Journal of College & University Student Housing "Housing While Black" Theme Issue - 15

Within-Group Differences in Black Students' Housing Experience
As is true of higher education in general, student affairs was initially created
as a means for white professionals to support white students. In the 400+ years
since then, there has not been any significant change in that philosophical
foundation, even with the advent of professional standards, organizations,
and accreditation processes created and implemented over time.
predominantly white institutions (PWIs; Gusa, 2010; Mwangi et al., 2018; Wei et al.,
2011). This explains why on-campus housing experiences can exacerbate existing
patterns of racial segregation (Foste, 2021; Hotchkins & Dancy, 2017; Volpe & Jones,
2021). Several studies revealed that racially minoritized students frequently experience
racism and isolation while living on campus (DePouw, 2018; Patton et al., 2017; Volpe
& Jones, 2021; Yao, 2018), and many have had to confront racial microaggressions and
the lack of a sense of belonging. At the environmental level, housing where a larger
number of racially minoritized students reside is viewed as inferior to other living arrangements
(Harwood et al., 2012). Given the negative impact of these experiences, it
is imperative to understand their lived experiences and to determine the actions higher
education can take to rectify these racialized issues.
BLACK STUDENTS' ON-CAMPUS HOUSING EXPERIENCES
Some studies have already revealed that these negative experiences can be ameliorated
by creating a healthier residential environment, which can be accomplished, in part, by
allowing Black college students to choose their own roommates (Fosnacht et al., 2020).
Moreover, when residence halls were intentionally designed to promote socialization
with students who look like them, Black students benefited academically (Brown et al.,
2019). They are also more likely to gain a sense of belonging when they deem their
campus environment to be a safe space for authentic self-expression (Museus, 2008).
In fact, higher education scholars have noted that the persistence, retention, and educational
outcomes of minoritized students are impacted by the inclusiveness of the
campus climate, and Black students are more likely to consider transferring or dropping
out of college when an institution's diversity climate leads to feelings of isolation
and a lack of community (Diehl et al., 2020).
Rather than focusing on negative experiences, Volpe and Jones (2021) analyzed
how residential programs can support Black students' academic success through what
they call Black-centered affinity housing. Such spaces are critical for Black students
because they serve as counterspaces, environments where Black students are less often
subjected to racism and isolation (Volpe & Jones, 2021). However, there is sometimes
a backlash against Black residential counterspaces, which can be viewed as spaces that
actually encourage the racial segregation of Black students from their peers and can
result in a decline in interracial interactions (Patton et al., 2017; Volpe & Jones, 2021),
even though students of color tend to have more interracial interactions and friendships
on college and university campuses (Park, 2014). Perhaps their daily experiences
with non-Black peers prevent them from feeling the need to find refuge in less harmful
counterspaces. For this reason, it is imperative to understand what types of residential
spaces Black students can thrive in when these spaces are intentionally designed.
12 The Journal of College and University Student Housing
Journal of College & University Student Housing "Housing While Black" Theme Issue

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