White defensiveness in response to racial justice education has increasingly been understood through the "white fragility" framework. This study puts forth a new framework that instead identifies a typology of white defensive moves that actively work to uphold and fortify the white racial contract. Inspired by Solórzano and…

This dissertation focuses on the role of tradition and ritual in historically Black education, particularly combating the legacy of antiblackness in school discipline. The study argues for the use of prophetic disruptive rituals that are grounded in meaning, hope, and love. Using Morehouse College as a philosophical case study, the project draws…

Reported hate crimes in the United States have increased rapidly in recent years, alongside an increase in general racial animus. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate…

Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination.…

Several states, including Texas, have implemented an "excess semester credit hours (ESCH)" policy. State ESCH policies assess a fee to students at public institutions when they exceed a set number of lifetime cumulative credit hours (e.g. students with more than the 120 credit hours needed for a bachelor's degree). In this article, we…

Objective: To examine the associations of dimensions of masculinity--respect/toughness and anti-femininity/hypersexuality--with sexual risk behaviors and protective behavioral intentions and the effects of awareness of anti-Blackness. Participants: 127 Black heterosexual men were recruited from four Historically Black Colleges and Universities and…

COVID-19 spread across the nation with Black Americans experiencing twice of the prevalence of deaths than White Americans. Black American college students are facing a unique set of biopsychosocial costs including less retention and poorer mental health. Therefore, the purpose of this study was to examine how Historically Black College or…

There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators,…

In this paper, we focus on how Black students matter, from their perspective, in Ohio higher education. To better support Black students, policymakers, college leaders, and organizers must understand what is happening on the ground from students themselves. The words of the essayist and thinker, James Baldwin, are pertinent here: "Not…

This edited volume explores and deconstructs the possibilities of higher education beyond its initial purpose. The book contextualizes and argues for a more robust interrogation of persistent patterns of campus inequality driven by rapid demographic change, reduced public spending in higher education, and an increasingly polarized political…

This book focuses on the lived experiences of underserved student and faculty populations at historically Black colleges and universities (HBCUs) and the implications these experiences have for higher education policy. Contributors discuss the contexts and experiences of students and faculty who navigate the political and social spaces of HBCUs…

African American college students have historically faced many forms of rejection and isolation at Predominantly White Institutions (PWIs), particularly during the early years of academic integration (Allen, 1992; Mendoza-Denton, Downey, Purdie, Davis & Pietrzak, 2002). This study was conducted to determine if African American students who…

Statement presented to President Nixon by a delegation of fifteen presidents of predominantly Negro colleges on May 20, 1970. (JM)