The Journal of College and University Student Housing - Volume 43, No. 3 - 31

Racism, Power, and Place

tions with a pulse on ranging perspectives and
can serve as informal data to help institutions
understand public perceptions regarding diversity initiatives. Commenter anonymity can
result in brutal feedback, laced with racist viewpoints. Hughey and Daniels (2013) explained,
racism has always been a prominent aspect in
the news, but the creation of comment spaces
discursively reshaped racism. They further
contend, "The Internet provides no escape
route from either race or racism. Instead race
and racism persist online in ways that are both
new and unique to the Internet, alongside vestiges of centuries-old forms that reverberate
both offline and on" (p. 333). The use of online
news for public commentary is recent and may
result in racist and hate-filled statements that
deter civil dialogue and promulgate racism.
At a time when institutions are attempting to
address student demands through efforts such
as culturally-themed housing, residence life
educators must deal with the nexus between
meeting students' demands and public discourse that contradicts their efforts.

CULTURALLY THEMED ONCAMPUS HOUSING
As noted earlier, literature regarding the
negative climate and challenges of racially
minoritized students at PWIs, particularly
African American students, is prominent
and confirms they consistently experience
isolation and racially toxic campus environments (Baber, 2012; Solórzano et al., 2000;
Turner, 1994). Scholars assert these students
deserve affirming environments (Nuñez,
2009; Patton, 2010). While residence life departments offer diversity related programs,
the literature on living-learning communities

is growing but has not sufficiently addressed
racially minoritized students' desire for validating spaces. Expanding or incorporating a
culture center model within living-learning
spaces can address these limitations. Culture
centers provide space and support, while
fostering belonging for racially minoritized
students at PWIs (Guiffrida, 2006; Patton,
2006b). We share examples of culture centers
that also have a residential component (e.g.
culturally themed on-campus housing) to
capture the possibilities of what living-learning communities can become by mirroring
culture centers.
Culture center research focuses primarily on non-residential stand-alone facilities or
interdepartmental offices. No existing studies
examine culturally-themed campus housing in
relation to how their functions mirror, serve in
conjunction with, or operate as culture centers
(e.g. W.E.B. DuBois House at University of
Pennsylvania; Harambee House at Brown University). Culturally-themed housing can benefit
racially minoritized students, like culture
centers, by emphasizing history, contemporary
issues, and the culture of diverse racial groups.
Because culturally-themed housing options
only differ from culture centers in that students actually live in these spaces, connections
can be made regarding how they may serve
those students.
Saenz (2010) asserted "non-White or minority students often choose such living arrangements as a coping strategy to account for
perceived hostile or unwelcoming college environments" (p. 28). For example, The W.E.B.
Dubois College House at the University of
Pennsylvania was founded in 1972 to serve
the Black student population, sponsor culturV O L U M E 4 3 , NO. 3 * 2 0 1 7

The Journal of College and University Student Housing - Volume 43, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3