ABSTRACT
Although students of color are enrolling in higher education at increasing rates, they still frequently describe their campuses as hostile and antagonistic and perceive their campus environments (e.g., campus climate and culture) diff erently than their White counterparts (Harper & Hurtado, 2007). In hooks’s (1994) Teaching to Transgress , she wrote the following:
Th is role of “native informant” is all-too-familiar for students of color on predominantly White campuses. Th us, the focus of this chapter is on articulating the challenges faced by students of color, applying theories to make further sense of the challenges, and proposing a set of recommendations for better engaging these students on campus.
