“I Actually Do Belong Here”: How the Anti-DEI Movement Reshapes Belonging for Black and Latino Male Students
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Media and Technology
Date of Award
Spring 5-1-2026
Abstract
This study explores the sense of belonging among Black and Latino male students at Historically White Institutions (HWIs) during the anti-Diversity, Equity, and Inclusion movement. This movement is a coordinated political and legal effort, largely in the United States, to dismantle diversity, equity, and inclusion initiatives in public institutions, corporations, and education Despite improved access to higher education, Black and Latino males graduate at lower six-year rates (34% and 50%, respectively) compared with their white male peers (61%). The research utilized Critical Race Theory (CRT) as a guiding framework, focusing on the tenets of the permanence of racism, interest convergence, and counter-storytelling to amplify the voices of marginalized students. Employing a hermeneutic-phenomenological design, the study collected data through demographic surveys and semi-structured interviews with five junior and senior Black and Latino male students. Findings revealed that while participants experienced a strong sense of belonging through identity-based student organizations and Greek life, they often experienced conditional inclusion and racial isolation in the broader campus and academic settings. New challenges emerged following the implementation of anti-DEI legislation and institutional changes to meet the new guidance required of them by the state, including a chilling effect on faculty-led dialogue, increased stigma regarding the merit of minority students, and significant gaps in institutional communication about financial aid and resources. Despite these systemic barriers, participants demonstrated intense resilience, framing their presence toward graduation as an act of advocacy and “trailblazing” for future generations. The study concludes that higher education administrators must move beyond merely welcoming students to enacting true belonging through programming, including curriculum design, and sustainable, systemic support frameworks that affirm diverse cultural identities.
Advisor
Tony Lee
Subject Categories
Education
Recommended Citation
Guillory, Justin D., "“I Actually Do Belong Here”: How the Anti-DEI Movement Reshapes Belonging for Black and Latino Male Students" (2026). Electronic Theses & Dissertations. 1358.
https://lair.etamu.edu/etd/1358
