Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Higher & Adult Education

Committee Chair

Daniel Collier

Committee Member

Alfred Hall

Committee Member

Alison Happel-Parkins

Committee Member

Ernest Brothers

Abstract

This qualitative study employs Critical Race Theory (CRT) as a guiding framework to examine the perceptions and experiences of African American and Black students at a predominantly White institution (PWI), specifically focusing on their racialized encounters and the persistent challenges they face. Historically, the pursuit of education by African Americans in the United States has been profoundly influenced by a longstanding interplay of racial segregation, deeply embedded societal norms, and discriminatory practices. Despite notable legal advances and social reforms intended to promote equality, racism remains a pervasive issue within educational systems, continually shaping the experiences of students of color. Critical Race Theory offers a critical lens through which to understand and dissect the complex realities of institutional racism. Central to CRT is the assertion that racism is neither exceptional nor isolated, but instead deeply woven into the very fabric of American society, manifesting itself through institutional structures, practices, and everyday interactions. Within PWIs, the manifestations frequently occur through exclusionary curricula that fail to reflect diverse cultural perspectives, institutional cultures that implicitly privilege White experiences, underrepresentation of faculty and administrators of color, and a proliferation of microaggressions—subtle, often daily, expressions of bias and prejudice that significantly impact the wellbeing of students of color. To effectively illuminate the lived realities of African American students navigating these racial dynamics, this study utilizes critical race methodology, particularly emphasizing the practice of counter-storytelling. Counterstories function as powerful narratives that disrupt dominant social discourse by bringing to light marginalized perspectives. Through semi-structured interviews, student share detailed account of their personal experiences, providing insights into the subtle and explicit forms of discrimination encountered in academic and social spaces on campus. These narratives reveal the emotional and psychological toll of racial marginalization, highlighting both the resilience and resourcefulness that students must develop to succeed academically and socially within often hostile or indifferent environments. Findings from this research underscore that racism at PWIs is often subtle and institutionalized rather than overt yet profoundly shapes students’ educational experiences. Students frequently express feeling isolated, misunderstood, or tokenized, contributing to heightened stress, anxiety, and diminished academic performance. Additionally, institutional practices, such as inadequately addressing incidents of bias or failing to implement inclusive educational practices, reinforce systemic inequities and perpetuate feelings of exclusion among students of color. By amplifying the voices and experiences of African American and Black students, this study highlights the urgent need for institutional change. Recommendations include restructuring curricula to incorporate diverse perspectives, fostering inclusive campus cultures, expanding representation among faculty and leadership, and establishing targeted support systems that proactively address racial disparities. By implementing these transformative measures, PWIs can take meaningful steps toward becoming genuinely equitable, inclusive and affirming educational environments for all students. Keywords: Critical Race Theory, African American students, predominantly White Institutions (PWI), Counter storytelling, and Racism

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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