Beyond a Single Story: Understanding Cultural Invalidations, Colorism, and Their Impact on Belongingness Among Black College Students

Abstract

Peers often serve as sources of support and protection in educational spaces. However, when cultural norms are perceived to be violated, the criticism of peers can create stressful and unwelcoming environments. Presently, little is known about the specific effect cultural invalidations (when the authenticity of one’s cultural identity is questioned by same-race peers) have on one’s identity development and sense of belonging. To address this gap, the current study qualitatively examined instances of cultural invalidations between Black undergraduate students and their same-race peers that led to feelings of inauthenticity and lack of belonging. Participants included 20 Black undergraduate students (50% female, 50% male) attending a predominantly White institution who participated in individual interviews. Reflexive thematic analysis was used to address two research questions: (a) How do Black undergraduate students perceive and interpret experiences of cultural invalidations within their Black peer groups? (b) How do cultural invalidations experienced from Black peers relate to individuals’ sense of belonging? Two themes were identified regarding participants’ experiences of cultural invalidations: (a) colorism is a source of cultural invalidation, and (b) Blackness is not a monolith. Findings also revealed the negative implications of cultural invalidations on participants’ sense of belonging. Implications for research and practice are discussed.