Psychopolitical Experiences of Black Students at PWIs

• The study explores the psychopolitical experiences of Black immigrant college students at Predominantly White Institutions (PWIs).
• The study investigates how Black immigrant college students experience psychopolitical suffering and well-being while attending PWIs,
• The study seeks to understand how they engage in wellness.

Ethical Considerations

• The researchers obtained approval from the Institutional Review Board (IRB) at the University of Florida.
• Participants provided informed consent via a webpage before taking the online survey.
• Participants were instructed to use pseudonyms to protect their confidentiality and maintain a double-blind study.
• Interviews were recorded on a secure, IRB-approved platform.
• Participants were provided with mental health resources post-interview and compensated with a $50 Amazon e-gift card.

Data Collection Methods

• A qualitative approach using phenomenological methodology was used.
• Recruitment flyers were posted on Facebook, and emails were sent to Black organizations/departments at various universities.
• Eligible participants completed an online survey to assess eligibility criteria.
• Participants were contacted via email to schedule Zoom interviews.
• Interview questions were based on existing literature on the psychopolitical experiences of Black immigrant college students and personal experiences.
• Participants completed a demographics survey via Qualtrics and were asked about their interactions with oppression, wellness, mental health, and overall well-being.
• Resources were provided to participants, and questions were answered before giving a gift card.

Study Participants

• 14 participants identified as Black or of African descent.
• Nine identified as cisgender women, four as cisgender men, and one as genderqueer.
• The age range was 18-23 years old, with an average age of 20.43.

Results

• The study used a qualitative approach with a primary focus on thematics rather than statistical results.
• A researcher analyzed data transcripts, recorded emerging themes, and used the Interpretive Phenomenological Approach (IPA).
• Three levels of psychopolitical well-being categories were created: personal (e.g., mental health, self-growth), relational (e.g., social support, discrimination), and collective (e.g., systemic racism, institutional oppression).
• A second researcher reviewed the themes, and an auditor provided feedback to refine them.
• Reflexivity, such as coding the journal and team discussions was set into place to minimize researcher bias.
• The qualitative approach revealed thematic and interpretive patterns within the participants' experiences.

Hypotheses Findings

• The study supports the two hypotheses.
• The study shows that Black immigrant college students experience psychopolitical suffering and well-being.
• The study confirms that Black immigrant college students engage in wellness.
• The study extends existing literature on political oppression and wellness among Black immigrant college students
• The findings confirm that these students face systemic oppression, institutional barriers, racial biases, and microaggressions.
• They also find support in their communities and culturally affirming organizations.
• The findings highlight students' susceptibility to implicit biases, stereotypes, microaggressions, and ethnoracial violence.
• Participants reported racial discrimination, racist jokes, cultural erasure, and verbal/physical assaults.
• The results indicate vulnerability to race-based stress, isolation, identity disclosure-related anxiety, and school-related distress.
• Participants felt isolated due to cultural differences, demonstrating how both external and internal challenges affect their psychopolitical suffering.
• Students sought on-campus mental health services, institution-sponsored scholarships, and culturally affirming programs.
• Access to resources and systemic limitations shape their well-being.

Wellness Findings

• Resilience, cultural pride, social cohesion, acculturation, and university support affect Black immigrant students' well-being.
• Engagement in cultural practices and social cohesion among Black immigrants fosters a sense of belonging.
• Black immigrant students at PWIs seek ways to engage in wellness, even in politically hostile environments
• Participants found purpose in advocacy, working to uplift their communities, challenge systemic oppression, and establish safe spaces.
• The study moves beyond oppression-focused narratives and highlights how students build resilience, meaning, and empowerment.
• They leverage their education to help their communities while satisfying academic and professional aspirations.
• The study fills a research gap by specifically focusing on Black immigrant students in the U.S.

Strengths of the Study

• The study is the first to research the psychopolitical experiences of Black immigrant college students at PWIs in the U.S.
• The study assesses the relationship between political oppression and psychological well-being.
• The study further develops the application of intersectionality and CRT within Black immigrant populations.
• It promotes visibility of Black immigrants and their experiences.

Limitations of the Study

• The sample population is a limitation to the study.
• The sample does not represent all experiences of every immigrant across the Black population.
• The sample was majority cisgender and heterosexual individuals.
• Findings primarily highlight racism and xenophobia, while other themes appeared in the data were not addressed.
• The researchers did not ask about the length of time participants had lived in the U.S.
• The researchers did not ask about their resettling process, or their intention to seek citizenship.
• The term "immigrant" was used for all participants.
• The study does not account for visa status and the amount of time participants have resided in the U.S.
• Researchers did not request feedback from participants.

Implications of the Study

• Mental health directly impacts Black immigrant college students' academic success.
• Practitioners should provide culturally responsive treatment, addressing and unlearning biases.
• College mental health professionals can support students in processing their experiences with political oppression and psychological well-being.
• Wellness practices can help students cope and promote resilience and well-being.
• Practitioners can advocate for the psychopolitical well-being of Black immigrant college students.
• The research aims to advance social justice advocacy and to connect students with culturally affirming resources.

Key Terms

• Critical Race Theory (CRT): A framework that examines how laws, policies, and institutions support and perpetuate systemic racism.
• Intersectionality: Explores how overlapping identities result in unique experiences, especially in oppression and privilege.
• Predominantly White Institutions (PWIs): Colleges and universities where White students make up the majority of the student population.
• Psychological Well-Being: The dynamic relationship between psychological and political factors that influence well-being.
• Xenophobia: Discrimination against individuals perceived as foreign or immigrants.

This study explores the psychopolitical experiences of Black immigrant college students at Predominantly White Institutions (PWIs). It investigates their suffering and well-being, and how they engage in wellness. The research used a qualitative approach with phenomenological methodology.