Black within Black: The Perceptions of Black Immigrant Collegians and Their U.S. College Experience

16 ABOUT CAMPUS / MAY–JUNE 2015 have become more inclusive, expanding beyond considerations of gender and race to include socioeconomic status, ethnicity, sexual identity, immigrant status, disabilities, athletes, and more. Notwithstanding this expansion, the issues of race and ethnicity continue to pose unique challenges and opportunities in our larger society and on our campuses. Research on racial and ethnic issues often focuses on differences across groups (e.g., Blacks and Whites; Latino/as and Whites; Asians and Whites). Yet, scholars increasingly call for examination of within-group differences, which challenge us to move beyond a monolithic understanding of groups as simply Asians, Latinos, Blacks, and Whites. Within-group research adds to the complexity and understanding of the many THE TOPIC OF DIVERSITY PERMEATES all aspects of American culture, particularly as it relates to the changing demographics of our nation and the impact that these changes are having on every sector in society. In higher education, the topic of diversity extends across multiple domains (e.g., students, faculty, staff, alumni, policy making, administrative issues, and governance). Discussions about student diversity are central to every campus, especially as they relate to who is admitted, the nature of their academic experience, and who ultimately completes a degree. In the 21st century, more scholars are studying diverse communities of students, which adds to our understanding of underrepresented students’ experiences in U.S. higher education. Moreover, definitions of diversity Black Within Black: The Perceptions of Black Immigrant Collegians and Their U.S. College Experience Chrystal A. George Mwangi and Sharon Fries-Britt disrupt the idea of a monolithic experience among Black students by reporting on Black within-group diversity and the perceptions and experiences of Black immigrants in higher education.