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Exploring BIPOC Experiences in Higher Education and its Impact 0n Various

Members of a Predominantly White Institution (PWI)

Zion Moore

Master of Education in Higher Education Student Affairs Program, Western Carolina

University

HESA-695: Capstone in Higher Education Student Affairs

Dr. April Perry

April 10, 2024

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Introduction

Throughout the United States, colleges and universities have become a fusion of

multiculturalism since school integration began in the mid-1950s. As a result of the increasing

enrollment of students from diverse cultural backgrounds, the once elitist White male institution

had become a multicultural meeting place (Thelin, 2019). Upon arrival, most institutions did not

have a plan to support the growing cultural student population, so students left (Ellsworth et al.,

2022. Consequently, to meet the needs of students, institutions began hiring more diverse faculty

and staff (Ellsworth et al., 2022).

Despite appearing diverse, predominantly white institutions (PWIs) often demonstrate

underhanded microaggressions and poor cultural competency, leading to low student persistence.

Using diversity as a sales pitch has been used as a coin toss in higher education. On one instance

it is nice to see BIPOC groups at the center of a campaign. One other hand, if those being posed

as the face of the institution make up less than the overall institutions population, it can be stated

as tokenism in using those students to sell a false narrative (Aristy, 2023). A PWI that lacks

cultural competency can pose significant challenges to students of color academically and later

in life (Coleman et al., 2021). The effects of academic struggles on students of color can include

feelings of inferiority, imposter syndrome, or loss of belonging (Ijoma et al., 2021). There is
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much discussion in PWIs regarding institutional persistence, retention, and belonging among

students, but faculty and staff of color also exhibit similar disparities that can be correlated to

their high turnover rates.

Purpose of the Study

The purpose of this study is to examine experiences of persistence, retention, and a sense

of belonging among all institutional members of color, including students, faculty, and staff.

PWIs often lack professionals of color, an ongoing concern for institutions (Ellsworth et al.,

2022). While universities make efforts, the underrepresentation of faculty and staff of color often

remains a challenge (Matthews, 2022). Institutions can do better in their efforts to enhance the

persistence and retention of their BIPOC members at PWIs.

Research Questions

This study focuses on identifying the experiences of various BIPOCs attending or

working at a predominantly white institution to seek similarities and differences.

1. What are the factors about institutions that BIPOC members consider in their

selection of work or college?

2. What institutional and personal factors have positively impacted BIPOC students,

faculty and staff’s persistence, retention and sense of belonging?

3. What institutional and personal factors have negatively impacted BIPOC students,

faculty and staff’s persistence, retention and sense of belonging?

4. Did BIPOC individuals feel a sense of community within the institution? How

this could be achieved further?

This study provides a qualitative perspective on BIPOC experiences in higher education

and its impact on various members of a predominantly white institution.

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Literature Review

Utilizing Tinto’s Interactionalist Theory of Student Departure model (Tinto, 1988) to

observe the pattern of retention for departing Black students, researchers found that institutions

that do not offer underrepresented students’ resources such as mentorship, represented faculty or

community-building programs see higher departure rates, affecting BIPOC students the most.

Having to deal with mental and physical exhaustion from fighting oppressive academic systems,

many Black students are left without guidance on their academic journey as opposed to their

non-minority peers. Institutions must consider the cultural and individual barriers students of

color endure to recognize that there’s a problem. This study provides a qualitative perspective on

BIPOC experiences in higher education and its impact on various members of a predominantly

white institution.

Tinto’s model (1975) has been generalized as the main theory for cultivating the meaning

of postsecondary retention strategies, demonstrating institutional academic and social integration

as the primary reasonings for student persistence. Academic integration refers to a student’s

participation in academic structures and demands of the institution, such as GPA requirements

and attending classes. Social integration refers to the participation of the social structures of the

institution such as clubs, student organizations, and campus programming.

It was believed through this model, the higher a student’s level of academic and social

integration on campus results in a higher commitment and intention to persist towards graduation

(DeVries et al., 2022). It is important to note, however, that Tinto's model and strategies were

designed to speak to non-students of color, and that the framework was not designed for students

of color who may not be comfortable with or have difficulties adapting to a white assimilated

institutional culture (DeVries et al., 2022). Over the years, revisions of Tinto’s model trying to
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include students of color have also failed to connect sense of belonging with behavior measures

such as involvement in activities. In order for the minority student to successfully integrate, there

has to be some shared values or norms experienced between the majority and minority cultures

on campus (DeVries et al., 2022). Therefore, it is important for PWI institutions to utilize

cultural competency to understand the needs of their community members.

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Cultural Competency

Cultural competence entails understanding, respecting, and accepting differing

perspectives and behaviors based on cultural similarities and differences (Coleman et al., 2021).

The ability to work and live with people from diverse cultural backgrounds is a key skill. Skills

like these are important not only for college students entering the workforce, but also for current

professionals. Therefore, the utilization of cultural competence is necessary in the college

experience, especially on PWI campuses.

The cultural center of an institution often places cultural competence at its core because

these centers serve as spaces where students' feelings, ideas, cultures, and experiences matter and

are validated (Coleman et al., 2021). Cultural competence should, however, be emphasized on a

larger scale, such as across the institution for all members, instead of being at the core of specific

centers dedicated to serving only the students’ needs.

Methods

This study was conducted a regional, comprehensive university in the Southeastern

United States. A Qualtrics survey of 30 questions (Appendix A) with open-ended response on

their experience as a person of color either working as faculty and staff, Alumni, Graduate

students or currently enrolled at a PWI. This research project was approved by the university

IRB Board.

Data Collection and Analysis

Data collection included an open-ended questionnaire with a free-text format. Open-

ended questions were used to allow participants to explore their experiences and guide the course

of the study. Participant racial demographics (Black, Indigenous, Pacific Islander, Asian) and

institutional standing (currently enrolled undergraduate, graduate, faculty/staff) were collected to

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demonstrate a demographic profile. The current demographics of students, faculty and staff

were also collected to have an understanding of the population (Table 1 & 2). A data analysis

and representation structure (Addison, 1997) was developed to facilitate categorization,

reflection, and interpretation of data. In this study, each participant's data was analyzed using the

following steps: create and organize data; review data; code data; describe the case; interpret

found data; and validate the findings. The author coded the data once it was reviewed. Data was

then sorted into themes that illustrated the same descriptive ideas (Addison, 1997). After data

from individual surveys were coded, each participant’s experience was uniquely described.

Table 1. WCU 2022 Faculty and Staff Demographics

Table 2. WCU 2022 Student Demographics

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Findings

Asking participants their experiences either attending or working at a Predominantly

White Institution based on their classification, 46.67%, (n=7), of participants identified as

“Currently Enrolled”, 13.33% (n=2) of participants identified as “Graduate Student”, 40% (n=6)

of participants identified as “Faculty/Staff”. A total of 15 survey responses were analyzed using

Qualtrics. Themes in faculty and staff and students of color academic experiences were identified

through the coding process. Hand coding was used to evaluate and categorize common themes.

Major themes found because of analysis: Tokenism, Inferiority, Microaggressions, Disservice of

Underrepresentation and the Value of Representation.

Tokenism

A lack of genuine belonging and equal access to resources leads to tokenism in

organizations committed to diversity and inclusion. There are many ways in which tokenism can

be observed in the workplace and, specifically, in higher education. A company marketing its 1%

minority population on its website to seem more diverse can be an example of tokenism or,

hiring a minority person because of their race or ethnicity (Lin & Kennette, 2022). Participants

expressed deep understandings of their cultural identities and the ways in which these identities

are often exploited on their campus. Often, people of color are pushed to participate in initiatives

related to diversity, equity, and inclusion in academia due to their visibility as a "token" hoping

to provide an understanding of diverse perspectives (Lin & Kennette, 2022). However, one voice

and experience does not equate to all. Some participants offered complex explanations of how

tokenism impacts their persistence, retention and sense of belonging.

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A student participant stated:

“I have learned that non-people of color want to relate to BIPOC,

but they go about it the wrong way. They want us to educate them

on what can be found on google or what they can lead themselves.

Why must it be us all the time? They love to hear our experiences

and pain, but not advocate to make a difference.”

Inferiority

Based on the historical racialized nature of the United States educational system,

intellectual inferiority is commonly placed on BIPOC and underrepresented communities. Not

feeling good enough and lower self-esteem for students of these communities has been studied,

even while holding high professional roles such as faculty and staff members of an institution.

Microaggressions, stereotypes, and being seen almost as an outsider from the majority often lead

to feelings of inferiority while research has shown that racism leads BIPOC members to

internalize and believe stereotypical messages about their race (Barrita et al., 2023). Many

participants had similar experiences related to inferiority across various fields as a student and as

a professional member.

A faculty/staff participant stated:

“…I've been questioned by people that I supervised if I got the

position that I am in due to what they called 'diversity hiring,'

which completely undermined the qualifications I had for the

position, and led to them assuming I received a position based off

my race and not my efforts.”

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Microaggressions

Differences in perceptions is important to understand the effects of everyday racism in

the U.S. However, those from racially majorized and privileged communities are less aware of

the reality of racism, especially if it can demonstrate itself in discriminatory behavior or verbatim

that can be interpreted negatively (Midgette & Mulvey, 2022). Individuals who are non-people

of color hold different perceptions of racial discrimination, and the rationalizations they may use

in making sense of it contribute to invalidating the racial harm experienced by BIPOC

individuals (Midgette & Mulvey, 2022). In this way, BIPOC are often doubly disadvantaged, by

the microaggressions they initially experience, and then by being denied the reality of the harm

they felt. Some participants mentioned that these experiences have caused doubts even within

themselves, from speaking and correcting their oppressor and some participants equating their

experience as to what the outside world after college might look like.

Disservice of Underrepresentation

Institutions play a crucial role in supporting the communities they are enrolling and

hiring. Ellsworth et al. (2022) predicted by that by 2036, BIPOCs will make up more than half of

the U.S. high school graduate population (50%), making higher education institutions more

inclusive. It has been emphasized that diversity is a core value of many institutions, but most

institutions do not have representative student, faculty, or staff populations and do not serve

underrepresented populations equally in the ways discussed above. There are many disparities in

undergraduate outcomes among students from underrepresented populations. According to

research, "64 percent of White students graduate within six years, compared to 40 percent of

Blacks, 54 percent of Hispanics, and 39 percent of Indigenous students" (Ellsworth et al., 2022,

p.26). The early career outcomes of graduates from underrepresented populations with bachelor's
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degrees are also subpar compared to those of White graduates. After graduation, Unemployment

rates among White college graduates (aged 21–24) are 8.2 percent, while those of Black college

graduates are 11.6 percent and those of Hispanic college graduates are 11.2 percent (Ellsworth et

al., 2022, p.30). Once understanding and rectifying the disparities of marginalized communities

in higher education, research has shown that underrepresented students' completion rates

correlate positively with faculty diversity, so representing equity among faculty is crucial to

students' success.

A faculty/staff participant stated:

“There is always a different weight many people of color hold

when they work at PWIs , they support students a little extra than

their counterparts, because they understand the importance for

students of color to see professional staff of color, so there have

been many times I’ve volunteered to sit on an extra committee or

show up to an extra program so that my students are advocated for

and/or represented.”

While a student participant stated:

“Having representative faculty/staff has made it easier to ask for

help from faculty and staff who look like me. Seeing them in their

roles motivates me and makes me feel like I can do the same. I also

find that it makes it easier to connect with them as well.”

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Limitations

Three limitations have been identified that impacted the information gathered from this

study. Since this study was conducted with a small sample size, it was considered to have a

potential limitation in terms of generalizability and applicability. The information obtained from

this study only represented 15 BIPOC members and therefore the study may not be able to

generalize the results to all BIPOC members of a PWI.

The adaptability of findings was also a limitation in the study. Since the study took place

at a mid-sized rural Southern PWI, the results might not be applicable to other PWIs. Additional

factors such as institutional settings (urban, rural, mid-size, large size) and available resources

can affect how applicable the findings of the study can be utilized for other institutions.

Researcher bias is also a limitation within the study due to the researcher identifying as a

BIPOC member who attended a PWI for both undergraduate and graduate. With the assistance of

others, questions and manual coding were reviewed closely to address this limitation.

Conclusions and Implications

These core themes indicate that various BIPOC members of a PWI face similar

challenges and experiences regardless of their institutional standing. When asked what

institutional factors are considered in their selection of work or college, participants emphasized

representation as a core factor, whereas faculty and staff also emphasized professional

development opportunities that aligned with them. In response to the question, what institutional

and personal factors have positively impacted BIPOC members' persistence, retention, and sense

of belonging, participants pointed to the value of finding community and informal mentorship as

being the most significant. Among the factors affecting faculty and staff participants negatively
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were the institution not taking the initiative to establish community groups for faculty and staff,

leaving them to find or create them themselves, a lack of professional peer mentoring

opportunities, and a lack of community spaces for faculty and staff to gather during the day.

Students on the other hand, referenced more towards lack of classroom representation and

navigating microaggressions. Both groups noted feelings of tokenism in being the spokesperson

for people of color, facing inferiority in places being the only person of color, and daily

microaggressions causing needs for community spaces. Most community spaces on institutions

are focused on students, however, faculty and staff would benefit from them as well to aid in

navigating their experience working on a PWI campus. While there were few participants who

stated they have experienced positives in representation, all participants emphasized

representation and community benefits to all members of the institution during their academic

career and after.

These findings echo previous research on representation in higher education and senses

of belongingness. Institutions must consider the cultural and individual barriers BIPOC students,

faculty and staff endure to recognize the disservice of underrepresentation as well as its rich

value in academia. Previous research shows that institutional initiatives geared towards

mentorship, represented faculty and intentional community building programs are effective ways

that can positively influence all members of the university and its retention rates. By creating

safe spaces and acknowledging the importance of inclusion for all BIPOCs, institutions can

facilitate a sense of belonging within their inner networks, supporting an equitable environment

for all.
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Appendix A
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