By Tanya J. Middleton, Donna Y. Ford & Emeka Obinnakwelu Jr.
As Black educators, we are constantly mindful of the quality of lived experiences in the academy, mainly predominantly white Institutions (PWIs) for minoritized students. A working paper recently published by the National Bureau of Economic Research reported that PWIs can learn how to better support Black students by implementing best practices from historically Black colleges and universities (HBCUs). The paper cites a 2021 study that found that graduation rates for Black students at HBCUs are 32% compared to 44% for Black students at other institutions. Context is important - when HBCUs are compared to similar institutions—taking into account factors like size, selectivity, finances and the socioeconomic demographics of students—Black students at HBCUs were 33% more likely to graduate than Black students at similar non-HBCUs. Students attending HBCUs are noted for having better academic performance, greater social involvement, and higher levels of thriving and being prepared for life after college.
There are unprecedented rates of anxiety and depression for college students. A recent U.S. News survey revealed that 70% of 3,649 students struggled with mental health since starting college. Mental health is synonymous with psychological wellness, a multidimensional construct involving satisfaction and balance among mind, body, and spirit (Myers & Sweeney, 2005). Achieving and maintaining a healthy balance between physical, emotional, and social functioning is critical for psychological wellness and optimal academic performance in higher education. This is particularly true for racially minoritized students, who, unlike their white racial counterparts, must deal with academic pressures while navigating through systems (e.g., predominately white institutions) known to facilitate discrimination, isolation, and marginalization.
For racially minoritized students, race and cultural values are known predictors of psychological wellness (Uchida et al., 2014). Those with high racial pride, values, and esteem are more likely to overcome associated stressors and lean into their racial identity as a tool to overcome negative encounters. However, frequent exposure to discrimination and racism littered through PWIs can profoundly hinder well-being over time. Such inhospitable conditions also increase physiological symptoms (i.e., high blood pressure, fatigue, and headaches), subsequently, impacting educational success and positive health outcomes for racially minoritized students (Smith et al., 2020). Given the circumstances, it is not surprising that racially minoritized students experience mental health symptoms at higher rates than white students (Lipson, 2022). Unwelcoming and non-supportive environments exacerbate symptoms and lead to underachievement, low self-esteem, and a sense of worth (Ford & Moore, 2004). The unfortunate reality is that, despite the need, racially minoritized students are less likely to seek mental health treatment or support, thus leading to maladaptive coping patterns.
We maintain that culturally responsive protective factors and interventions are necessary to support the academic achievement and psychological wellness of racially minoritized students in higher education. Below, we review stressors faced by this population while offering strategies and protective factors to enhance their academic development and personal wellness.
