The Experience of White Students as a Temporary Minority in TRIO-Funded Programs

Although research has been conducted on the experience of White students as temporary minorities in some racial minority settings, little research focuses White students ’ experiences as a temporary minority in TRIO-funded programs. In this study, the experience of White students in a TRIO experience were examined through focus groups. Findings suggest that students often had an initial fear of the experience; however, they felt the program was largely positive and beneficial to their growth and development. Participants expressed an overall consensus pertaining to the advantages of being in a diverse student environment. Implications and conclusions for program administrators, student affairs professionals, and other campus leaders are discussed. Federally-funded Student Support Services (TRIO) programs have existed for over forty years. These programs have enabled thousands of students to gain access to college and assisted students in multiple capacities, including academic tutoring, advising, and other success-oriented activities (U.S Department of Education, n.d.). The primary goal of the programs is to “provide college students from disadvantaged backgrounds with assistance in meeting basic college requirements, opportunities for academic development, and motivation to successfully complete their postsecondary education ” (McElroy & Armesto, 1998, p. 375). While the focus of TRIO programs does not specifically mention race, the greater part of the participants in most of the programs are racial or ethnic minorities (McCants, 2003). The racial dynamic of TRIO programs potentially places White student participants in a “temporary minority ” role (Hall & Closson, 2005). This temporary role is inconsistent with the predominantly White society in which White students participate as members of the majority. The experience of White students as a temporary minority is an area of study with increasing importance, especially as the number of minority students in college is steadily increasing (Strayhorn, 2010). There is also a small but growing body of research that has focused on the experiences of White