This article aims to challenge the framework by which rape and sexual assault prevention in higher education are being constituted by centring Black women's experiences of sexual violence within a prevention and response policy framework. Numerous research studies exist in the literature regarding the specific experience of sexual violence for Black women within a national context that remains deeply committed to White supremacy [Buchanan, N. T., and A. J. Ormerod. 2002. "Racialized Sexual Harassment in the Lives of African American Women." "Women & Therapy" 25 (3/4): 107-124; Crenshaw, K. 1989. "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics." "University of Chicago Legal Forum" 140: 139-167; Donovan, R., and M. Williams. 2002. "Living at the Intersection: The Effects of Racism and Sexism on Black Rape Survivors." "Women & Therapy" 25 (3/4): 95-105; McNair, L. D., and H. A. Neville. 1996. "African American Women Survivors of Sexual Assault: The Intersection of Race and Class." "Women & Therapy" 18 (3/4): 10-18; Omolade, B. 1989. "Black Women, Black men, and Tawana Brawley--The Shared Condition." "Harvard Women's Law Journal" 12: 11-23; West, C. 2002. "Battered, Black, and Blue: An Overview of Violence in the Lives of Black Women." "Women & Therapy" 25 (3/4): 5-27]. Using the critical pedagogy principle of 'hidden curriculum' or how what is directly communicated through educational processes also conveys unstated values, judgments, and regulatory norms, the author analyses the first report of the White House Task Force to Protect Students from Sexual Assault [2014. Not Alone: The First Report of the White House Task Force to Protect Students from Sexual Assault] for race-neutral language that contributes to the silencing of the sexual violence that Black college women experience. The necessity of race-conscious sexual assault policy is discussed.