A 2021 article published by Planning for Higher Education states that higher education discussions on racism and diversity, equity, and inclusion have increased after the death of George Floyd and the widespread recognition of the Black Lives Matter movement. More higher education institutions, including Texas State University, Michigan Tech and the U.S. Military Academy, are creating and offering diversity, equity and inclusion degree majors and certificate programs. News and social media outlets are showing cases and examples of police brutality, harassment in public spaces and overall violence against Black people, leading to an increased demand for racial bias and other DEI-related training in the quest to identify relevant strategies that hold institutions accountable.

However, when it comes to the discussion about race in academe, a topic that is often left out of the conversation is colorism. Defined as “prejudice or discrimination, especially within a racial or ethnic group favoring people with lighter skin over those with darker skin,” colorism is an issue that has long impacted Black people since the period of slavery and is rooted in white supremacy.

The Origin and Impact of Colorism

Throughout the course of slavery, many white slave masters would rape enslaved women, leading to mixed-race offspring. Noticeably lighter in skin color, those children were often treated better than those who were darker-skinned. They were, for instance, allowed to work in the slave master’s house, taught how to read and learn a trade, and sometimes even given the opportunity to pay for their freedom. That gave way to an African American lighter-skinned higher class and a system based on colorism.

Years after the abolishment of slavery, this issue still impacts the career access and mobility of Black students, faculty and staff—with lighter-skinned job candidates more likely to be chosen for a job, regardless of education level, and to  be promoted, and accepted or welcomed in the workplace. In addition, there is evidence that darker-skinned African Americans tend to have lower incomes and higher rates of joblessness than lighter-skinned African Americans. Also, lighter-skinned students are encouraged to pursue higher education and assumed to be smarter and more capable than their darker-skinned counterparts.

The findings of a study in Social Currents based on the 2012 American National Election Study showed that job interviewers ranked Black interviewees with lighter skin as more intelligent than darker-skinned interviewees, indicating that prejudice based on skin tone still impacts how white interviewers assess intellect, ability and personality. Current employment disparities between lighter- and darker-skinned Black people in higher education largely stem from inequitable access to higher education institutions throughout history. As stated in a 2016 article published by Theory Into Practice, historical records on the first Black students who were allowed to attend predominantly white higher education institutions indicate that those students were mixed-race. Lighter-skinned and racially ambiguous Black people have always been given preferential treatment based on the perceived ability to fit into white standards.

In addition, evidence shows that lighter-skinned students are often treated differently than darker-skinned students in their interactions with course instructors, based on the perception that they’re inherently smarter or more attractive. This results in more opportunities being afforded to lighter-skinned people, especially during their higher education years, and continuing into their professional careers. The Theory into Practice article ultimately suggests that “ … lighter skin is associated with higher educational attainment and other indicators of success …” that come along with being given social advantages throughout one’s life.

Gender and Colorism

Women in the workplace are expected do their jobs well and to look a certain way while doing so. To advance and be respected in the professional space, fitting into social norms around beauty has become a qualification standard for women, irrespective of race. While both men and women are expected to conform to professional styles of dress and grooming, women are often valued more, and in some cases, solely, based on appearance.

Among Black women in particular, it is widely understood that potential employers can and may overlook them for colorist reasons, regardless of intelligence or capability. Even though both darker-skinned Black men and women are often assumed to be or described by job interviewers as aggressive, harsh and criminal, Black women face added stressors from having to balance expectations of desirability with the fear of being falsely stereotyped during employment interviews and interactions.

Access and Skin Color

When it comes to income and educational attainment, lighter-skinned Black women are held at an advantage based on social desirability and perceived proximity to whiteness. And based on the reported experiences of Black women at predominantly white institutions, Black women in college often feel the need to navigate the experience of being acutely aware of not only how white people at their institutions perceive them based on skin tone but how other Black people do, as well. This results in added stress, and the need to engage in regular coping strategies such as code-switching, forming support groups, creating initiatives that challenge stereotypes and coming forward about colorist experiences at their institutions.

 Oftentimes, lighter-skinned Black students, faculty and administrators are regarded as more acceptable for leadership positions and academic opportunities, leading to the exclusion of darker-skinned people. This often results in division and hostility within the Black community, due to differences in access and acceptance, and the internalization of unfair treatment based on skin color.

Researchers have also found that colorism within Historically Black Colleges and Universities has a substantial impact on the self-worth, self-esteem and beliefs about one’s ability to attempt or perform a job or task successfully. Many darker-skinned Black people may feel hesitant to interview for higher education positions out of fear of rejection or being treated differently than their lighter-skinned counterparts, contributing to lower rates of dark-skinned representation in higher education.

The findings of a 2021 Nova Southeastern University dissertation examining colorism experiences among racial minority higher education leaders across the United States indicated that 80 percent of the 107 participants felt skin tone played a role in leadership role selection, and 60 percent felt that colorism played a role in workplace promotions. Navigating professional life with the understanding that skin tone and access are related plays a role in career decision-making.

The Future of Higher Education

Addressing the issue of colorism in the workplace and educational environment requires more nuanced conversations on the politics and intersections of both race and skin tone. Leaders of workplaces and academic institutions need to promote more awareness and education on this issue and normalize discussions on both race and colorism in the higher education setting. Discussions should focus on the lived experiences of employees and aim to gather feedback on how to provide support and awareness. Asking employees to describe how they have been impacted by colorism in the professional setting and how leaders can improve their environments will promote a culture of accountability, respect and equality.

It is important for Black students and professionals to feel comfortable bringing their full selves to work, without having to avoid acknowledging this issue out of fear of retaliation or discomfort. To improve the treatment of darker-skinned Black people in the academic and professional setting, leaders should be held accountable for ensuring fair environments with historically informed higher education practices.