Race(ism), Power, Intimidation, & Domestic Terrorism: A Critical Content Analysis of HBCU Bomb Threats on Social Media

ABSTRACT

Historically Black colleges and universities (HBCUs) were founded with the principal mission to educate Black people during an era when they were barred from most postsecondary opportunities. Today, these institutions play a vital role in the higher education landscape and help to insure the long-term viability of the U.S. economy. This research explored public discourse regarding HBCU bomb threats during 2022 and how public comments reflected on issues of race(ism), power, intimidation and domestic terrorism as a continuation of historical violence against Black Americans. The authors employed critical content analysis techniques and Critical Race Theory, while examining social media posts from X (formerly known as Twitter) as an innovative data source regarding public dialogue. The findings discuss two overarching themes within public discourse about these campus safety threats—(1) racism and White supremacy; and (2) political (in)action. These findings provide insights concerning perceptions of historical and contemporary racial oppression and terrorism experienced by Black individuals. The findings also highlight discourse concerning the ways in which racism and White supremacy were perpetuated by national political forces and (in)actions. Moreover, the findings reflect the ways in which public discourse situate racism as a norm in the U.S.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Cristy Jones

Cristy T. Jones is a doctoral student in the University of Georgia Lifelong Education Administration and Policy Department. She is also a member of the Education Policy & Equity Research Collective (Ed_PERC) HBCU Research Collaborative. Cristy received her Master of Public Administration from Cleveland State University and her Bachelor of Arts in International Studies from Spelman College as a Corella & Bertram F. Bonner Foundation Scholar. Her research interests focus on the experiences of Black male teacher candidates at historically Black colleges and universities (HBCUs) and Predominantly White Institutions (PWIs), as well as the impact of equity, inclusion and employee engagement initiatives on student outcomes and employee retention in school districts.

Krystal L. Williams

Krystal L. Williams, Ph.D. is an Assistant Professor at the University of Georgia Louise McBee Institute of Higher Education. She is the Director of the Education Policy & Equity Research Collective (Ed_PERC) and the Principal Research Scientist for each Ed_PERC division– The HBCU Research Collaborative and the STEM Equity Research Team. Her research explores issues regarding race and public policy with an emphasis on: historically Black colleges and universities (HBCUs); and broadening participation in science, technology, engineering and mathematics (STEM). She attended the University of Michigan where she completed her doctoral studies in the Center for the Study of Higher and Postsecondary Education. She also attended Clark Atlanta University where she earned BS and MS degrees in mathematics and graduated valedictorian.

Shellby Branch

Shellby Branch is a current doctoral student in the University of Georgia (UGA) McBee Institute of Higher Education. She received her Masters of Arts in Higher Education from the University of Colorado Boulder and her Bachelor’s in Business Administration from the University of Tulsa. Her research interests focus on the socioeconomic status and the family distinctions of college students and how each relates to matriculation, retention and graduation rates. She hopes her research will produce results which indicate best student support practices for students who were given inadequate college preparation.

Cate Crowe

Cate Crowe is an Academic Advisor in the College of Agricultural and Environmental Sciences at the University of Georgia. She previously served as the Special Programs Assistant at the Louise McBee Institute of Higher Education, where she supported both the Governor’s Teaching Fellows and the Executive EdD in Higher Education Management programs. She received her B.A. in English from Georgia College & State University and her Master of Education in Higher Education Administration from the McBee Institute. Cate’s research interests include first-generation college students and issues of access and success in postsecondary institutions.

Jaxon Miller

Jaxon Miller is a graduate from West Virginia University with a Bachelor of Arts in History and a Bachelor of Multidisciplinary Studies with concentrations in Appalachian Studies, Foreign Literature and Slavic Studies. He is currently pursuing a Master of Education in Higher Education Administration at the University of Georgia (UGA) in the McBee Institute of Higher Education. Miller’s interests pertaining to higher education include community development, the role of land-grant institutions, and finding new ways to increase diversity and multicultural understanding across campus.

Will Richardson

Will Richardson earned his bachelor’s degree in religion and a master’s degree in public administration from the University of Georgia. Richardson is currently a doctoral student at the University of Georgia (UGA) Louise McBee Institute of Higher Education. He also serves as Special Assistant to the Provost in the Office of the Senior Vice President for Academic Affairs and Provost at UGA. His research interests include organizational management and leadership in higher education, public service motivation and issues of governance.

Adriel A. Hilton

Adriel A. Hilton is director of Programs, Transition, and Youth Success Planning, a managerial appointment in the Washington State Department of Children, Youth and Families. He recently served as vice-chancellor for student affairs and enrollment management and an associate professor of education at Southern University at New Orleans. Prior to this role, Adriel was dean of students and diversity officer at Seton Hill University in Greensburg, PA, where he provided strategic leadership and direction to the office of Housing and Residential Life, Community Standards, First Year & Transition Programs, Diversity & Inclusion, and International Student Services.