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| URL | https://oracle.newpaltz.edu/new-paltz-students-and-faculty-speak-out-on-black-experiences/ |
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| Meta Title | New Paltz Students and Faculty Speak Out on Black Experiences - The New Paltz Oracle |
| Meta Description | On Feb. 17, the SUNY New Paltz Black Lives Matter at School Collective hosted the second part of the “Black Struggle for Justice @ SUNY New Paltz” series, featuring a panel of Black students – past and present – and faculty who discussed how Black lives and experiences have been shaped on campus. Panelists included Ceista Little-Quinn, Lee Riley, Nasihah Jones, Joss Janelle-Wilson and Agya Owusu-Fordjour. |
| Meta Canonical | null |
| Boilerpipe Text | A virtual poster that promotes the “Black Struggle for Justice @ SUNY New Paltz” panel held Feb. 17. Photo Courtesy of
Black Lives Matter at School Collective at SUNY New Paltz
On Feb. 17, the SUNY New Paltz Black Lives Matter at School Collective hosted the second part of the “Black Struggle for Justice @ SUNY New Paltz” series, featuring a panel of Black students – past and present – and faculty who discussed how Black lives and experiences have been shaped on campus. Panelists included Ceista Little-Quinn, Lee Riley, Nasihah Jones, Joss Janelle-Wilson and Agya Owusu-Fordjour.Â
Anthony Dandridge, lecturer in SUNY New Paltz’s Black Studies department and director of the Black Lives Matter at School Collective at SUNY New Paltz, described the collective as an organization that intends to address issues of inequality for Black students in educational spaces and highlight the importance of action over passivity when pursuing lasting change.Â
Dandridge began the discussion by prompting the panelists to share moments from their attendance at SUNY New Paltz where they felt the weight of being Black. Participants described feeling this weight in the difficulties posed by attending a
predominantly white university.
They detailed experiences of microaggressions, a largely Western curriculum and the shift in perception that moving from a more urban environment to the suburbs might trigger. One student described wanting to directly confront his professor after experiencing microaggressions but was stopped by a bystander.Â
“That was the moment that I knew that New Paltz was going to be a little bit of a different experience for me,” the student said.
They then turned to the question of where or when the panelists first felt a sense of belonging on campus. This led to conversation on the importance of university clubs and organizations like
The Fahari Libertad
, the Caribbean Student Association, the Voices of Unity Club and Multicultural United Students Empowered, which foster diverse cultural communities and allow students of color to feel a sense of belonging that might not be readily available elsewhere on campus. One panelist, a current student, mentioned that taking Black studies classes helped contribute to his sense of belonging.
When discussing institutional practices, values and norms at New Paltz that shaped their experiences, panelists again underlined the significance of the Black Studies department. “Being in that department, being around those books, being around those individuals that are committed to this mode of knowledge production…” said Dandridge. “That helped to carry me in a variety of different ways.”Â
The panel also acknowledged instances where the institution has either responded to calls for justice or tried to resist them. One instance of meaningful response, Dandridge described,
was the university granting the Black Studies department permission to relocate to Old Main.
He noted that this was a result of protesting for better offices until the school responded, highlighting the importance of activity as a means of acquiring social justice. Other panelists focused on times that the university acted with intent to resist calls to justice.Â
Riley said, “In most of my experiences, the university responded exactly how we expected them to respond … you can’t go up against a power structure and expect them to just fold.” He went on to explain that, though rallying support can make change, it is still very possible for plans to fall apart within just one meeting with the administration.Â
Owusu-Fordjour agreed with this sentiment, asserting that this kind of repression of judicial pursuits is still prevalent on campus today.
He referenced May 2024, when over 150 law enforcement officers were called to New Paltz in response to students protesting the genocide in Gaza and the university’s investments in Israel as an example of calls for justice not being nurtured within the university.Â
The panel was then opened for questions. A faculty member in the English department asked the panelists what she and her white colleagues could do to better support Black students. Riley said that “just being normal with your Black students and being sensitive to the fact that there are certain cultural things going on with [them]” would suffice.Â
Dandridge underlined the importance of cooperation in attempts at reform. In Dandridge’s words, we are all participants in a “very living history; one that still is being written and one that asks something from each of us.”
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440 |
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# New Paltz Students and Faculty Speak Out on Black Experiences
[February 25, 2026](https://oracle.newpaltz.edu/2026/02/) [Alyssa Tavarez](https://oracle.newpaltz.edu/author/alyssa-tavarez/) [News](https://oracle.newpaltz.edu/category/news/) [0](https://oracle.newpaltz.edu/new-paltz-students-and-faculty-speak-out-on-black-experiences/#mh-comments)
A virtual poster that promotes the “Black Struggle for Justice @ SUNY New Paltz” panel held Feb. 17. Photo Courtesy of Black Lives Matter at School Collective at SUNY New Paltz
On Feb. 17, the SUNY New Paltz Black Lives Matter at School Collective hosted the second part of the “Black Struggle for Justice @ SUNY New Paltz” series, featuring a panel of Black students – past and present – and faculty who discussed how Black lives and experiences have been shaped on campus. Panelists included Ceista Little-Quinn, Lee Riley, Nasihah Jones, Joss Janelle-Wilson and Agya Owusu-Fordjour.
Anthony Dandridge, lecturer in SUNY New Paltz’s Black Studies department and director of the Black Lives Matter at School Collective at SUNY New Paltz, described the collective as an organization that intends to address issues of inequality for Black students in educational spaces and highlight the importance of action over passivity when pursuing lasting change.
Dandridge began the discussion by prompting the panelists to share moments from their attendance at SUNY New Paltz where they felt the weight of being Black. Participants described feeling this weight in the difficulties posed by attending a [predominantly white university.](https://www.newpaltz.edu/about/glance.html) They detailed experiences of microaggressions, a largely Western curriculum and the shift in perception that moving from a more urban environment to the suburbs might trigger. One student described wanting to directly confront his professor after experiencing microaggressions but was stopped by a bystander.
“That was the moment that I knew that New Paltz was going to be a little bit of a different experience for me,” the student said.
They then turned to the question of where or when the panelists first felt a sense of belonging on campus. This led to conversation on the importance of university clubs and organizations like *The Fahari Libertad*, the Caribbean Student Association, the Voices of Unity Club and Multicultural United Students Empowered, which foster diverse cultural communities and allow students of color to feel a sense of belonging that might not be readily available elsewhere on campus. One panelist, a current student, mentioned that taking Black studies classes helped contribute to his sense of belonging.
When discussing institutional practices, values and norms at New Paltz that shaped their experiences, panelists again underlined the significance of the Black Studies department. “Being in that department, being around those books, being around those individuals that are committed to this mode of knowledge production…” said Dandridge. “That helped to carry me in a variety of different ways.”
The panel also acknowledged instances where the institution has either responded to calls for justice or tried to resist them. One instance of meaningful response, Dandridge described, [was the university granting the Black Studies department permission to relocate to Old Main.](https://www.newpaltz.edu/blackstudies/) He noted that this was a result of protesting for better offices until the school responded, highlighting the importance of activity as a means of acquiring social justice. Other panelists focused on times that the university acted with intent to resist calls to justice.
Riley said, “In most of my experiences, the university responded exactly how we expected them to respond … you can’t go up against a power structure and expect them to just fold.” He went on to explain that, though rallying support can make change, it is still very possible for plans to fall apart within just one meeting with the administration.
Owusu-Fordjour agreed with this sentiment, asserting that this kind of repression of judicial pursuits is still prevalent on campus today. [He referenced May 2024, when over 150 law enforcement officers were called to New Paltz in response to students protesting the genocide in Gaza and the university’s investments in Israel as an example of calls for justice not being nurtured within the university.](https://www.timesunion.com/hudsonvalley/culture/article/remember-what-happened-here-film-20360641.php)
The panel was then opened for questions. A faculty member in the English department asked the panelists what she and her white colleagues could do to better support Black students. Riley said that “just being normal with your Black students and being sensitive to the fact that there are certain cultural things going on with \[them\]” would suffice.
Dandridge underlined the importance of cooperation in attempts at reform. In Dandridge’s words, we are all participants in a “very living history; one that still is being written and one that asks something from each of us.”
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| Readable Markdown | 
A virtual poster that promotes the “Black Struggle for Justice @ SUNY New Paltz” panel held Feb. 17. Photo Courtesy of Black Lives Matter at School Collective at SUNY New Paltz
On Feb. 17, the SUNY New Paltz Black Lives Matter at School Collective hosted the second part of the “Black Struggle for Justice @ SUNY New Paltz” series, featuring a panel of Black students – past and present – and faculty who discussed how Black lives and experiences have been shaped on campus. Panelists included Ceista Little-Quinn, Lee Riley, Nasihah Jones, Joss Janelle-Wilson and Agya Owusu-Fordjour.
Anthony Dandridge, lecturer in SUNY New Paltz’s Black Studies department and director of the Black Lives Matter at School Collective at SUNY New Paltz, described the collective as an organization that intends to address issues of inequality for Black students in educational spaces and highlight the importance of action over passivity when pursuing lasting change.
Dandridge began the discussion by prompting the panelists to share moments from their attendance at SUNY New Paltz where they felt the weight of being Black. Participants described feeling this weight in the difficulties posed by attending a [predominantly white university.](https://www.newpaltz.edu/about/glance.html) They detailed experiences of microaggressions, a largely Western curriculum and the shift in perception that moving from a more urban environment to the suburbs might trigger. One student described wanting to directly confront his professor after experiencing microaggressions but was stopped by a bystander.
“That was the moment that I knew that New Paltz was going to be a little bit of a different experience for me,” the student said.
They then turned to the question of where or when the panelists first felt a sense of belonging on campus. This led to conversation on the importance of university clubs and organizations like *The Fahari Libertad*, the Caribbean Student Association, the Voices of Unity Club and Multicultural United Students Empowered, which foster diverse cultural communities and allow students of color to feel a sense of belonging that might not be readily available elsewhere on campus. One panelist, a current student, mentioned that taking Black studies classes helped contribute to his sense of belonging.
When discussing institutional practices, values and norms at New Paltz that shaped their experiences, panelists again underlined the significance of the Black Studies department. “Being in that department, being around those books, being around those individuals that are committed to this mode of knowledge production…” said Dandridge. “That helped to carry me in a variety of different ways.”
The panel also acknowledged instances where the institution has either responded to calls for justice or tried to resist them. One instance of meaningful response, Dandridge described, [was the university granting the Black Studies department permission to relocate to Old Main.](https://www.newpaltz.edu/blackstudies/) He noted that this was a result of protesting for better offices until the school responded, highlighting the importance of activity as a means of acquiring social justice. Other panelists focused on times that the university acted with intent to resist calls to justice.
Riley said, “In most of my experiences, the university responded exactly how we expected them to respond … you can’t go up against a power structure and expect them to just fold.” He went on to explain that, though rallying support can make change, it is still very possible for plans to fall apart within just one meeting with the administration.
Owusu-Fordjour agreed with this sentiment, asserting that this kind of repression of judicial pursuits is still prevalent on campus today. [He referenced May 2024, when over 150 law enforcement officers were called to New Paltz in response to students protesting the genocide in Gaza and the university’s investments in Israel as an example of calls for justice not being nurtured within the university.](https://www.timesunion.com/hudsonvalley/culture/article/remember-what-happened-here-film-20360641.php)
The panel was then opened for questions. A faculty member in the English department asked the panelists what she and her white colleagues could do to better support Black students. Riley said that “just being normal with your Black students and being sensitive to the fact that there are certain cultural things going on with \[them\]” would suffice.
Dandridge underlined the importance of cooperation in attempts at reform. In Dandridge’s words, we are all participants in a “very living history; one that still is being written and one that asks something from each of us.”
Post Views: 440 |
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