Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective
Abstract
:That class in particular, there were about 50 students, five of which were white and by the end of the semester, we were all clumped together because of the nature of this professor and the people that were in that class. We were all sitting really close together. Same thing in the cafeteria, the whole time, really.—white male HBCU student
1. Introduction
2. Literature Review
2.1. Overview of Diversity Advocacy and Scholarship
2.2. White Racial Frames in Higher Education
2.3. Historical and Economic Context of HBCUs
2.4. De-Racialized and Decontextualized Diversity: The Framing of White HBCU Student Experiences
3. Theoretical and Conceptual Frameworks
3.1. Critical Whiteness Studies
3.2. Use of Diversity
4. Methods
5. Data Analysis
6. Findings
6.1. Using Diversity Rhetoric against Racial Justice
6.1.1. Structural Diversity
I think that this world is not Black and white it’s not, you know that, there is gray area, you know and you have to learn how to interact and how to understand people from all over, you’re not going to go into a workplace and just be with the same people that are just like you. You have to know how to communicate and work with others. So sometimes I think that HBCUs are narrowed in that because of its roots. Um but I think that where my school was that it was diversifying and you get a lot of different um color and ethnicity and all that and I think that’s really important so I think that sometimes, you know you can lack that with HBCUs.
I think they’re going to need to cater to other cultures and not just African American or Black students. So, I would say put more white students or Asian students on your website or in your pictures and make it look kind of like they’re wanted there, because right now, if I go on the ECSU website, it just caters to Blacks. That’s like closing the door to many other cultures and students who may look at [Bright City] and may look at [Bright City] as a college they want to go to, and they might be turned off by that they only cater to one culture.
I would look mostly at students that grew up in a town where there were no white people, or it was very segregated. A student that goes to a Black college that grew up in that environment is setting up for failure.
So, is this being really productive to society and really helpful to society? I know it’s nice because everybody can go to college now but is everybody meant to go to university or college. Is that our goal? I don’t–I guess for me–this is, again, from the white perspective, I would say “How do we better integrate all universities?”
6.1.2. Pluralistic (Dis)orientation
Umm and it’s influenced me in so many aspects, like umm I always wanted to adopt children but umm I would love to adopt children that are from a different country and stuff like that. Like I want my kids to understand diversity and be raised in a family of diversity. Umm so that has really influenced me a lot. Umm and I knew that being at you know being there for my undergrad, I knew that I wanted to go somewhere for my graduate studies that was diverse because I don’t, I wouldn’t know how to not see diversity and not to be around people that didn’t look like me all the time and I wanna see that.
The social aspect of it is amazing and it contributes so much to understanding and there’s so much that you need to learn there’s is so many opportunities for growth and personal growth never ends, so it really just sends you on this quest of getting experience, understanding what you need to do. But I feel like especially if you want to like explore and learn new things it’s the same thing if you were going to study abroad in a different country, like that’s the only way you’re really going to know yourself and test your waters if you leave the comfort of your own place and I can, to do that in America, it’s some people do not do anymore.
Like and when I graduated, I would come home and I’d have to drive through a city to get home and there would be like an African-American person on the street and I’m just like, “Ooh, I’m scared and I hope the light doesn’t turn red”. And then, after going to [Mountaintop University], like that is just ridiculous now. Like, because it’s just the exposure to all these different, you know, you have, you know, African-American people that act stereotypically the way, you know, that white people think that they do, as a group, like that- that’s just how they are. These, of course, you have people, because where do stereotypes come from? Somebody acted that way, but you have so many people of all these different types of backgrounds and different family circumstances and so although, it really helps you overcome a lot of stereotypes.
6.1.3. Re-Colonizing the Curriculum
If I had to choose something, I think they focused a lot on Black history, and I’m not sure if that’s because it’s an HBCU. I would think that’s the reason. But I think it’s because there’s more ethnic groups attending, maybe they would want to expand to many different cultures instead of just a few different cultures and a lot of African studies.
I think the weakness that stood out to me the most was that they didn’t gear a lot of their extracurricular towards white or Latina or other ethnicities. The plays were about strong Black women and things which are fine, but as the white student you kind of feel like okay well they kind of forgot I’m here. Nothing is really geared towards you and that’s understandable being a historically Black college that’s your forte. That’s your population, but I think they could market to the other ethnicities a little more.
6.2. Co-Opting Strategies of Resistance
6.2.1. Naming “Racism”
I would say probably more than anything, it’s a misunderstanding of white empowerment, I think. You don’t know where I’m from, I don’t know where you’re from, but because we have white skin that makes us privileged or whatever it is. For me, I don’t really care.
We all have the same brains, same skull structure, all that kind of stuff like that. It doesn’t really matter. I don’t care about your skin color. Never did before, never did after, I don’t care about mine.
6.2.2. White “Counter-Narratives”—Reinserting Dominant Narratives
So my senior year, that was my biggest involvement and that’s when I feel like the claws came out where people and professors like attending faculty meetings tried to defend the fact that students would come, and you know I had three years prior of being in leadership roles, being in the [HBCU] community, and then people trying to justify, “Well we don’t want you to represent us because you, you are the minority, like you are the less than one percent”. And then professors would come in and it was one professor in particular who had an issue and said, you know, “This is what’s wrong with the, the Black community and America that white people have to come in and kind of like set a new structure” whatever it is he felt I was trying to do and then he pointed out like this is, cause he was an African professor, and he kind of took me running that last year as, this is what’s wrong with the African American community.Then he would go and tell the students and at that time two of my sorority sisters, I mean there was issues prior because they had to change the rulebooks. Before it was African American young women who wanted to join and then when they selected me, they were like okay let’s just say all women. So my sorority sisters, we were friends before we were selected, so there was a process before that and then during the process where I was running for student government, they would approach me and be like, “You know I’m comparing this to the civil rights cause our professor’s like ‘why do we have to involve white people? Why do you have to represent the school when you don’t look like us?’” and then I had you know the same thing like in the background, another professor who would say but you are a student and nothing else should matter. So, I really had the best of both worlds with that.
Um, you know, going back, you know, with, like, where, you’ve had white students sue, like Texas, University of Texas, for not getting in and they said it’s due to affirmative action. People being let in and maybe Black students at, you know, majority universities…Um, might get looked at and you know, people think well maybe they’re just here because of affirmative action they don’t know if it’s merit or not…and it’s just an assumption that’s made. Um, and I got a lot that people are like, “Well, you’re here because of the white people scholarship”.
6.2.3. White “Counter-Spaces” and Affirming Racial Pride
That class in particular, there were about 50 students, five of which were white and by the end of the semester, we were all clumped together because of the nature of this professor and the people that were in that class. We were all sitting really close together. Same thing in the cafeteria, the whole time, really.
We had a paintball tournament on campus…and one of our friends that was not playing with us, he was like, “Yay, Saltines. Let’s go White Crackers”. The stand just realized why we were called the Saltines, they were like, “What!” I guess it was well received, no one got beat up or something like that. It was a white guy calling people White people cracker, but it was pretty good. Everyone–you know, because of the population there, there was no one but white people on the field. Everyone on the paintball team was from ROTC and we’d just brought the same class of like seven people, all from the same community college. It was a bunch of white people, so we just all went and shot people up. That was the team and we just felt like why not call it the Saltines. So, might not turn out great every time.
7. Discussion
8. Conclusions and Implications
We need to think carefully about the problems we name and reflect on how we may be led to them by the genre itself as well as by the dominant framework at work in the field. Whose problem is it? For whom is it a problem? What other problems might we identify if we began to look from different vantage points?(p. 118)
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
IRB Approval Statement
Appendix A
- Introduction: Thank you for participating in this interview today. I am trying to understand the college experiences of recent graduates of HBCUs, and I appreciate your contribution. Your responses will remain confidential. If there are times when my question is unclear to you, please let me know. The first few questions relate to your decision to attend college and enroll at this particular school.
- What were some of the reasons you wanted to attend college?
- (Probe: What aspects, if any, were you looking for in college that weren’t available in high school?)
- Describe your decision process for identifying or selecting a college to attend.
- (Probe: What types of schools did you consider?)
- Describe your decision process for deciding to enroll at this particular school.
- (Probes: What attracted you to this school? How much did you know about this school before deciding to enroll? Tell me how aware you were that this college was an HBCU prior to enrollment.)
- Reflecting on your engagement in college, in what ways-if any-were you involved in the classroom?
- How would you describe your extracurricular involvement?
- To what degree do you perceive your engagement within and outside the classroom as similar to other students? Different?
- Were there times you wanted to be more involved or engaged in ANY aspect of the university but did not become more involved? What factors prevented that involvement?
- Now, I would like to ask you a few questions about your understanding of HBCUs and their role for students and graduates. Do you have any questions so far, or anything to add to our previous discussion about your experience?
- What do you know about the history of HBCUs?
- (Probes: How much knowledge did you have prior to enrolling? Did you learn more after enrolling? If so, what did you learn and what was the source(s)?)
- Based on your knowledge and experience, how would you describe the modern role of HBCUs like the one you attended in American postsecondary education?
- What were the greatest strengths of your HBCU?
- What were the greatest weaknesses of your HBCU?
- I have a few additional questions about your identity and your experiences at an HBCU.
- What do you think about being a member of your race/ethnicity?
- (Probes: In what ways, if any, are you proud of it? Ashamed of it?)
- How, if at all, do you see your race/ethnicity influencing your life today?
- (Probe: Can you provide me specific examples? For example, do you participate in any clubs, communities, or activist causes directly associated with and/or in support of your race/ethnicity?)
- In what ways, if any, was it a factor when deciding to attend an HBCU?
- (Probe: What sort of feedback did you receive from your family and friends when they learned you were enrolling in a “Black” college?)
- In what ways, if any, did it influence your experiences at an HBCU?
- (Probe: How, if at all, would you have wanted to be treated differently?)
- How, if at all, has attending an HBCU influenced your thoughts about your own race/ethnicity?
- (Probe: Can you give me an example?)
- How, if at all, has attending an HBCU influenced how you think of Black/African American people?
- (Probe: Can you give me an example?)
- Are there any other things that have changed for you as a result of attending an HBCU?
- If you were to provide tips to prospective students about the experience of attending an HBCU to prospective students, what would you say?
- (Probes: All students? Students who did not identify as Black/African American? Students of your specific race/ethnicity?)
- What recommendations do you have for university administrators and faculty to foster a positive experience for students and graduates?
- (Probes: All non-Black students? Students of your specific race/ethnicity?)
- Have we left anything out that you feel is important to communicate?
- Thank you for your time. I hope that I can contact you should I have additional clarifications or to ensure I am interpreting your responses correctly.
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Jayakumar, U.M.; Adamian, A.S.; Grummert, S.E.; Schmidt-Temple, C.T.; Arroyo, A.T. Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective. Educ. Sci. 2021, 11, 679. https://doi.org/10.3390/educsci11110679
Jayakumar UM, Adamian AS, Grummert SE, Schmidt-Temple CT, Arroyo AT. Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective. Education Sciences. 2021; 11(11):679. https://doi.org/10.3390/educsci11110679
Chicago/Turabian StyleJayakumar, Uma Mazyck, Annie S. Adamian, Sara E. Grummert, Cameron T. Schmidt-Temple, and Andrew T. Arroyo. 2021. "Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective" Education Sciences 11, no. 11: 679. https://doi.org/10.3390/educsci11110679
APA StyleJayakumar, U. M., Adamian, A. S., Grummert, S. E., Schmidt-Temple, C. T., & Arroyo, A. T. (2021). Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective. Education Sciences, 11(11), 679. https://doi.org/10.3390/educsci11110679