and psychological consequences (Arellano and Vue 351). Not solely do minority students have to deal with the stress that comes with seeking an education of such a distinguished level. They have to deal with the psychological consequences of being ostracized in one's own setting (college). This is taking place at universities and institutions all over the United States. Not only at significant public universities but at ivy league universities as well. “ “I, too am Havard” (and similar efforts at Yale and Duke), “ Black Bruins” at UCLA, and more recently, the protests at the University of Missouri are examples of an emerging national discourse on the institutional neglect of students of color that gained momentum and attention.” (Arellano and Vue 351) Which is the goal of these upset students taking concerns into their own hands. To insight change for all minorities in pursuit of higher education. Individually students of racial/ethnic minority were being disregarded. So, they decided to band together to generate an uproar in the media regarding discriminations and microaggressions that would have otherwise continued to go unrecognized.

This article ties into racial violence because issues that can be calmly settled are being taken to a level that may necessitate the need for violence. These protests could potentially lead to racial violence via hostility from other students who may oppose, or could even lead to the engagement of the police if protests begin to get out of control. Once police are included in the situation their involvement can lead to police brutality. Police brutality has been a primary issue when it comes to racial violence and can be an outcome caused by these unsettled students. Attempting to regulate the crowd police may use additional force if the students are perceived as hostile. Possibly even beating, tazing, or masing students. Which those scenarios can all be evaded if minorities feel safe, supported, and comfortable in their pursuit of higher education. This article also links to the survey data based on the ratio of the majority of students to minority students. A major point is when these minorities attempt to individually address unjust conditions, the percentage of the student body they make up is significantly smaller. So, rather of going silent individually they come together to protest as a mass. Just like in Image 1.(Qualtrics ) 67.86% survey respondents were white/caucasian. That's more than half of the participants. It's more likely your circumstances will not improve when few are participating in your cause as opposed to the majority. As I stated before you will be overlooked, disregarded, and neglected.

• Methods/Demographics: Universities in the Pacific Northwest. Targeted PWIs. Published in 2019.
• Limitations: Limited to the United States. Targeted PWIs

In the article “Extending Campus Life to the Internet”, the authors' Tynes and Rose discuss the integration of a variety of races/ethnicities on campus. As well as the new factors social media/internet create and how it affects campus life and it’s racial climate. “The campus student body across the United States is undergoing dramatic changes as more students of different socioeconomic and ethnic backgrounds attend college.”( Tynes and Rose 102). Combining all types of races/ethnicities in one place with the intent on getting a higher education creating a new racial climate. And this new climate is becoming unstable. A recurring factor throughout all of these articles is the fact that they all state these issues are most commonly taking place at PWIs (Predominately White Institutions). “ Although diversity is important at many of the predominantly white institutions these students may attend with numerous academic and social benefits, one cannot ignore the racial struggles students may endure when the educational settings are not as supportive. ( Tynes and Rose 102). Causing the minority students at these institutions to feel estranged. Resulting in the withdraw of minority students from these PWIs. As it says in the article “More specifically, poor campus racial climate experiences, particularly for people of color, can negatively impact ties to academic and social aspects of the environment and ultimately affect students' desire to remain at predominantly White institutions.” (Tynes and Rose 103) This is not the only article in this study that speaks on students of minority deciding to exclude themselves from this discrimination. In a later discussion the article “Factors Impacting the Retention of Students of Color in Graduate Programs” states “The fact that the fastest-growing portion of the population is also the least represented among doctoral degree holders points to concerning systemic barriers that put students of color at a disadvantage.” (Trent 1) Systemic barriers that have been an issue for a very prolonged time. Things are now being brought to light by articles such as the few discussed in this study. The article also speaks on how the use of social media/Internet has been manipulated into a tool used to discriminate on a broader scale. “Though many college students access the Internet and social media to socialize with friends, discuss school-related issues, and network for job opportunities, the interaction in these sites is not exclusively prosocial.” (Prosocial-relating to or denoting behavior which is positive, helpful, and intended to promote social acceptance and friendship.) (Tynes and Rose 102). Then explains what online discrimination is being that it is somewhat different from offline discrimination, but ultimately has the same purpose. “Online racial discrimination involves denigrating or excluding an individual or group based on race through the use of symbols, voice, video, images, text, and graphic representations.” (Tynes and Rose 104). Which I am sure everyone has witnessed before especially on social media. Often times racial comments on social media will attempt to be passed on as jokes. But the true intent is to subtly downgrade and stereotype someone because of their race. So, minority races are not only facing discrimination in person but can't seem to escape it with it being forced upon them on social media/internet as well.

This ties into racial violence by stating factors that can potentially lead to it. Students nowadays not only have to experience discrimination offline but online as well. Being that mostly everyone in modern-day use social media/internet its appears impossible to ignore the ignorance put online by those with malicious intentions. This adds to the daily frustrations minority students face in person while attending these PWIs. Resulting in their absence, a student protest, or even retaliation in an extreme way. (Such as physical violence or "Fighting")

• Methods/Demographics: Two different forms of discrimination online and offline.
• Limitations: Limited to the United States.

In the article “Factors Impacting the Retention of Students of Color in Graduate Programs” the author focuses on the challenges minorities face in the pursuit of their graduate degrees. A qualitative study was conducted consisting of ten students of color. “Eight were pursuing a doctorate in psychology. Two were pursuing a master’s degree in higher education and anthropology.” (Trent 1) Spread across the regions of the United States each participant as I mentioned earlier attended a PWI ( Predominantly White Institution). This may explain why the author stated this early on in the article. “The fact that the fastest-growing portion of the population is also the least represented among doctoral degree holders points to concerning systemic barriers that put students of color at a disadvantage.” (Trent 1) I have been stating this entire study. Minority students attending these PWIs are facing a lack of support compared to other students while pursuing degrees that are not easily obtained. Causing an uproar of upset students tired of being overlooked and treated unfairly. As the article states “Close, positive relationships with faculty and staff defined by principles of care and concern were especially important.” (Trent 2) Having a relationship with your professor when pursuing an education of such high stature is vital. Not only seeing them as the person with the ability to pass or fail you but a person from which you can seek help about your insecurities as a student. The article speaks on when students of color do decide to seek help they are drawn towards faculty of color. “Unsurprisingly, studies suggest that racial minorities attending PWIs gravitate toward faculty of color when looking for mentors and support.” ( Trent 2) This is because mentors of color can relate to the circumstances these minority students face therefore making them feel more comfortable. But, while attending these PWIs faculty members belonging to minority groups are heavily outweighed by faculty of majority (white/caucasian). Making these open student-professor relationships hard to come by. Students of color also seek this level of understanding and comfort in their peer-peer relationships. “While having positive relationships with all peers regardless of race was helpful, relationships with other students of color were reported to provide a unique sense of comfort and understanding of challenges.” The ability to relate to any person regardless of race makes you feel comfortable and at ease. This is why students of the minority seek relationships with those who look like them. Not necessarily because of skin color, but the experiences that coincide with your skin color. Being able to connect with someone who understands what they are going through makes them feel less alienated. This is especially important at PWIs. Minority students already face discrimination, lack of support, and feel ostracized being the smaller percentage of the student body. The author then speaks on the importance of identity salience when it comes to academic success for minorities. (Salience- the quality of being particularly noticeable or important; prominence) “In, contrast several studies of undergraduate students found high levels of racial identity salience to be positively associated with self-esteem, academic performance, cognitive development, and intercultural competence and maturity.” The students of the minority who feel as if regardless of the challenges they can still be successful tend to reach that success. Others who only see themselves as alienated and discriminated against tend to have self-esteem issues and are less likely to achieve academic success. This is vital when attending these PWIs because you are already being put at a disadvantage and doubting yourself will only sink you into a deeper hole. “ Each of the factors noted is critical to minority student success in academic settings, especially those where they are underrepresented.” (Trent 2). Is what was said in the article referring to the factors dealing with identity salience I mentioned earlier.

This article ties into racial violence in a way similar to the others. Though the article doesn't necessarily speak on violence on campus or things such as protests. It explains the frustrations these minority students go through to lead them to such drastic decisions. Being unable to feel comfortable when seeking an education of such high status would be stressful. How would you feel? Consistently being discriminated against, underrepresented, being purposely overlooked, with no support system. The relationships these minorities seek at PWIs for understanding and comfort are hard to acquire. Being that the percent of students and faculty of the minority are significantly smaller compared to the majority. Just like in Image 1. (Qualtrics) where the percentage of students belonging to the minority was severely outweighed by the percentage of the majority. When minority students in this article had enough instead of protesting they would leave. Which explains again why the author says “The fact that the fastest-growing portion of the population is also the least represented among doctoral degree holders points to concerning systemic barriers that put students of color at a disadvantage.” (Trent 1)

• Methods/Demographics: Ten minority students. Eight pursuing doctorates. Two pursuing masters.
• Limitations: Only Ten participants a small sample size. Only Colleges in the United States. Participants only attended PWIs.

In the article “Professional Leadership Practices and Diversity Issues In the U.S Higher Education System” the author discusses the consequences of neglecting minority campus issues and how it affects the campus racial climate. “Diversity is a powerful agent of social change not fully embraced by higher education institutions.”(Mohamad 405) The endeavor to obtain a higher education can be a phenomenal motive in bringing together races/ethnicities of different cultures. “In today’s institutions of higher learning, diversity is considered as a transformative tool that allows universities to attain their mission and contribute to the betterment of society. (Mohamad 405) But these institutions hinder the academic success of their minority students. What I have been saying this entire study pertains to this article as well, if not more than the additional three. The actual shortage of diversity at these institutions is a major issue. Not only with minorities attending in the student body, but of faculty. “Further-more, faculty of color who only represent 17% of the total full-time faculty in the U.S remain disadvantaged due to the discriminatory recruitment practices employed by universities and colleges.” (Mohamad 405) Which illustrates why when I mentioned in the discussion above that there is a lack of student-professor relationships of the same race/ethnicity. Because of discriminatory practices faculty of color are significantly less likely to be hired full-time than those of the majority (White/Caucasian). Preventing minority students from gaining relationships with professors who understand their circumstances. Which can take a toll on their academic success because of feeling ostracized and unable to open up about academic insecurities and microaggressions that take place on campus. Preventing them from developing as students and hindering future careers. “In California, a state with a large Hispanic population, the State Department of Finance reported that by 2009, more than 51% of all public school students would be of Hispanic Origin (Mohamad 405) With the percentage of diversities increasing at such a high rate, faculty of minority origin need to progress at these institutions and universities as well. “Therefore, addressing the importance of diversifying the composition of both faculty and student bodies at universities is essential today.” (Mohamad 405) “When institutions of higher learning lack a diversified faculty and staff composition, students receive little guidance from educators and administrators on how to interact with racially different peers.” (Mohamad 407) Restraining students from having interracial friendships and relationships in the future. And also not being able to understand races/ethnicities outside of their own. So, the lack of racial/ethnic diversity doesn’t just affect minority students, but all students in the long run.

This article relates to racial violence in the same way as the previous articles. Throughout this entire study, each article discussed on the same few concepts. That minorities are being discriminated against, overlooked, do not receive support, and are lacking critical professor-student relationships. Which can lead to things such as protests and irrational actions by frustrated students? But, this article articulates two concepts that the others do not really go in-depth on. First the logic behind the lack of student-relationships is because faculty are discriminated against as well." Further-more, faculty of color who only represent 17% of the total full-time faculty in the U.S remain disadvantaged due to the discriminatory recruitment practices employed by universities and colleges.” (Mohamad 405) The second is minority races/ethnicities and majority races/ethnicities may just require an understanding of one another. “When institutions of higher learning lack a diversified faculty and staff composition, students receive little guidance from educators and administrators on how to interact with racially different peers.” (Mohamad 407) Being that diversity is the concern especially at PWIs students may not have relationships with races/ethnicities other than their own. Without relationships between culturally diverse races/ethnicities there will never be an understanding of one another.

• Methods/Demographics: 17% of faculty are at a disadvantage because of discriminatory practices. 51% of California public students would be of Hispanic origin in 2009.
• Limitations: Colleges in the United States.

Conclusion

The climate on these campuses needs to change before these simple protests turn into violent interventions. Before minority students choose to stop attending PWIs all together. Making them even less culturally diverse than they already are. In fact these institutions may need to become more culturally diverse. Instead of riding them of the vital peer-peer relationships and professor-student relationships they so desperately need being in a climate not in their favor. Being discriminated against not only in person but online as well. These situations can be bypassed if each student no matter the race/ethnicity feels as if they are handled with the same level of equality and respect. And presented with the same level of support and understanding. This needs to take place not only in higher education but all education, in the workplace, and in public facilities. To obviate the need for situations such as protests because of racial inequality in the future. If not frustrations will build and direct to racial violence.

Limitations

• Not enough gender diversity in survey participants ( 85.42%) female
• Campuses limited to the United States
• Not enough racial diversity in survey participants ( Racial minorities are more likely to experience racial violence, discrimination, and microaggressions. Since the majority of respondents were white/caucasian there wasn't much to work with.)
• A small number of participants (55)
• All articles discussed students attending PWIs only

Works Cited

• Arellano, Lucy, and Rican Vue. “Transforming Campus Racial Climates: Examining Discourses around Student Experiences of Racial Violence and Institutional (in)Action.” Journal of Diversity in Higher Education, vol. 12, no. 4, Dec. 2019, pp. 351–364. EBSCOhost, doi:10.1037/dhe0000122. Accessed 24 April 2020.

• Tynes, Brendesha M., et al. “Extending Campus Life to the Internet: Social Media, Discrimination, and Perceptions of Racial Climate.” Journal of Diversity inHigherEducation,vol.6,no.2,June2013,p.102.EBSCOhost,search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edo&AN=88787227&site=eds-live&scope=site. Accessed 24 April 2020.

• Trent, Fallon, et al. “Factors Impacting the Retention of Students of Color in Graduate Programs: A Qualitative Study.” Training and Education in Professional Psychology, Apr. 2020. EBSCOhost, doi:10.1037/tep0000319. Accessed 24 April 2020.

• MOHAMAD KARKOUTI, IBRAHIM. “Professional Leadership Practices and Diversity Issues in the U.S. Higher Education System: A Research Synthesis.” Education,vol.136,no.4,Summer2016,pp.405–412.EBSCOhost,search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=fth&AN=116218127&site=eds-live&scope=site. Accessed 24 April 2020