ABSTRACT
Racial Battle Fatigue (RBF) has been defined by William A. Smith (2008) as encompassing “physiological, psychological, and behavioral strain exacted on racially marginalized and stigmatized groups and the amount of energy they expend coping with and fighting against racism” (p. 617). As Smith (2008) notes, as college and university campuses have been historically White-dominated, academic settings are not immune to this phenomenon. Much of the RBF scholarship has focused on “faculty members’” experiences, while not considering how faculty members’ experiences are shaped by their institutional context. Higher education takes place in many different contexts, not all of which are Predominantly White Institutions (PWIs).
