Chapter 15: Inclusion Above Diversity: Highlighting Engagement Narratives of Black Alumni in Higher Education

Since the implementation of racial integration on the campuses of historically White institutions (HWIs¹) across the country, Black² alumni report various levels of satisfaction with their alma maters based on their undergraduate experiences (Burley et al., 2007; Cabrera et al., 1999; Campbell et al., 2019; Hylton, 2012; Loo & Rolison, 1986; Tucker, 2021). During their undergraduate years at HWIs, many Black alumni endured dominant culture in the classroom and across campus representative of anti-blackness and colorblindness (Chun & Feagin, 2021; Dancy et al., 2018; Dumas, 2016; Feagin, 2020; Griffin, et al., 2016; Shahid et al., 2018). In the context of an HWI, dominant culture refers to a hierarchy with White as the standard for norms, language, and values while the history, contributions, and experiences of the Black population are inadvertently or intentionally diminished (Bourdieu, 1999; Hypolite, 2020a; Neff, 2010; Volpe & Jones, 2021). This dominant culture is also evidenced by powerful discourses (i.e., perspectives, ideologies, and values) that influence interactions with Black students, policies, practices, and the overall institutional culture. As an example, Black students are often expected to adopt White views, norms, and practices (Harper, 2013; Tucker, 2021; Reichner, 2019). Resultantly, the discourses representing Black alumni (racial pride, community, etc.) during their undergraduate years are in competition with the powerful discourses of the HWI.