African Americans & Campus Climate on Small PWI’s

     The article described the experiences of African American juniors and seniors in good academic standing who attended four different small, predominantly White liberal arts colleges in the Southern Appalachian region (Kentucky, North Carolina, Tennessee, Virginia, and West Virginia) of the U.S.  The African American community at these colleges can often be challenging for Black male and female non-athletes.  In the past, most studies focused on African American students at mid to large public universities.  The black female and male non-athletes in this study found themselves as a minority inside the larger African American community.  The transition process for some African American students attending a predominantly white campus can be challenging, especially when it comes to adjusting to the campus climate.  Minority students on predominantly white campuses often rely on each other for support due to perceived negative connotations they sense from nonminority students and faculty. 

     According to students interviewed in the study, community among African American students was described as ranging from a close-knit family to a mere association.  Some African American students on small predominantly white campuses felt the need to stick together because there was such small number of African Americans on campus.  Some students, on the other hand, believed there was a need to enhance community on campus.  For some African American students on predominantly white campuses, their experience was unforeseen.  Students felt a closer bond to White students than Black students.  Some students in the study reported that African American males and females had difficulties getting along on campus and they thought some of this friction was due to interracial dating. 

     While an African American student is in the minority on a predominantly White campus, the experience was magnified for some students in the study, especially Black male and female non-athletes.  The common thinking at some of these campuses was that if a student is an African American, he or she must play a sport.  Some students felt that a sense of community existed only for student athletes in intercollegiate sports.  Whether an African American had light or dark skin also related to feeling like a “minority within a minority.”

       Despite the fact that expectations were often not met for Black students in this study, they persisted to graduation.   Top reasons for persistence included faculty influence, involvement in campus activities, family encouragement, and positive attitude.  Of these factors, faculty influence was number one. 

Littleton, R. A. (2003). Community Among African American Students on Small, Predominantly White Campuses: The Unforeseen "Minority within a Minority" Experience. NASPA Journal, 40(4), 83-104.