Exploring the lived experiences of Black student conduct administrators at PWIs and the burden of providing a socially just and informed conduct process

This dissertation examined the lived experiences of Black student conduct administrators at Predominantly White Institutions and the burdens they carried while striving to uphold a socially just and informed conduct process. Using critical race theory and the concept of racial battle fatigue as guiding frameworks, I conducted a qualitative phenomenological study to explore the systemic inequities, daily challenges, and coping strategies that shaped the work of these administrators. Through a constructivist lens, I conducted in-depth, semi-structured interviews with Black student conduct administrators across ASCA’s Region 11 (New England) and analyzed the data using in vivo, emotional, and pattern coding to center participants’ voices and highlight how race and policy enforcement intersect in their roles. The study revealed six key themes related to participants’ experiences: racialized emotional labor and code-switching; tokenization and representation fatigue; navigating bias in policy enforcement; commitment to advocacy and restorative practices; isolation and lack of culturally competent support; and resilience through purpose and community building. Additionally, three themes emerged that identified the necessary supports for success: culturally competent mentorship and leadership, community and affinity-based networks, and intentional institutional investment in diversity, equity, and inclusion. By centering on the voices of Black administrators in student conduct, this study contributes to the ongoing conversation about equity in higher education. The findings highlight the need for institutions to reassess policies that perpetuate inequities, invest in culturally responsive leadership development, and foster identity-safe professional environments. Ultimately, this work advocates for systemic changes to alleviate the disproportionate burdens placed on Black professionals and to strengthen institutional commitments to equity, justice, and inclusion.