New research from GSEHD professor Deniece Dortch explores the experiences of Black doctoral students at predominantly white institutions (PWI). "Black Taxes: African American Doctoral Students Experiencing Tokenism at a Predominantly White Institution” focuses on the challenges and perceived advantages of being a minority in academic spaces.
The term “Black taxes” refers to the additional burdens and responsibilities placed on Black individuals, particularly in predominantly white spaces. Dortch’s research highlights how African American doctoral students face unique pressures at PWIs, including the expectation to represent their entire race, deal with racialized scrutiny and perform extra diversity work for the institution.
These taxes are not just metaphorical—they represent the physical, emotional and psychological tolls these students endure while navigating predominantly white academic environments. This includes the hypervisibility and racial isolation they experience, the expectation to educate their peers about racial issues, and the pressure to succeed not only for themselves but also for their community. These compounded pressures create a taxing experience that affects their academic focus, personal growth, and well-being.
Dortch interviewed nine Black doctoral students at a PWI in the Midwest, using the pseudonym "Anthony Michael University" to protect identities. To provide context, in the year the study was conducted, 1,400 students graduated with doctoral degrees, but only 25 were Black. Nationally, in 2022, African Americans earned just 7.5% of all doctorates awarded to U.S. citizens or permanent residents, according to data from the National Science Foundation.
Dortch explained that the study aimed to examine how students experience and respond to race and racism. “One of the ways students are experiencing it is through tokenization,” Dortch said. “Tokenism involves superficial gestures toward racial inclusion, forcing students to represent an entire racial group, making them hyper-visible and subjecting them to heightened scrutiny. This issue contributes to racial isolation and stress, undermining the potential for genuine inclusivity in higher education.”