Race, Imposter Thoughts, and Healing: A Black Man's Journey in Self-Discovery While Working at a PWI

Introduction

Being Black and male brings unique gender, cultural, and social stressors that can impact mental health (Alvarez, Liang, & Neville, 2016; Robinson, Jones-Eversley, Moore, Ravenell, and Adedoyin, 2018). Although all minorities are subject to both covert and overt white hegemonic practices in higher education, Comas-Diaz, Hall and Neville (2019) suggest African Americans are more exposed to racial discrimination than other ethno-racial group. Further, Daniels (2019) notes that Black professionals are often “judged through problematic racial filters, creating additional hurdles, and barriers (p. 34). Anecdotally, one Black male professional articulates his experiences with race while working in higher education, “you have to understand [that there is] a thing called open racism and there is hidden racism. I see a lot of hidden racism in higher education.” (Turner & Guarholz, 2017, p. 217). Ironically, Black men are charged with the “duty of successfully navigating white dominant institutions while at the same time teaching about how important diversity and inclusion are” (p. 151). Furthermore, researchers refer to the clear empirical evidence supporting the association between greater experiences with racial discrimination and depression among persons of color (p. 4). These mental health impacts have been confirmed by the United States Surgeon General who stated that racial and ethnic health disparities were likely due to racism (U.S. Department of Health and Human Services, 2000).

Consequences of these emotional burdens can lead to “increased levels of stress, burnout, decreases in job performance, and satisfaction over time” (Hutchins & Rainbolt, 2016, p. 195). Students' interactions and learning are also negatively affected when the mental health of Black male professionals are compromised. For example, Brooms and Brice (2017) are two Black male professors and posit that their racialized identities impact how [professionals and students] receive content - and resist it as well, “we are seen before we are heard; thus, the way students and professionals see us influences the way they hear us” (p. 151). Theses burdens are exacerbated for Black identifying professionals who may identify in non-binary ways. (Comas-Diaz, Hall & Neville, 2019).

Although there are many tools and strategies to understand one's trauma and begin healing, Comas-Diaz, Hall and Neville (2019) note that Black men require unique methods to properly begin the healing process. Traditional methods of coping with these harms are incomplete as “racial trauma carries psychological and physiological effects like: hypervigilance to threat; flashbacks; nightmares; avoidance; suspiciousness; headaches and heart palpitations” (pp. 1-2). Research shows that being a Black male on campus can bring experiences that exhaust the body, mind and spirit, thus, it is important to gain a clear and complete understanding of the trauma, in order to heal.