ABSTRACT
Some students expressed frustration and dissatisfaction with strict dress codes that privilege respectability politics; document analysis of college websites and handbooks revealed that dress restrictions were “the norm across Historically Black Colleges and Universities (HBCUs), reflective of an almost Victorian discourse on dress and behavior at these institutions”. It remains to be seen whether activism at HBCUs will lead to more initiatives for LGBT students and at what pace these support systems will be achieved. Geertz Gonzalez's qualitative study of students at Florida International University, a Hispanic-Serving Institution with a majority of Hispanic students, compared the civic development of Cuban American and non-Hispanic White college students. L. E. Vess’s article on her race and racism course at an Alaska Native-Serving Institution draws attention to the role the classroom can play in teaching students how to reflect on and have conversations about difficult issues in their communities.
