“I’m not a threat": A qualitative study on black male students’ experiences with higher education law enforcement
type: CreativeWork
description: This qualitative study explores the lived experiences of Black male students with campus law enforcement at historically white institutions (HWIs), guided by the theoretical framework of Racial Battle Fatigue (RBF). RBF highlights the cumulative psychological and physiological effects of repeated racial stressors, particularly within academic spaces. The central research question examined how Black male students experience and navigate trauma during interactions with campus police and how these experiences shape their perceptions of campus safety and academic success. Research sub-questions addressed the roles of race and gender, the psychological and emotional impacts of policing, implications for academic performance, and students’ expectations for improved safety and support. Utilizing semi-structured interviews lasting 60 to 90 minutes with 8 Black male students, the study employed open-ended questions to capture participants’ narratives and perspectives. Thematic analysis revealed six primary findings: (1) a desire for greater diversity among campus police, (2) recognition of systemic injustice within law enforcement, (3) early formative encounters with police shaping long-term perceptions, (4) pervasive fear and anxiety during police interactions, (5) ongoing tension and mistrust toward law enforcement despite a wish to believe in its protective role, and (6) adaptive coping strategies aimed at de-escalation and selfprotection.
abstract: This qualitative study explores the lived experiences of Black male students with campus law enforcement at historically white institutions (HWIs), guided by the theoretical framework of Racial Battle Fatigue (RBF). RBF highlights the cumulative psychological and physiological effects of repeated racial stressors, particularly within academic spaces. The central research question examined how Black male students experience and navigate trauma during interactions with campus police and how these experiences shape their perceptions of campus safety and academic success. Research sub-questions addressed the roles of race and gender, the psychological and emotional impacts of policing, implications for academic performance, and students’ expectations for improved safety and support. Utilizing semi-structured interviews lasting 60 to 90 minutes with 8 Black male students, the study employed open-ended questions to capture participants’ narratives and perspectives. Thematic analysis revealed six primary findings: (1) a desire for greater diversity among campus police, (2) recognition of systemic injustice within law enforcement, (3) early formative encounters with police shaping long-term perceptions, (4) pervasive fear and anxiety during police interactions, (5) ongoing tension and mistrust toward law enforcement despite a wish to believe in its protective role, and (6) adaptive coping strategies aimed at de-escalation and selfprotection.
author: Hawkins, Kevin C.
date published: 2026-05
date modified: 2026-07-24T06:06:23Z
provider: Wichita State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Wichita State University