"It's like Nobody Wants to Make the First Move": Exploring Relationships & Community-Building between Black & Asian Students at a Predominantly White Institution

Background: From the violent manifestations of anti-Black racism exposed through the Black Lives Matter Movement to the rise of anti-Asian hate crimes in the age of COVID-19, the current sociopolitical climate has both highlighted and heightened tensions around race in the United States. This study addresses historical strains between minoritized racial groups, focusing on longstanding tensions between Black and Asian communities in the US. Despite ongoing challenges regarding race, there is also a history of cross-cultural racial solidarity, aiming to build a collectively empowered future.

The U.S. higher education system resembles societal racial dynamics. While racially minoritized students experience unique challenges, there is also opportunity for solidarity and community-building between racial groups. This study aims to explore the experiences of Black and Asian students at predominantly white institutions (PWIs) and identify opportunities for community-building between these two groups, recognizing the need for deliberate action to support students of color in academic environments.

Methods: This study utilized a two-fold data collection approach, utilizing individual and focus group interviews during Spring 2023. Individual interviews (n = 10) were conducted to explore students’ perceptions of their own racial identities, other racial groups, and racialized experiences within the university context among Black and Asian students, respectively. Subsequently, a focus group discussion (n = 4) was conducted to delve into the historical context and potential future connections between these groups. Data were transcribed and analyzed using thematic analysis.

Results: Analysis of individual and focus group interviews revealed four themes regarding racial identity among Black and Asian students: negative early racial experiences, fostering self-acceptance through diverse environments, lack of knowledge and awareness, and desire for solidarity. Black participants recounted negative early experiences, including bullying and a lack of representation in education, shaping their perceptions. Some Asian participants expressed ambiguity in their racial identity, struggling to reconcile multiple cultural influences. However, positive shifts were noted, with exposure to diverse environments fostering pride and self-acceptance. Many students lamented a lack of cultural and historical knowledge about each other's communities, highlighting a need for education and curiosity-driven learning. Additionally, both groups acknowledged a dearth of opportunities for cross-cultural engagement on campus.

Nevertheless, efforts to foster solidarity, such as multicultural events and social clubs, were noted, indicating a growing desire for intergroup connectivity. Focus group discussions underscored a newfound awareness of historical ties between Black and Asian communities, suggesting potential avenues for bridging divides. Students proposed initiatives to promote community-building between these groups, emphasizing the importance of proactive measures to foster inclusivity and understanding.

Conclusion: The current study lays the groundwork for future research and interventions to cultivate community among Black and Asian undergraduates. Our findings provide valuable insights for developing campus-based programs, such as cross-cultural workshops and events co-designed with students, and for curriculum design within social work education, including incorporating relevant case studies and historical contexts on racial dynamics. These initiatives represent crucial strides toward advancing social justice, fostering understanding and solidarity, and creating inclusive learning environments that address these student groups' unique experiences, challenges, and strengths.