Graduate Project
 

Climate and The Experiences of Black Domestic and Black International Students in a Predominantly White Institution (PWI)

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https://ir.library.oregonstate.edu/concern/graduate_projects/fb494h39s

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  • Access to higher education can be foundational in upward social mobility, especially for people of color. However, institutional and systemic racism continues to thrive under the guise of “access” within Predominantly White Institutions (PWI). In recent years, PWIs have actively recruited Black students to diversify their campuses. These same institutions fail to acknowledge the implications of a predominantly white setting have on Black students’ academic success and mental health. In a quest to amplify and understand Black student experiences within PWIs, interviews were conducted with both Black domestic and international students at Oregon State University. Critical race theory tenet of counter-storytelling is used to illuminate the many untold realities of Black student experiences while highlighting the importance of centering student voices in policy and program development. This study suggests that in order to fully achieve equity in education outcomes for Black students, PWIs must be intentional in their efforts in addressing issues of systemic and institutional racism. University administrators in PWIs need to engage in a thoughtful re-thinking in the role of race and racism in education starting from; curriculum configuration, representation of Black faculty and staff in all levels of the institutions, classroom diversity training and recognition of cultural barriers and practices affecting learning.
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