Document Type

Honors Project

Comments

Thank you to Professor Christina Hughes of Macalester College, Sociology Department, for all her time and dedication in helping me develop this project and paper!

Abstract

In the summer of 2020, racial justice movements that emerged in response to the murder of George Floyd at the hands of Minneapolis police officer Derek Chauvin passionately decried the systems and institutions at fault and complicit in still perpetuating racial discrimination towards Black people, as well as Indigenous and other People of Color (BIPOC). As a response to these racial justice demands, college institutions pushed for diversity in their student body and across college affairs in order to appear like they were effectively responding to student demands. However, this fight against racial inequality and inequity began long before during the post-Civil War era when, as W.E.B. DuBois has written, America’s enduring problem of the color line continued to structure race relations in the nation. Formally, the work to desegregate higher education began in the 1960s after the Civil Rights Act was passed. Over time, higher education consequently became an increasingly popular commodity as it was framed as a necessity to access better and higher-paying jobs, where going to college became framed as an inclusive opportunity for increasing racial social mobility. As BIPOC students gain opportunities to enroll in higher education, it is important that we examine the relationship between institutions’ DEI efforts and the experiences that people with “diverse” racialized bodies have within them. To further explore this relationship, I conducted in-person interviews with 14 students who self-identified as BIPOC and were currently enrolled at Macalester College, a self-proclaimed racially progressive liberal arts college located in the Twin Cities less than ten miles away from where Floyd had been murdered. Ultimately engaging with Keeanga-Yamahtta Taylor’s concept of predatory inclusion but applying it to the context of higher education instead of the housing market, my results reveal that there are two general forms of exploitation that BIPOC students reported experiencing: labor and financial. As a result, I conclude that the DEI efforts promoted and promised by the college do not reflect the true experiences of BIPOC students who are being tokenized and exploited by the institution instead of being offered material redistribution or a fair path to upward mobility.

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