Imagine overcoming the odds — being a young, underprivileged Black male, who recently graduated from his local high school with honors, scored decently on the SATs, proudly heading to his first college class at the state’s largest predominantly White institution (PWI). He is filled with so many emotions — excitement, hope, promise.
However, upon entering class, this young man instantly notices all eyes staring back at him from a room filled with only White faces, including the professor’s. Suddenly, he faces a heightened sense of racial awareness, propagating feelings of insecurity and alienation. It is a scene repeated throughout the week.
Researchers reveal it is not uncommon for students of color, particularly African-American students, who elect to attend PWIs, to describe their in- and out-of-classroom experiences as “chilly,” unwelcoming and inhospitable. They define their collegiate experience as running the gamut between virtually being ignored
in critical conversations and dialogue to essentially being sought after to serve as the spokesperson for their entire race.
Another hurdle: 100 percent of African-American males reported they went through a “proving process” in the classroom before faculty perceived they possessed the intellectual capital to be academically successful. Then there is constantly being asked which sport they played or being congratulated repeatedly on Mondays if the football or basketball team beat its weekend opponent.
As an African-American male (Errick Farmer) who completed his undergraduate studies at a PWI, I can verify these occurrences are real. Not only have I experienced these as a student but also, today, as a young educator with a Ph.D. On numerous occasions, both students and staff have confused me for a student-athlete while walking across the college campus.
So how does any student, but especially the African-American male, overcome these types of situations and succeed?
