Exploring Religiosity and the Reflective Perspectives of Microaggressions Endured by Students and Educators from Non-Dominant Racial Groups in Higher Education

The purpose of this chapter is to explore the experiences of African American/Black and Native American students and educators on university campuses. This auto ethnographic paper addresses the role religion plays in student support and the enrollment crisis endured by college administrators when equity is not clearly defined, nor practiced, to support educators from non-dominant racial groups. As universities become more diverse, scholars and practitioners may want to be more cognizant of how educators and learners from non-dominant racial groups, particularly African American/Blacks in academe, experience university settings in conjunction with religiosity. Explications of the role religion plays in the experience of students and educators from this traditionally marginalized group may help college campuses better devise strategies for recruitment and retention.