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The marginalization of “dis/abled” Black and students of Color is well-documented in the K-12 contexts (Annamma et al., 2013; Artiles, 2013; Artiles et al., 2002; Artiles, & Trent, 1994; Blanchett, 2006). Studies have found that not only do Black and students of Color experience overrepresentation in Special Education but that Special Education placement increases the likelihood of these students being removed from schools and placed into carceral facilities (Annamma, 2015; Annamma, 2017; Artiles, 2013; Artiles et al., 2002; Artiles et al., 2010; Sullivan & Artiles, 2011). While these studies allow us to understand barriers impacting dis/abled Black and students of Color in the K-12 system, far less is known about this student population upon entering higher education. Extending Dis/ability Critical Race Theory (DisCrit), my study examines the racialized experiences of dis/abled Black and students of color attending four-year colleges and universities in California. I build on existing literature in K-12 and higher education contexts to examine the ways in which race and dis/ability intersect and perpetuate inequity for students in the study. I found that many existing policies and practices were not objective or race-neutral and privileged constructions of dis/ability rooted in hegemonic whiteness which invisibilized the experiences of Black and students of Color with dis/abilities. Building on Pérez Huber et al.’s framework (2010) of racist nativism, CRT, and DisCrit, I propose “racist ableism” as a conceptual framework to theorize these intersections of race and ability. I use racist ableism to describe how particular forms of ableism, informed by racist beliefs and institutions, oppress and dehumanize Black, Indigenous and people of Color based on actual or perceived (or, inversely, lack of perceived) dis/ability, thereby reinforcing the relationship between whiteness and ability. Last, I found that institutions of higher education police, surveil, and c

The marginalization of “dis/abled” Black and students of Color is well-documented in the K-12 contexts (Annamma et al., 2013; Artiles, 2013; Artiles et al., 2002; Artiles, & Trent, 1994; Blanchett, 2006). Studies have found that not only do Black and students of Color experience overrepresentation in Special Education but that Special Education placement increases the likelihood of these students being removed from schools and placed into carceral facilities (Annamma, 2015; Annamma, 2017; Artiles, 2013; Artiles et al., 2002; Artiles et al., 2010; Sullivan & Artiles, 2011). While these studies allow us to understand barriers impacting dis/abled Black and students of Color in the K-12 system, far less is known about this student population upon entering higher education. Extending Dis/ability Critical Race Theory (DisCrit), my study examines the racialized experiences of dis/abled Black and students of color attending four-year colleges and universities in California. I build on existing literature in K-12 and higher education contexts to examine the ways in which race and dis/ability intersect and perpetuate inequity for students in the study. I found that many existing policies and practices were not objective or race-neutral and privileged constructions of dis/ability rooted in hegemonic whiteness which invisibilized the experiences of Black and students of Color with dis/abilities. Building on Pérez Huber et al.’s framework (2010) of racist nativism, CRT, and DisCrit, I propose “racist ableism” as a conceptual framework to theorize these intersections of race and ability. I use racist ableism to describe how particular forms of ableism, informed by racist beliefs and institutions, oppress and dehumanize Black, Indigenous and people of Color based on actual or perceived (or, inversely, lack of perceived) dis/ability, thereby reinforcing the relationship between whiteness and ability. Last, I found that institutions of higher education police, surveil, and c

Few scholars have examined the social and academic environmental influence on college student-athletes. This study explored the relationship between Black male student-athletes and faculty and the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program’s 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 739 Black football and basketball players attending predominantly White institutions. The findings provided evidence that the impact of the contact is to some extent contingent upon the specific nature of the interaction for Black male student-athletes. For example, faculty who provided encouragement for graduate school had a significant influence on Black student-athletes’ college GPA whereas all other faculty interaction measures were not significant in this study. The implications of these findings are discussed among faculty, student affairs leaders, and others who are committed to improving male Black male student athlete-faculty communication, as well as enrich their overall college experience.

Few scholars have examined the social and academic environmental influence on college student-athletes. This study explored the relationship between Black male student-athletes and faculty and the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program’s 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 739 Black football and basketball players attending predominantly White institutions. The findings provided evidence that the impact of the contact is to some extent contingent upon the specific nature of the interaction for Black male student-athletes. For example, faculty who provided encouragement for graduate school had a significant influence on Black student-athletes’ college GPA whereas all other faculty interaction measures were not significant in this study. The implications of these findings are discussed among faculty, student affairs leaders, and others who are committed to improving male Black male student athlete-faculty communication, as well as enrich their overall college experience.

Few scholars have examined the social and academic environmental influence on college student-athletes. This study explored the relationship between Black male student-athletes and faculty and the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program’s 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 739 Black football and basketball players attending predominantly White institutions. The findings provided evidence that the impact of the contact is to some extent contingent upon the specific nature of the interaction for Black male student-athletes. For example, faculty who provided encouragement for graduate school had a significant influence on Black student-athletes’ college GPA whereas all other faculty interaction measures were not significant in this study. The implications of these findings are discussed among faculty, student affairs leaders, and others who are committed to improving male Black male student athlete-faculty communication, as well as enrich their overall college experience.

Few scholars have examined the social and academic environmental influence on college student-athletes. This study explored the relationship between Black male student-athletes and faculty and the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program’s 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 739 Black football and basketball players attending predominantly White institutions. The findings provided evidence that the impact of the contact is to some extent contingent upon the specific nature of the interaction for Black male student-athletes. For example, faculty who provided encouragement for graduate school had a significant influence on Black student-athletes’ college GPA whereas all other faculty interaction measures were not significant in this study. The implications of these findings are discussed among faculty, student affairs leaders, and others who are committed to improving male Black male student athlete-faculty communication, as well as enrich their overall college experience.