Nursing Educators’ Meanings of the Phenomenon of Racism and Its Effects on Black Nursing Students at Predominately White Institutions (PWIs)

Abstract

This qualitative phenomenological research study explored nursing educators’ meanings of the phenomenon of racism and their perceptions of the effects of racism on Black nursing students at Predominately White Institutions (PWIs). In an online qualitative survey and individual interviews, faculty, staff, and administrators of PWI nursing programs discussed meanings of racism, their understanding of the obstacles Black nursing students face at PWIs, and support systems in place for Black students in their nursing programs. The researcher selected Critical Race Theory (CRT) as the theoretical framework for this study, with an understanding that Black students are often faced with greater challenges to completing nursing programs than their White counterparts. The attrition rate is higher among Black nursing students at PWIs than it is for other students (Eudy & Brooks, 2022) and Black students experience racism more often than students of other races (Ackerman-Barger et al., 2020; Hall & Fields, 2012). Findings from this study indicate that there is an awareness among educators of the effects of racism on Black nursing students. However, poor communication and lack of personal accountability for supporting Black students prevent many nursing educators at PWIs from providing tangible, realistic help to their students. Recommendations for future practice coming out of this study suggest that nursing program administrators lead the charge in demonstrating a commitment to equity and inclusion by encouraging increased communication among nursing educators and students, and by adopting practices that are more considerate and inclusive of Black nursing students.