Belonging and community: a heuristic narrative study on the counter stories of African American and Black undergraduates' experiences at predominately White institutions
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The intent of this qualitative, heuristic study was to illuminate the counter stories of Black and African American undergraduate students to explore their lived experiences with sense of belonging at predominantly White institutions (PWIs). Historically, because of race-based admissions, African American and Black students have faced challenges with belonging at PWIs, which can negatively impact retention. This study aimed to center the voices of these students to understand how they navigate their experiences and explore what they say contributes to their sense of belonging and persistence. Existing research often focuses on common barriers such as racism, intersectionality, and financial challenges but rarely centers on the personal stories of the students to help inform and reveal both the challenges and successes that contribute to their sense of belonging and community. The seven participants selected for the study met the following inclusion criteria: 1) identify as Black and/or African American, 2) undergraduate student currently enrolled at the University of Missouri-Kansas City with a minimum of 12 credit hours completed, and 3) at least 18 years or older. Utilizing the heuristic analysis process to explore the essence of their lived experiences, the following central research question and sub-questions were used to guide this study: To what do African American students attribute their sense of belonging at the University of Missouri-Kansas City (UMKC)? Sub-question 1: What counter stories do African American students tell about their academic lives and sense of belonging? Sub-question 2: What counter stories do African American students tell about their social and cultural lives and sense of belonging? The findings provided insight into the academic environment’s role in fostering or hindering sense of belonging, the role of campus involvement, friends, and campus resources in creating connections, and how one’s background helps shape their college experience. The study’s findings will provide deeper meanings behind the experiences of African American and Black students, and practical recommendations are offered for institutions, faculty, higher education practitioners, admissions teams, and beyond to create more supportive environments and assist in the persistence and sense of belonging for this student population.
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Introduction -- Review of the literature -- Methodology -- Findings -- Conclusion and recommendations
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Ed.D. (Doctor of Education)