Psychology

“Being Black Affects Me Daily”: A Qualitative Study of Racial Trauma and Graduate Education

Document Type

Article

Abstract

Graduate school is often framed as a space for intellectual growth and professional development; however, for many Black students at historically White colleges and universities, it becomes a site of racial harm, isolation, and cumulative trauma. This qualitative study examines the compounded effects of racialized stress on Black graduate students in the aftermath of the murder of George Floyd—a catalytic moment that intensified anti-Black rhetoric and exposed the limits of institutional support. Grounded in the framework of cumulative racial trauma, the study draws on Zoom-based video diaries and reflexive thematic analysis to explore students’ lived experiences in real time. Findings reveal five interrelated themes: racialized academic encounters, psychological and emotional toll, political climate and safety, navigating racial identity, and strategies of resistance and survival. Participants described navigating interpersonal, institutional, and societal racism that collectively shaped their well-being and academic experiences. The findings highlight the relational and systemic nature of racial trauma and call for trauma-informed, equity-driven approaches in graduate education. This study contributes to social work education by emphasizing the need for structural transformation to ensure Black graduate students can thrive—not merely survive—in higher education. © 2026 Council on Social Work Education.

Publication Title

Journal of Social Work Education

Publication Date

2026

ISSN

1043-7797

DOI

10.1080/10437797.2026.2629312

Keywords

graduate education, racial trauma, Black graduate students, systemic racism

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