A weighty issue at Eckerd College is that Black students often feel isolated in a predominantly white environment. Their experiences highlight the need for greater understanding and respect for their unique identities.
At Eckerd College, a small liberal arts institution in Florida, the demographics reveal a stark imbalance: Black students represent only about 2.96% of the total population. This lack of racial diversity creates challenges for African American students, who often feel their identities are defined solely by their race in a campus culture that overlooks their individuality.
For many Black students, like Mikhail Whyte, a senior majoring in economics, the experience at Eckerd has been a continuation of the predominantly white settings they faced in earlier educational institutions. Having attended Shorecrest Preparatory School, where Black students made up only 2.9% of the population, Whyte felt prepared for the similar dynamics at Eckerd. He shared, “I came from a school that was a predominantly white institution. So I am already predisposed to that environment.”
Jemma Nelson, another senior, transferred from Nova Southeastern University, where the Black student body constituted 12.6%. She admitted that the shift to Eckerd was jarring, saying, “It was a big change for sure.”
In classrooms, the lack of diversity becomes painfully obvious, as both Whyte and Nelson often find themselves as the only Black students. This situation can lead to them feeling cornered during discussions about race. Nelson noted, “I feel like people turn to me to answer, and I don’t want to say the wrong thing.” The pressure to represent an entire race adds an additional layer of stress to their academic experience.
Topics such as race and discrimination take on new weight in classes like Imagining Justice, known for tackling sensitive issues. “Sometimes I felt like I wasn’t the first choice for groups in class. I definitely did feel singled out at times,” Nelson reflected.
The concept of “Black Fatigue,” coined by Mary Frances Winters, describes the mental exhaustion stemming from constant exposure to racial injustice and the pressure to prove one’s worth. Both students report struggling with feelings of inadequacy and isolation, particularly in discussions surrounding race. Whyte expressed his discomfort, saying, “It’s hard speaking about issues like that, in an environment filled with people that don’t really have your shared experience.”
Both students have found some solace in the Afro American Society, a campus organization that celebrates Black culture and offers a sense of community. Tamiya Palmer, the club’s president and a senior biology major, emphasized the importance of having Black mentors and peers to connect with. “We don’t see a lot of Black people around or especially those that can guide us and help us,” she noted.
Despite the challenges, Whyte and Nelson are learning to navigate their identities and experiences. Nelson articulated the struggle of fitting in: “I just never felt like I fit in anywhere.” Whyte echoed this sentiment, revealing how he initially felt compelled to alter his identity to belong, but now prioritizes authenticity over conformity.
They both encourage younger students to embrace their true selves instead of capitulating to pressures to conform. Whyte advised, “If belonging is going to cost you to sacrifice your identity, don’t do it.” Nelson reiterated the importance of seeking out connections and support without hiding one’s differences.
As Eckerd continues to grapple with its diversity issues, it’s crucial for students and faculty to reflect on their interactions with Black students. Understanding the emotional toll of being a racial minority in a homogenous environment can foster a more inclusive atmosphere. Black students are not merely symbols of diversity; they are individuals with unique experiences and voices deserving of respect and recognition.
