In 2009, as a doctoral student, I embarked on a research project to better understand how Black college students made meaning of their collegiate experiences. My goal was to gain deeper insights into their lived realities and to assist college and university administrators in creating more effective practices and policies to support Black student success. I wanted to ensure that Black people were seen—not misunderstood, ignored, or silenced. Moreover, my dissertation committee challenged me to move beyond traditional interviews to gather these insights, prompting me to explore other research methods and techniques. I began immersing myself in the literature on visual methods and explored how scholars in fields both inside and outside of higher education employed visual methodologies to examine various phenomena. Yet, it quickly became apparent that examples of visual methods applied to the experiences of college students were scant, and even fewer focused on Black students specifically. I...

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