Impact of Racism and Discrimination on Bipoc Students Sense of Belonging at a White Majority Institution

Background and Purpose

Black, Indigenous, and People of Color (BIPOC) students attending white majority institutions (WMIs) are more likely to experience the campus climate more negatively than their white peers (Adams & Mcrayer, 2020; Ancis et al., 2000; Museus et al., 2017). The campus racial climate is affected by experiences of racism, discrimination, and perceptions about the university’s desire to support diversity. While transitioning to university life is stressful for any student, BIPOC students can also experience race-related stress that can impact their sense of belonging and make this transition even more difficult to navigate. While a great deal of research has examined the experiences of BIPOC students at WMIs, not as much is known about their first-year experiences and this transition process. This study explores the question of “What are the experiences of racism, discrimination, and a sense of belonging that a first-year student of color experiences in a WMI.”

Method

The participants in this sample included 32 students attending a private, religiously affiliated WMI in the Western United States. The mean age was 20.75 years old. 53% (n=17) of the sample was female. 41% identified as Hispanic/Latino, 22% as Native Hawaiian/Pacific Islander, 16% as Black/African American, 12% as Native American, and 9% as Asian/Asian-American. 41% of students were in their first year. All other students were asked to respond based on their experiences during their first year at university. Four semi-structured group interviews, lasting one hour each, were held to better understand the experiences, challenges, and opportunities of BIPOC students attending a WMI during their first year. In order to allow students the freedom to express their thoughts and experiences, moderators asked open-ended questions. Two of the focus groups included first-year students, while the other two included upperclassmen.

Results

Data analysis identified two main themes BIPOC students experienced during their first year at a WMI: (1) discrimination and racism and (2) a sense of belonging. Regarding theme 1, students shared experiences of being stereotyped, treated unfairly, and seen as less than, and the impact of these experiences on their self-confidence, social engagement, and persistence. In regard to theme 2, students shared experiences of being one of very few BIPOC students in class or social gatherings, of being accused of only being accepted because of their race/ethnicity, and the impact these kinds of experiences have on their sense of place, feelings of exclusion, and social identity.

Conclusions and Implication

For BIPOC students attending WMIs, experiencing racism and discrimination significantly impacts student confidence, feelings of self-worth, feelings of safety on campus, and persistence attitudes. Additionally, being part of a racial minority and feeling judged or excluded significantly affects a student’s sense of belonging and of being part of a community. Altogether, these experiences are highly important for universities to understand and to consider institutional changes, programming and collaboration that can be implemented to address and mitigate the effects of these kinds of experiences.