Abstract
In this article, I argue that higher education inflicts trauma on Black and Indigenous students. However, trauma-informed practices can serve as a liberatory practice that disrupts white supremacy culture and minimize harm against BIPIC students. I define trauma and trauma-informed practices (TIPs) and weave how racial trauma, including political, generational, and necrophiliac trauma, impacts Black and Indigenous students in university contexts. In the spirit of hope and resistance, I end with suggestions for student affairs practitioners outlined by the framework of TIP tenets that they can directly implement in their conversations and mentorship of college students. I also suggest strategies for the systemic change needed to prevent higher education from doing more harm.
Recommended Citation
Pimental, M. P. (2023). Tell Me More: Trauma-Informed Practices in Higher Education as Resistance and Liberation for Black and Indigenous Students of Color. The Vermont Connection, 44(1). https://scholarworks.uvm.edu/tvc/vol44/iss1/9