COMMUNICATIVE DIFFERENCES BETWEEN BLACK STUDENTS AT AN HBCU AND BLACK STUDENTS AT A PWI: A CO-CULTURAL PERSPECTIVE.

Abstract

Black students’ experiences in higher education can vary significantly between predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). The dissertation examines how these differing institutional contexts influence Black students’ communicative experiences and strategies, using Orbe’s co-cultural theory (CCT) as the guiding framework. The research problem addresses a gap in understanding whether Black students adapt their communication to navigate predominantly White environments in ways that differ from their communication in majority-Black campus environments. The study employs a qualitative, comparative approach. Open-ended qualitative surveys were conducted with Black undergraduate students at Howard University (an HBCU) and the University of Wisconsin-Milwaukee (a PWI).Findings reveal notable differences in how students communicate and cope. At the PWI, Black students often felt pressure to assimilate into the dominant campus culture, frequently code-switching or downplaying aspects of their cultural identity to fit in. They also reported navigating stereotypes and microaggressions, which influenced them to adopt nonconfrontational communication approaches in classroom and social settings. In contrast, Black students at the HBCU generally expressed a sense of cultural comfort and belonging; they could communicate openly without modifying their self-expression to suit a White majority audience. Participants at the HBCU described their campus as an affirming environment that validated their cultural identity, whereas those at the PWI relied on support networks such as Black student organizations and mentors to experience feelings of community and safety. Despite the differences, students in both contexts emphasized the importance of peer support and resilience in overcoming challenges. The study concludes that institutional context plays a crucial role in shaping the communication experiences of Black students. The application of CCT illuminated how Black students at a PWI utilize specific strategies to mitigate marginalization, while those at an HBCU experience communicative freedom as the campus cultural majority. The findings contribute to co-cultural theory by highlighting the impact of context on communication strategy selection. Practical implications include recommendations for PWI administrators to foster more inclusive environments that reduce the need for Black students to adapt their communication. The dissertation underscores the value of culturally affirming educational spaces and offers insights for supporting Black students’ success and sense of belonging across institution types.