Black on Campus
Black on Campus
A look at the experiences of Black students on a predominantly white campus
By Lauryn Green (A TVM Intern)
(Local University name redacted) junior Corrina Joyner was in her dorm bathroom washing her face one day during her freshman year when on the other side of the wall, she overheard her two suitemates say the “N word.” There was no way she could have heard this correctly. Before coming to college, she had never experienced anything like this, so it almost felt like a dream—a horrible one. After all, college students should be able to live their lives without having to worry about offensive language echoing through the walls of what’s supposed to be their home away from home.
Still taken aback by what she had just heard, Joyner felt an immediate urge to leave the room. She left and later returned with three friends to confront her suitemates. “We confronted them and told them why this was wrong,” she said. “Why you shouldn’t say it, the history and background behind it.” Although her suitemates apologized for using the slur, Joyner nevertheless decided to cut off all contact with them going forward. This, unfortunately, is one of the countless incidents where Black students at (Local University name redacted) have experienced some degree of racism.
From the outside looking in, most students and parents would label (Local University name redacted) their dream school from the moment they first set foot on campus. Greeted by the sound of rushing water from fountains at nearly every corner, paired with dorms resembling upscale hotels and smaller class sizes, the (Local University name redacted) community makes itself a friendly, inviting, and inclusive place for students to further their education. Behind this posh scene, however, Black students, who make up 6.55% of the student population, have not always had the same friendly experiences as their white counterparts. As a minority on campus, many Black students understand how it feels to be the “only one” in the classroom. This, in turn, can also influence the way their white classmates perceive them.
(Local University name redacted) senior and education major Christina Robinson is the only black student in her classes. When topics of diversity or literature are discussed, her classmates and professors often depend on her to provide the ‘Black perspective.’ “I have to be at the forefront of those conversations, which is very annoying sometimes,” she said. On the other hand, Robinson tries to use situations such as this to educate her classmates on her culture and experiences in hopes that they will be receptive. So far, she has been successful, as her classmates have been open to listening to her and becoming more informed about diverse cultures and backgrounds.
Intermingling with people of different races and ethnicities in the classroom can be conducive to helping students become more accepting of one another. To an extent, that is. Despite measures to bridge racial divides, there are still those who are obstinate when it comes to overcoming racial bias. For instance, being the only Black student in the class comes with knowing that some of their white peers may doubt their ability to excel. (Local University name redacted) senior Elijah Coulter recalls an incident during his freshman year’s first semester that he deemed racially motivated. It was midterms week, and he had earned the highest grade on a paper for his history class. Usually, many students would be supportive and happy for their classmates for achieving an honor such as this. This was not the case for Elijah. “When everybody found out I got the highest grade, some person of the other half uttered under their breath, ‘But how?’” Coulter said. Although he did not care to confront the individual, Coulter knew precisely what his classmate was insinuating.
When Black students endure incidents of racial bias, it is sometimes called into question how they should respond. Should they call it out? Should they educate the individual(s) about why their words or actions are racist? Or dissociate themselves? Addressing racist behavior head-on can be a good strategy because when people are confronted about bad behavior, there is the potential that they will be more aware of it and, in being so, less likely to repeat it. “The more and more you let them slide, the more they’re going to think they’re ok with doing things,” Joyner said. “So, you have to nip it in the bud very quickly.” That can mean using the experience as a teachable moment. If some white students are not consciously aware that their behavior is racist, taking the time to educate them can allow them to grow and overcome their biases.
On the other hand, other Black students feel it’s not their job to educate their White counterparts. “It’s not my responsibility to train, to educate, to spend my valuable time helping the people who outwardly don’t care for my life,” said Jaiden Sampson, an(Local University name redacted) senior. “Your ignorance is your problem, not mine.” Whereas ignorance can be overcome through education, white students must be willing to educate themselves instead of relying solely on their Black counterparts to teach them that racism is wrong. “Your ancestors have perpetuated it. You benefited from it,” said Coulter. “Go learn your history. You all shove it down our throat.” These students believe the responsibility falls to the ignorant to seek more knowledge.
While racism has continued to permeate (Local University name redacted) campus, it became especially intense during the fall of 2020.
In the months following the murders of George Floyd, Breonna Taylor, and Ahmaud Arbery, racial tension had risen dramatically around the country. Though many white people around the country supported the Black Lives Matter campaign, some opposed the purpose of the movement.
In October 2020, HPU’s Black Cultural Awareness club (BCA), Black Student Union (BSU), and College Democrats club organized a Black Lives Matter march and sit-in around the campus in hopes of raising awareness of racial injustice around the nation, which had since trickled down to HPU’s campus. Black and white students marched around campus for a half hour chanting, “Black lives matter!” “No justice, no peace!” and “I can’t breathe!” before making their way back to the Wanek intersection for a final speech.
Some students stood up to share personal experiences, while others outwardly condemned police brutality and reiterated that black lives mattered today, tomorrow, and always. Most students, especially Black students, left the march and sit-in feeling empowered and hopeful that they had made a difference. After all, one would hope that racism on campus would have diminished once other students and faculty saw how determined Black students were to advocate for themselves.
Ironically, just the opposite took place. Less than a week after the Black Lives Matter march and sit-in, a group of people entered the Wanek Cinema only to find the “N-word” written on the wall. Black students had tried to make their voices heard, but some of their counterparts were still not getting the message. Reportedly there was no quick or firm response from the administration. Black students who remember the incident have said that the administration did not inform the student body until weeks later.
Many Black students also believe the administration often delays addressing racially biased incidents. “You don’t hear about actions taken or new procedures put in place to rectify these wrongs,” Sampson said. “You get a lot of procedural talk, and then once that talk is over, they’re completely silent and hope that you forget about what has transpired.”
When left unsupported by the administration, many Black students feel they must depend on one another.
In addition to marches and sit-ins, some of the black organizations on campus have hosted town hall meetings to address the racist climate on campus. These efforts, however, were also met with pushback by some of their counterparts. In November 2021, the black student union hosted a town hall meeting in Cottrell Hall to discuss another organization on campus, which had supposedly advertised through social media that they had invited a speaker to foster a conversation on how to unlearn antiracism. The organization later clarified that its intent was to discuss critical race theory. During the town hall meeting, Mikayla Smith, the former president of BSU, did not hold back in denouncing racism in response to events that had occurred prior to the town hall meeting. Some students had taken to an anonymous social messaging app, Yik Yak, to post racially motivated slurs such as “come to Cottrell for monkey lynchings and a slave auction.” Given how many students felt emboldened to openly express their bigotry on campus due to the lack of accountability, it seemed questionable whether Black students had any advocates on campus. As it turns out, they do.
Dr. Sherrell Fuller, the newly appointed senior director of diversity and multicultural affairs, embraces her role as a mentor for minority students. Inspired by other Black faculty and staff during her undergraduate experience, Fuller is honored to be a role model and confidante for minority students at (Local University name redacted). Many Black students feel especially comfortable confiding in her about an array of topics, such as hair, representation on campus, racial profiling with security, and so much more. “If I feel like you’re right, I’m going to advocate for you,” Fuller said.
Fuller believes the administration has taken steps to address racially motivated incidents on campus and create a more inclusive environment for minority students. Students who believe they have experienced any form of racial bias can file racial bias reports to the office of student life, which are investigated by the office of diversity and multicultural affairs. If it is found that a racial bias incident was committed, the accused individual(s) are then required to attend racial bias training.
(Local University name redacted) Office of Diversity and Multicultural Affairs also has a student diversity board, VOICE, which is led by Fuller. Students who serve on the board collaborate with (Local University name redacted) Office of Diversity and Multicultural Affairs to support underrepresented demographics of students by developing programs to educate the (Local University name redacted) community on inclusivity and social acceptance.
Fuller also encourages Black students and other minority groups to come together because getting to know one another can help them navigate their experience at a predominantly white institution. School Organizations such as BCA, BSU, and others are typically safe outlets for Black students to connect with one another and air out their grievances about racial matters on campus. Understanding each other’s challenges can help strengthen the bonds between the Black community and its supporters.
Looking forward, Black students at Local University name redacted) encourage each other to persevere. Although there is still much change to be made, Black students continue to strive for a future where everybody feels respected, represented, and valued. “If you use your voice and work as hard as you can, then that’s all that matters,” said Robinson.
