Empirical studies about Black graduate students have emphasized their experiences with oppression and marginalization, related psychological impacts, and the survival practices they enable them to persist within Historically White Institutions (HWIs). Yet, some literature falls short of examining how individuals thrive despite racial trauma…

Little research exists on the specific ways that Indigenous Knowledge is integrated into institutions of higher education across the U.S.-affiliated islands of Micronesia. This research study highlights the existence of Palauan Knowledge within Palau Community College. An Indigenous paradigm (Wilson, 2003) is utilized to align with Palauan values…

Much of the existing literature on Vietnamese Americans focuses on experiences of previous generations and does not capture the perspectives of the current generation of Vietnamese Americans, more specifically those who are college students. The present study examined the role of family influence on college experiences for Vietnamese American…

Land-grant institutions were designed to improve the lives of individuals and communities by removing barriers to education. However, despite years of effort to address the lack of scholars of color at these institutions, disparities have persisted. Many graduate students and faculty of color have reported that the workshops meant to diversify…

The White racial frame (WRF) is a set of cultural narratives and symbols based in White supremacy and anti-blackness that shape perceptions, ideologies, and emotions in U. S. society. The WRF also shapes individual experiences. Our research team explored how the WRF shaped experiences of Black college students. Adapting consensual qualitative…

This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu's social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring…

As predominately white institutions (PWIs) seek to support racially minoritized faculty, there is evidence that racially minoritized faculty members at PWIs experience isolating, hostile, and unwelcoming environments (Bonner et al., 2014; Stanley, 2006; Turner, 2003). Existing higher education research does not explore the significance of sense of…

During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies…

Belonging has been described as a basic human need (Strayhorn, 2012) associated with academic success. Yet, research suggests that students from minoritized social identity groups report a lower sense of belonging than their privileged peers. Data collected via a grounded theory study offer qualitative insight into the development of belonging for…