Our guest author today is Simone Ispa-Landa, Assistant Professor at the School of Education and Social Policy and (by courtesy) Sociology at Northwestern University. Ispa-Landa’s research examines the processes that reproduce and magnify social exclusion, as well as the ways in which subordinate individuals and groups make sense of, and seek to combat, social stigma.
Across universities, Black college students are commanding national attention as they highlight racial injustice on campus (also here and here). Across social media platforms, many Black students and their supporters are demanding to be released from the limited roles they are asked to play at predominantly White institutions— e.g., the black friend, the student who provides admissions officers with a terrific “diversity” photo opportunity, the classmate who exists to “educate” Whites about race (see here and here).
These student activists and their allies want to avoid the fate of the Black high school students I have studied—students who can only access a narrow set of roles that benefit others, but leave them feeling grossly misunderstood or, worse, exploited. In the next few paragraphs, I share some of what I found in my in-depth, qualitative interviews with Black adolescents who were bussed to affluent suburban schools, and their White suburban-resident classmates and guidance counselors, connecting my research with this emerging college student movement.