This session’s purpose surrounds increasing awareness about racial trauma and its effects on the social and academic lives of Black, Indigenous, and People of Color (BIPOC) students. Correspondingly, providing narratives of BIPOC students may aid in expanding cultural competence of educators while impacting the educational setting to promote a culturally sensitive environment. Furthermore, this study seeks to assert the role of Historically Black Colleges and Universities (HBCUs) in supporting the healing of BIPOC students from racial trauma experienced in their prior educational settings. This study utilizes a phenomenological method due to its alignment with the dissertation study topic in gaining the narratives of BIPOC students. It helps identify the meaning behind BIPOC student narratives related to the phenomenon, including racial trauma and HBCU experiences (Creswell, 2009).
NOTE: Editing of machine-generated closed captions is in progress. If you need an accessible alternative to this content immediately, please contact the ILTE at (812) 941-2506 or seilte@ius.edu.
