February on a predominantly white campus is definitely an experience, especially as a Black woman. The dining hall suddenly has themed menu items to make everyone feel more included. There are flyers and university posts celebrating Black excellence.
For a few weeks, it can feel like the institution is being intentional about recognition.Then March arrives, and the energy often shifts just as quickly as it did when January ended.
Black History Month at a predominantly white institution, or a PWI, is layered. It can feel affirming and frustrating at the same time.
On one hand, there is something validating about seeing Black culture acknowledged in a space where you may often be one of the only black students in the room. When professors intentionally include voices such as Maya Angelou, Martin Luther King and Rosa Parks in course discussions, it signals that their contributions are not optional additions to history. They are central to it.
At the same time, February can highlight how different the rest of the academic year feels. A lecture hall may still reflect the broader demographics of a predominantly white campus. A student may still feel the subtle pressure to represent more than just themselves in conversations about race.
Increased visibility during one month does not automatically translate into deeper inclusion across the semester.
Despite this, campus events during February often create a sense of familiarity. Students can see faces they recognize and cultural references could land without explanation.
There is a feeling of ease that may not always exist in other academic spaces. For many Black students, those events provide a sense of community. They offer room to celebrate culture without having to justify or explain it.
Black History Month also brings attention to the ways institutions choose to engage with race. It can reveal whether diversity efforts are sustained or primarily symbolic.
A full calendar of February programming may stand in contrast to limited conversations about equity during the rest of the year. For students, that contrast can sharpen awareness of what meaningful inclusion looks like and what still needs work.
Still, February can bring emotional labor. Questions often arise. What does this month mean to you? Do you think the university is doing enough? Can you explain this issue? Some of those conversations are thoughtful and necessary. Others can feel heavy.
Being one of the few Black students in a space can lead to becoming an informal representative for an entire community. Black History Month can intensity that spotlight, whether a student seeks it or not.
Black History Month on a predominantly white campus represents both celebration and reflection. It highlights progress while exposing gaps. It creates space for visibility while underscoring the need for sustained inclusion. Black history is not a seasonal topic, and Black students are not temporary additions to campus culture.
While February may bring heightened attention, its impact and the lived experiences of Black students extend well beyond a single month. Recognizing that reality year-round is what truly defines inclusion.