When the Majority is the Minority: White Graduate Students' Social Adjustment at a Historically Black University

Comparing the experiences of White and Black graduate students illuminate various social adjustment challenges for White graduate students at historically Black colleges or universities (HBCUs) that are distinct from those challenges experienced by Black students on traditionally White campuses (TWIs). Findings in this exploratory and descriptive study indicate that while Black and White students report no stories of direct racism, there are expressions and concerns related to social exclusion, especially among the minority (Whites). Additionally, student expectations about entering a historically Black environment affect their perceptions about social climate.

Among both Black and White students there are varied perceptions about their sense of identity at an HBCU. Overall, Black students indicate a higher level of certainty regarding their racial identity indicating a satisfaction with their sense of Blackness. White students express lack of certainty in their racial identity yet their beliefs indicate a desire to address issues of race and adopt a nonracist identity. Implications based on these findings are provided for student affairs departments.

Increasing complexities in graduate student populations at Historically Black Colleges and Universities (HBCUs) raise questions regarding student interaction and experience, especially for White students at a predominately Black institution. For example, programs and policies designed to attract and retain students must on the one hand promote inclusion and at the same time stay anchored in cultural heritage and a dedication to serving the Black community. This requires a unique perspective in higher education as well as effective and appropriate graduate student development initiatives. To develop such actions, administrators, faculty and students need to explore and understand graduate student adjustment issues and the impact of differing racial identities of students interacting and learning in a historically black environment.

The challenges of historically Black colleges and universities to retain a viable role in higher education are multiple. There are pressures to increase minority enrollment, strengthen and maintain institutional quality, and clarify the unique function of the HBCU. Graduate programs in particular have increased in size and diversity. Master's program offerings in high-demand fields attract larger numbers of White students, often at much larger rates than undergraduate (Conrad & Brier, 1997). Master's programs in fields such as business, education, and engineering attract large numbers of minority (White) students. Retention data from 2002 indicates that White students represent 22% of the graduate student population compared to 6% undergraduate. According to Conrad and Brier, graduate level offerings attract White students who are nontraditional (older adults, working, part-time) and who seek convenience and flexibility while attending school. This graduate student population has distinct characteristics and needs.

In general, graduate student experiences in higher education have not been adequately documented, and when the race variable is included the number of studies drops even further. Within the past 20 years only a few studies have addressed the social adjustment of Black students on predominately White campuses (Astin, 1990; D'Augelli & Hershberger, 1993; Hart, 1984). During the 1980s Alien Walter (1982) and associates reported that the experiences of Black graduate students in the areas of social adjustment, academic performance, and interactions with faculty were at best conflicting and often negative. Black students often lack role models, students of similar cultural backgrounds, and experience feelings of racism (Nettles, 1990). Other studies discuss graduate student success in specific disciplines such as social work, clinical psychology, business and sociology (Ault, 1996; Graham, 1991; Nelson, Dell'Oliver, Koch, & Buckler, 2001; Potts, 1992). Research regarding graduate students' experiences at HBCUs is even more scant. Conrad and Brier (1997), focused on factors that support the matriculation of White graduate students at historically Black campuses. There is evidence to suggest that in general HBCUs have been more effective at retaining and graduating Black students than predominately White institutions (Astin; D'Auguelli & Hershberger). Factors associated with higher retention and graduation rates include faculty relationships, supportive environments, and the absence of racism. Given the growing numbers of Whites in graduate programs at HBCUs, it is necessary to explore how White students view their environment and relationships as well as identify additional issues and concerns specific to the historically Black college and university experience.

One critical theme found in undergraduate studies related to social adjustment is the campus social environment (Furr & Elling, 2002; Schwitzer, Ancis, & Griffin, 1998; Schwitzer & Thomas, 1998; Watson & Kuh, 1996). Schwitzer et al. suggest that social adjustment and interpersonal climate are essential to providing effective student services (p. 81). They constructed a model of social adjustment for Black Students at predominately White institutions. Within this model, four distinct features affect social adjustment: sense of under representedness, direct perceptions of racism, hurdle of approaching faculty, and the effects of faculty familiarity. Through follow-up studies, Schwitzer et al. established that undergraduate Black students and White students at predominately White institutions experience different social adjustment barriers. Our current study explores the same features of social adjustment at the graduate level for White students in a predominately Black institution.