This dissertation investigates the impact of the racialized social system of white supremacy on the experiences of Students of Color in their first-year seminar course and their overall campus experience at a historically and predominantly white institution. Existing literature on higher education often overlooks the pervasive influence of racialized organizations and their implications for students, particularly those from marginalized backgrounds. Therefore, this study fills a critical void in understanding how racialized systems shape the academic and social environment for Students of Color.
Drawing on critical race theory and employing a qualitative critical phenomenological design, this research delves into the lived experiences of 10 participants through semi-structured interviews. Findings reveal the ineffectiveness of first-year seminars in supporting the transition of Students of Color into predominantly white institutions and instead perpetuating environments that demand assimilation into white norms and values.
This study underscores the urgent need for higher education institutions to address the racialized social system within their structures, particularly their first-year seminars. As the demographic landscape of college-bound students shifts towards greater racial diversity, institutions must confront systemic inequities to attract and retain a diverse student body. By centering the voices of marginalized students, this research aims to illuminate the pervasive influence of white supremacy in higher education and advocates for systemic interventions to promote racial equity and justice. The findings contribute to the broader discourse on racialized organizations, higher education, and first-year seminars, offering insights into how the racialized social system impacts student experiences and suggesting avenues for transformative change.
