Examining Black, Second-Generation West Indian Students' Relationships With Faculty and Staff in College

This narrative study examines relational and identity dynamics to provide key insights regarding Black, second-generation West Indian college students' relationships with faculty and staff. This article focuses on the degree to which Black, second-generation West Indian students express their racial and ethnic identities in their communications and interactions with faculty and staff. While findings show more superficial or transactional interactions with white faculty, the data suggest that Black, second-generation West Indian students are more likely to form close relationships with Black faculty and staff. This article discusses critical considerations and important implications for faculty and staff working particularly with Black immigrant students to foster meaningful and authentic interactions to support their experiences, development, and success.