How Do We Decolonize Higher Education?
What does decolonizing education even mean?
- Decolonization is the process of dismantling settler-colonial ideology and systems that were constructed to uphold and maintain white supremacy—systematically oppressing marginalized groups through ideals, structures, laws, and policy. This is achieved by reconstructing through intentional action and accountability to evoke equitable change.
Many would argue that within American institutions today we have programs such as Free Application for Federal Student Aid (FAFSA), Affirmative Action, student mental health resources, university programs to aid first-generation students, and other tools that attempt to supply equitable resources to marginalized groups. But are these tools working?
Where Are We Currently?
Many universities are implementing Diversity, Equity, and Inclusion (DEI) statements and strategic plans to implement resources to best support all students. Michigan State University for example has a Diversity, Equity, and Inclusion (DEI) Plan.
Michigan State University DEI goal: Become a national leader in increasing diversity, promoting inclusion, ensuring equity, and eliminating disparities on our campus and beyond
Although these efforts are continuous and initiatives and committees are growing to help combat the systemic barriers, why do we still see gaps and disparities that disproportionately impact marginalized groups?
Michigan State University graduation rates by race and ethnicity over time
*Per the IPEDS cohort definition, only undergraduate degree-seeking full-time, first-time students who graduate within 6 years (150% time) are included. This report includes only fall starters or summer starters who continue on to the immediate next fall, per the IPEDS definition. IPEDS race/ethnicity definitions changed in 2007 (MSU graduation rates)
There are significant gaps in graduation rates among various ethnicities. There is especially a large gap in the graduation rates of African American/Black students, American Indian/Alaska Native students, and Hispanic/Latinx(of any race) students. American Indian/Alaska Native graduation rates have drastically decreased over overtime as well.
According to the Michigan State Presidential Strategic Plan, Diversity, Equity & Inclusion Report and Plan:
“While first-time, full-time undergraduate graduation rates increased for all race/ethnicity groups between 2016 and 2020, significant gaps persisted. The graduation rate for African American/Black students averaged 16.9 percentage points lower than the overall graduation rate over this period. The rate for American Indian/Alaska Native students averaged 14.2 percentage points lower than the average rate. The rate for Hispanic/Latinx students averaged 11.5 percentage points lower than the average rate. ”
Michigan State University is a big ten university with DEI plans, research committees, and resources to help support students. Yet, why are students of color graduating at disproportionate rates?
Can a system be truly inclusive when it has systematically oppressed marginalized groups for decades?
Let’s take a look at the historical timeline of the lack of access to education for marginalized groups.
It is evident that America has created systematic barriers to ensure that education wasn’t accessible to all. Although over time policies and laws have been enforced to integrate schools, giving marginalized groups equal access, the disparities are still present today. With the racial and economic segregation that still impacts these groups, equality simply cannot persist given the decades of inaccessibility to the same resources as their white counterparts. Marginalized groups didn’t have access to the same education until schools were integrated in the 1950s. A time period where people of color were seen as inferior. An era that deprived marginalized groups of attaining the same resources as white people through the law and through de facto segregation. The education system was designed to not include marginalized groups, it specifically excluded marginalized groups physically and erased their contributions within the curriculum.
Having diversity without equity creates disparities such as graduation rate gaps. As shown in the graph, marginalized groups aren’t completing their degrees compared to their white counterparts. It is imperative to understand the historical ramifications because the resources needed for these groups look different.
Where marginalized groups are today is due to a direct link between colonial frameworks and racial oppression that creates barriers for students today. The education system needs to be reimagined to close these gaps. Evolving the structural and institutional foundations that provide direct equitable resources, support, and representation; challenging the existing structure that is evidently not supporting students to the highest capacity.
Decolonization may be difficult to imagine when thinking about education. The facts are, the system in question was designed to maintain white supremacy by gatekeeping education. As the access to education increases other barriers still persist. Economic, mental health, prejudice/discrimination, lack of representation, zero tolerance policies, attendance policy, and other barriers disproportionately impact marginalized students. Marginalized students are dealing with a plethora of barriers that hinder their ability to just go to school and be a student.
Evolving Higher Education
When marginalized students at Michigan State University” were asked, “How do you think you can be better supported as a student?” The themes below indicate word associations that highlighted important themes to consider when reimagining how the current structure can evolve.
I examined these correlations and conducted research on decolonial practices and initiatives that directly supports students’ needs. Below are four equitable solutions to better support marginalized students that also connect to the needs of students.
“Support in diverse careers tracks with a given major (i.e. in situations like academic advising or career advising being honest about career potentials and how an individuals major can be better molded to fit that individual and their career interests)”
~Anonymous
“I would be better supported as a student with more financial aid (scholarships & grants) a big part of my college struggles have to do with finances. If I made more money, if I had more money for regular expenses, my life would be a lot easier”
~Anonymous
“Us as students can be better supported with more access to mental health counseling and better representation of ethnical and personal identities. Furthermore, both should have more allocated funds to better help and represent students of all walks of life.”
~Anonymous
“More mental health awareness for those dealing with family stressors and other stressors outside of school impacting the stress school has on you even more!!!!!”
~Anonymous
“I think more support for students’ mental and physical health from faculty would be helpful. I and some of my classmates feel like a lot of professors care about attendance and coursework more than students’ well-being...”
~Anonymous
“Well personally a lot of black students need more advisors of color. I have a hard time figuring out what classes I need to take etc. the advisors don’t seem to care about students and have so many that they can’t actually help everyone when they need it. I had to wait three weeks to meet with mine.”
~Anonymous
“Promoting graduate school to students of color. Make sure they know about all of their options after graduation!”
~Anonymous
“A positive environment, where the professors actually likes teaching the topic and want students to understand what is going on. Another thing is for incoming freshmen to have a workshop on how to take better notes.”“
~Anonymous
“More opportunity to display my learning outside of the contexts of exams or essay promts”
~Anonymous