Search Results (5)

This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines the lived experiences of 11 BSLs as they respond to racialized campus climates that are increasingly ambiguous and unsupportive. Using a critical qualitative approach, data were collected through two in-depth interviews per participant and analyzed using inductive and deductive coding. Four major findings emerged: (1) BSLs experience heightened psychological, physiological, and emotional forms if stress linked to their identity and leadership roles; (2) anti-DEI policies contribute to institutional erasure and confusion; (3) students express emotional withdrawal, hypervigilance, and disillusionment with performative leadership; (4) students employ culturally grounded coping strategies centered on self-care, spirituality, and community. This study underscores that BSLs are both empowered and burdened by their leadership, especially under politically restrictive conditions. The findings call for student affairs educators to prioritize engagement and belonging and offer identity-affirming support. Further, scholars with academic freedom are urged to continue documenting racialized student experiences. These insights are critical to protecting Black student leadership and equity-centered educational transformation. Full article

The concept of “diversity dishonesty” has emerged as a pressing concern within highly selective and highly ranked schools of medicine, pharmacy, and public health at elite and highly ranked U.S. universities, particularly in the context of diversity, equity, and inclusion (DEI) efforts. This phenomenon, defined as a lack of sincerity and genuineness in an organization’s commitment to genuine and measurable change regarding diversity, raises significant questions about the authenticity of their endeavors. Organizations often engage in surface-level or performative actions related to diversity, creating the illusion of progress and dedication while failing to enact substantive and meaningful advancements in promoting diversity and inclusivity. This applied research inquiry uses a review of literature, research theories, and research frameworks to delve into the nuanced dynamics of diversity dishonesty, exploring how organizations demonstrate a commitment in form but not in substance. The practice of tokenism, where diverse individuals are hired and prominently featured in organizational materials but are not genuinely valued, emerges as a defining characteristic of diversity dishonesty. Moreover, when questions regarding the authenticity of their commitment arise, organizations may resort to gaslighting minorities, further exacerbating the issue. Recognizing the critical need to address diversity dishonesty, this article comprehensively explores frameworks to understand and combat this phenomenon. It seeks to engage with viable theories, problem-solving approaches, and contextual models that can illuminate the complex interplay of factors contributing to diversity dishonesty. By shedding light on the mechanisms through which elite and highly ranked predominantly White schools of medicine, pharmacy, and public health engage in performative acts without enacting transformative cultural change, this research aims to pave the way for more genuine and impactful DEI efforts and future research in this area. Full article

Critical educators of Color often work to support their students to work toward justice. However, because we live and work in a society imbued with white supremacy, cisheteropatriarchy, and additional systems of oppression, students and colleagues may resist efforts toward equity and racial justice, especially in mathematics education with women of Color instructors. In this paper, two mathematics educators, a Japanese American woman and a Black woman, elaborate a theory of educational facials, first coined by the second author in 2015. The theory of educational facials is an analytic tool for healing from and navigating harmful school climates. The authors operationalize the theory of educational facials as a lens to investigate examples from their own experiences negotiating unhealthy environments. The article shares descriptions of types of educational facials (e.g., do-it-yourself empowerment educational facial) and concludes with discussion of systemic change to promote healthy, liberatory, justice-oriented school spaces. Full article

White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student affairs, and is consistent with a history of expectations that Black women care for others’ needs. In this manuscript, we use Black Feminist Thought to explore racial battle fatigue and how Black women student affairs educators worked to center themselves and focus on their healing from gendered racism. We employed a narrative inquiry methodology to center participants’ stories. Findings illustrate differences between self-care and healing, the importance of community, and efforts to support future generations of Black women. Our work builds on Black Feminist Thought as a theoretical framework and contributes to the literature on the particular ways racial battle fatigue manifests and strategies for healing in the midst of navigating gendered racism. Full article

Black higher education professionals are more likely to be under-represented and experience racial discrimination and to be approached by students with whom they share identity characteristics for support, compared to white counterparts. This study explored experiences of stress potentially leading to secondary traumatic stress or burnout and coping efforts in Black-identifying staff (n = 35), who were a subset of a larger sample (n = 559) representing twenty-two U.S. regional universities. Compared to the larger sample, Black respondents were more likely to be in their roles for three years or less, potentially indicating higher rates of turnover. The Sort and Sift, Think and Shift Method was used to conduct a qualitative analysis of participant responses to open-ended questions regarding role-related stressors, efforts to cope, and desired institutional resources. Many staff reported role challenges consistent with experiences of secondary traumatic stress and burnout, which they coped with by engaging in a range of mindful self-care practices (e.g., sustaining supportive relationships, finding meaning in their work, promoting their physical health, setting boundaries). Participants highlighted the urgency of the need for change to institutional infrastructure, policies, and practices to support manageable workloads and treat staff with respect. It is critical for institutions to take an active and intentional role in mitigating stressors that contribute to secondary traumatic stress or burnout by addressing racial battle fatigue, providing adequate resources to meet the needs of under-represented students, protecting the capacity of staff to utilize wellness resources on campus, enhancing role clarity and autonomy, and fostering a sense of cultural pride, respect, and accomplishment, as well as other mechanisms, to create a culture that promotes and sustains the wellbeing of Black staff. Full article