“You May Encounter Many Defeats,But You Must Not Be Defeated”: BIPOC Students’ Advice on Embodying Resilience and Resistance at PWIs

Adames H. Y. Chavez-Dueñas N. Y. Lewis J. A. Neville H. A. French B. H. Chen G. A. Mosley D. V. (2023). Radical healing in psychotherapy: Addressing the wounds of racism-related stress and trauma. Psychotherapy, 60(1), 39–50. https://doi.org/10.1037/pst0000435

Beasley S. T. (2015). Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achievement of Black collegians [Unpublished doctoral dissertation]. The University of Texas at Austin.

Braun V. Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bryan J. (2005). Fostering education resilience and achievement in urban schools through school-family-community partnerships. Professional School Counseling, 8(3), 219–227. https://www-jstor-org.web.bisu.edu.cn/stable/42732462

Campa B. (2010). Critical resilience, schooling processes, and the academic success of Mexican Americans in a community college. Hispanic Journal of Behavioral Sciences, 32(3), 429–455. https://doi.org/10.1177/0739986310369322

Connor K. M. Davidson J. R. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113

Cotton D. R. E. Nash T. Kneale P. (2017). Supporting the retention of non-traditional students in higher education using a resilience framework. European Educational Research Journal, 16(1), 62–79. http://doi.org/10.1177/1474904116652629

Diemer M. A. Kauffman A. Koenig N. Trahan E. Hsieh C.-A. (2006). Challenging racism, sexism, and social injustice: Support for urban adolescents’ critical consciousness development. Cultural Diversity and Ethnic Minority Psychology, 12(3), 444–460. https://doi.org/10.1037/1099-9809.12.3.444

Drywater-Whitekiller V. (2010). Cultural resilience: Voices of Native American students in college retention. The Canadian Journal of Native Studies, 30(1), 1–19.

Duran A. (2021). “Outsiders in a niche group”: Using intersectionality to examine resilience for queer students of color. Journal of Diversity in Higher Education, 14(2), 217–222. http://doi.org/10.1037/dhe00001442172

Eagan K. Lozano J. B. Hurtado S. Case M. H. (2013). The American freshman: National norms fall 2013. Higher Education Research Institute, UCLA

Eisenberg D. Lipson S. K. Posselt J. (2016). Promoting resilience, retention, and mental health. In Levine H. L. Stock S. R. (Eds.), College student mental health (pp. 87–95). Jossey-Bass.

Felder P. P. Barker M. J. (2013). Extending Bell’s concept of interest convergence: A framework for understanding the African American doctoral student experience. International Journal of Doctoral Studies, 8, 1–20. http://doi.org/10.28945/1754

Forrest-Bank S. Jenson J. M. (2015). Differences in experiences of racial and ethnic microaggression among Asian, Latino/Hispanic, Black, and White young adults. Journal of Sociology & Social Welfare, 42(1), 141–161. https://doi.org/10.15453/0191-5096.3891

Freire P. (1970). Pedagogy of the oppressed. Herder and Herder.

French B. H. Lewis J. A. Mosley D. V. Adames H. Y. Chavez-Dueñas N. Y. Chen G. A. Neville H. A. (2020). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48(1), 14–46. https://doi.org/10.1177/0011000019843506

Grier-Reed T. Arcinue F. Inman E. (2016). The African American student network: An intervention for retention. Journal of College Student Retention: Research, Theory & Practice, 18(2), 183–193. https://doi.org/10.1177/1521025115584747

Harper S. R. (2007). Peer support for African American male college achievement: Beyond internalized racism and the burden of “acting White.” The Journal of Men’s Studies, 14(3), 337–358. https://doi.org/10.3149/jms.1403.337

Harper S. R. Davis R. J. Jones D. E. McGowan B. L. Ingram T. N. Platt C. S. (2011). Race and racism in the experiences of Black male resident assistants at predominantly White universities. Journal of College Student Development, 52(2), 180–200. https://doi.org/10.1353/csd.2011.0025

Hartley M. T. (2012). Assessing and promoting resilience: An additional tool to address the increasing number of college students with psychological problems. Journal of College Counseling, 15(1), 37–51. https://doi.org/10.1002/j.2161-1882.2012.00004.x

Hope E. C. Velez G. Offidani-Bertrand C. Keels M. Durkee M. I. (2018). Political activism and mental health among Black and Latinx college students. Cultural Diversity and Ethnic Minority Psychology, 24(1), 26–39. https://doi.org/10.1037/cdp0000144

Hurtado S. Milem J. Clayton-Pederson A. Allen W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report Volume 26. Washington, DC: The George Washington University, Graduate School of Education and Human Development.

Justin-Johnson C. (2004). Good fit or chilly climate: An exploration of the persistence experiences of African-American women graduates of predominantly White college science programs [Unpublished doctoral dissertation]. The University of New Orleans.

Kim E. Hargrove D. T. (2013). Deficient or resilient: A critical review of Black male academic success and persistence in higher education. The Journal of Negro Education, 82(3), 300–311. https://doi:10.7709/jnegroeducation.82.3.0300

Leary K. A. DeRosier M. E. (2012). Factors promoting positive adaptation and resilience during the transition to college. Psychology, 3(12), 1215–1222. https://doi.org/10.4236/psych.2012.312A180

Levitt H. M. Motulsky S. L. Wertz F. J. Morrow S. L. Ponterotto J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4(1), 2–22. https://doi.org/10.1037/qup0000082

Marques S. C. Gallagher M. W. Lopez S. J. (2017). Hope- and academic-related outcomes: A meta-analysis. School Mental Health, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9

Mayorga E. Leidecker L. de Gutierrez D. O. (2019). Burn it down: The incommensurability of the university and decolonization. Journal of Critical Thought and Praxis, 8(1), 87–106.

McLeod B. A. (2020). “Hello group, I need advice”: A textual analysis of Black fathers’ help-seeking posts on Facebook. Family Relations, 69(5), 944–955. https://doi.org/10.1111/fare.12500

McNeil-Young V. A. Mosley D. V. Bellamy P. Lewis A. Hernandez C. (2023). Storying survival: An approach to radical healing for the Black community. Journal of Counseling Psychology, 70(3), 276–292. https://doi.org/10.1037/cou0000635

Milem J. F. Dey E. L. White C. B. (2004). Diversity considerations in health professions education. In Smedley B. D. Butler A. S. Bristow L. R. (Eds.), In the nation’s compelling interest: Ensuring diversity in the health care workforce (pp. 345–90). National Academies Press.

Moane G. (2003). Bridging the personal and the political: Practices for a liberation psychology. American Journal of Community Psychology, 31(1–2), 91–101. https://doi.org/10.1023/a:1023026704576

Morgan Consoli M. L. Llamas J. D . (2013). The relationship between Mexican American cultural values and resilience among Mexican American college students: A mixed methods study. Journal of Counseling Psychology, 60(4), 617–624. https://doi.org/10.1037/a0033998

Morrow S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250–260. https://doi.org/10.1037/0022-0167.52.2.250

Mosley D. V. (2023). A biomythography introducing the Blafemme Healing framework. American Psychologist, 78(5), 678–694. https://doi.org/10.1037/amp0001146

Mosley D. V. McNeil-Young V. Bridges B. Adam S. Colson A. Crowley M. Lee L. (2021). Toward radical healing: A qualitative metasynthesis exploring oppression and liberation among Black queer people. Psychology of Sexual Orientation and Gender Diversity, 8(3), 292–313. https://doi.org/10.1037/sgd0000522

Mosley D. V. Neville H. A. Chavez-Dueñas N. Y. Adames H. Y. Lewis J. A. French B. H. (2020). Radical hope in revolting times: Proposing a culturally relevant psychological framework. Social and Personality Psychology Compass, 14(1), e12512. https://doi.org/10.1111/spc3.12512

Nadal K. L. Griffin K. E. Wong Y. Hamit S. Rasmus M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling & Development, 92(1), 57–66. https://doi.org/10.1002/j.1556-6676.2014.00130.x

Neville H. A. Heppner P. P. Ji P. Thye R. (2004). The relations among general and race-related stressors and psychoeducational adjustment in Black students attending predominantly white institutions. Journal of Black Studies, 34(4), 599–618. https://doi.org/10.1177/0021934703259168

Ong M. Smith J. M. Ko L. T. (2018). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206–245. https://doi.org/10.1002/tea.21417

Osei-Kofi N. Shahjahan R. A. Patton L. D. (2010). Centering social justice in the study of higher education: The challenges and possibilities for institutional change. Equity & Excellence in Education, 43(3), 326–340. https://doi.org/10.1080/10665684.2010.483639

Perna L. Lundy-Wagner V. Drezner N. D. Gasman M. Yoon S. Bose E. Gary S. (2009). The contribution of HBCUs to the preparation of African American women for STEM careers: A case study. Research in Higher Education, 50(1), 1–23. https://doi.org/10.1007/s11162-008-9110-y

Phelps-Ward R. (2021). Pictures of health: Examining well-being and resistance of graduate students of color. Journal of Student Affairs Research and Practice, 59(4), 355–370. https://doi.org/10.1080/19496591.2021.1943416

Prelow H. M. Mosher C. E. Bowman M. A. (2006). Perceived racial discrimination, social support, and psychological adjustment among African American college students. Journal of Black Psychology, 32(4), 442–454. https://doi.org/10.1177/0095798406292677

Prilleltensky I. (2003). Understanding, resisting, and overcoming oppression: Toward psychopolitical validity. American Journal of Community Psychology, 31(2), 195–201. https://doi.org/10.1023/a:1023043108210

Rankin S. R. Reason R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43–61. https://doi.org/10.1353/csd.2005.0008

Rivas-Drake D. Mooney M. (2009). Neither colorblind nor oppositional: Perceived minority status and trajectories of academic adjustment among Latinos in elite higher education. Developmental Psychology, 45(3), 642–651. https://doi.org/10.1037/a0014135

Santiago-Ortiz A. (2018). From critical to decolonizing service-learning: Limits and possibilities to social justice-based approaches to community service learning. Michigan Journal of Community Service Learning, 24(2), 43–54. https://doi.org/10.3998/mjcsloa.3239521.0024.204

Shapiro D. Dundar A. Huie F. Wakhungu P. Yuan X. Nathan A. Hwang Y. A. (2017). Completing college: A national view of student attainment rates by race and ethnicity—Fall 2010 cohort (Signature report no. 12b). National Student Clearinghouse Research Center.

Smith W. A. Allen W. R. Danley L. L. (2007). “Assume the position . . . you fit the description”: Psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist, 51(4), 551–578. https://doi.org/10.1177/0002764207307742

Smith W. A. Mustaffa J. B. Jones C. M. Curry T. J. Allen W. R. (2016). “You make me wanna holler and throw up both my hands!”: Campus culture, Black misandric microaggressions, and racial battle fatigue. International Journal of Qualitative Studies in Education, 29(9), 1189–1209. https://doi.org/10.1080/09518398.2016.1214296

Stanley C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43(4), 701–736. https://doi.org/10.3102/00028312043004701

Suarez-Balcazar Y. Orellana-Damacela L. Portillo N. Rowan J. M. Andrews-Guillen C. (2003). Experiences of differential treatment among college students of color. The Journal of Higher Education, 74(4), 428–444. https://doi.org/10.1353/jhe.2003.0026

Sue D. W. Sue D. (2015). Counseling the culturally diverse: Theory and practice (7th ed.). John Wiley & Sons, Inc.

Trevino N. N. DeFreitas S. C. (2014). The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Social Psychology of Education, 17(2), 293–306. https://doi.org/10.1007/s11218-013-9245-3

Wakefield J. (2019, August 16). Want to talk reparations? Let’s start with decolonizing higher education. Prism. https://prismreports.org/2019/08/16/want-to-talk-reparations-lets-start-with-decolonizing-higher-education/

Walker C. Gleaves A. Grey J. (2006). Can students within higher education learn to be resilient and, educationally speaking, does it matter? Educational Studies, 32(3), 251–264. http://doi.org/10.1080/03055690600631184

Watts R. J. Williams N. C. Jagers R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194. https://doi.org/10.1023/A:1023091024140

Wilkins-Yel K. G. Bekki J. Arnold A. Bernstein B. Okwu C. Natarajan M. Randall A. K. (2022). Understanding the impact of personal challenges and advisor support on stem persistence among graduate women of color. Journal of Diversity in Higher Education, 15(1), 97–110. https://doi.org/10.1037/dhe0000236

Wilkins-Yel K. G. Hyman J. Zounlome N. O. (2019). Linking intersectional invisibility and hypervisibility to experiences of microaggressions among graduate women of color in STEM. Journal of Vocational Behavior, 113, 51–61. https://doi.org/10.1016/j.jvb.2018.10.018

Williams E. N. Morrow S. L. (2009). Achieving trustworthiness in qualitative research: A pan-paradigmatic perspective. Psychotherapy Research, 19(4–5), 576–582. https://doi.org/10.1080/10503300802702113

Yarcheski A. Mahon N. E. (2016). Meta-analyses of predictors of hope in adolescents. Western Journal of Nursing Research, 38(3), 345–368. https://doi.org/10.1177/0193945914559545

Yeh C. J. Inman A. G. (2007). Qualitative data analysis and interpretation in counseling psychology: Strategies for best practices. The Counseling Psychologist, 35(3), 369–403. https://doi.org/10.1177/0011000006292596

Zounlomè N. O. O. (2020). Letters to my sisters & brothers: Practical advice to successfully navigate academia as a Student of Color. LTB Books.

Zounlomè N. O. O. (2025). “Lift as you climb”: The book of Black academic empowerment. LTB Books.