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Using autoethnography and secondary literature, it argues that conventional readings of engagement overlook Black students’ realities. 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Givens 1  \nHarvard University  \nAbstract  \nGiven the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on historical and contemporary experiences of Black students in higher education, this paper argues that traditional readings of student engagement theory fail to capture the complexities of Black student engagement. In confronting anti-Blackness, these students pay an invisible tax that manifests in the mental, physical, and emotional resources that could be allocated to promote success in the campus environment but are instead utilized to merely survive as students. Black students experience a set of inherent dilemmas; they are both invested in higher education for social uplift, and they simultaneously employ Black nationalist ideals through their student organizing—these challenges are present within the broader trajectory of Black education.  \nKeywords: student engagement, black students, Historically White Institutions, the invisible tax  \nThe Invisible Tax  \nThere has been a recent upsurge in political demonstrations by Black students around the country, calling attention to the lack of justice in [the U.S. legal](the U.S. legal) system for Black people and exposing its relationship to the anti-Blackness that manifests within collegiate experiences. The nation was fixated on events at the University of Missouri in the fall of 2015, when 32 Black football players refused to play until the university president resigned. The president of the university had been publicly criticized by students for his lack of attention to racial issues on campus and the institution’s lack of attention to racial injustice in Missouri more broadly. Black students around the country protested and stood in solidarity with the students at the University of Missouri because of their shared experiences.  \nSimilarly, on December 4, 2014, Black undergraduate students at UC Berkeley staged an occupation of the Golden Bear Café, the main eatery in the heart of campus. Asa Black graduate student, I stood in solidarity on the sidelines. These students, wearing all black, blocked the entrances and lounge area of the café for four and a half hours, an amount of time that symbolically represented how long Michael Brown’s body laid out in  \n1 Correspondence concerning this article should be addressed to: Jarvis Givens, 95 Banks St., Cambridge, MA, 02138. Email: [jarvis_givens@gse.harvard.edu](jarvis_givens@gse.harvard.edu).  \nBerkeley Review of Education Vol. 6 No. 1, pp. 55–78  \n56 Givens  \nthe open after he was gunned down, while unarmed, by a White police officer in August 2014 in Ferguson, Missouri. Over the megaphone, Black students shouted about their frustration and rage regarding the failure of systems of the state to protect and value the lives of Black people as equally human. They also shared personal testimonies of how they themselves continue to experience racial hostility from the police and on campus as students enrolled at one of the country’s top universities. For instance, one Blac","cbCaimgTQOM1UPiW","https://ap.wps.com/l/cbCaimgTQOM1UPiW","pdf",378153,25,"English","# The Invisible Tax\n## Political demonstrations and anti-Blackness in higher education\n## Case study: UC Berkeley occupation of Golden Bear Café\n## Research question and analytical framework\n## Campus climate survey findings and perceived disparities","[{\"question\":\"What does the paper mean by “the invisible tax” for Black students?\",\"answer\":\"The invisible tax refers to mental, physical, and emotional resources Black students must use to survive while facing anti-Blackness, resources that could otherwise support campus success.\"},{\"question\":\"Why does the author argue traditional student engagement theory is insufficient?\",\"answer\":\"The paper argues that conventional interpretations fail to capture the complexities of Black student engagement shaped by racialized experiences at HWIs.\"},{\"question\":\"How does the UC Berkeley occupation described in the essay relate to the broader argument?\",\"answer\":\"The occupation at the Golden Bear Café is presented as a symbolic and collective response to frustrations with systems that fail to protect and value Black lives, illustrating how campus experiences drive engagement and identity.\"}]","The Invisible Tax - Exploring Black Student Engagement at Historically White Institutions | PDF",1792079783,63]