Beyond access: racial belonging, social identity, and student persistence in Brazilian higher education

This article investigates the complex relationship between racial belonging, academic experiences, and student persistence in Brazilian higher education, a topic of growing relevance given the expansion of access through affirmative action policies. Based on a mixed-methods study conducted with undergraduate students from different institutions, we analyze how identification with one's racial group and academic integration experiences correlate with the decision to remain in university. Quantitative results reveal that, although there are no statistically significant differences in general levels of integration and persistence between white, brown, and black students, correlations between variables demonstrate distinct dynamics. Notably, racial belonging showed greater influence on integration and persistence for white students, suggesting that whiteness operates as an unquestioned norm that facilitates feelings of belonging. Qualitative analyses deepen understanding of the symbolic and material barriers faced by black students, including experiences of institutional and interpersonal racism. We argue that persistence is not merely a matter of material access but is intrinsically linked to social identity processes and how ‘racial otherness’ is negotiated within the university environment. We conclude that consolidating racial democracy in higher education requires policies that go beyond quotas, focusing on promoting a truly inclusive environment that recognizes and values racial diversity while actively combating discriminatory practices that subjectify students and undermine their sense of belonging.