What is it about?
Sense of belonging is not monolithic, especially for racially minoritized students. This qualitative research shows three distinctively different levels of (sense of) belonging for Black male undergraduate students at a prominent HBCU (Historically Black College and University), a student population that is underrepresented in literature.
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Why is it important?
Too often, minoritized student populations' collegiate experiences are understood only in comparison to White students. This qualitative study shifts the margin of the norm by solely focusing on Black male undergraduate students' sense of belonging within an HBCU. This study also introduces three distinctively different themes and processes of belonging that Black male undergraduate students experience at an HBCU.
Perspectives
I hope this article allows readers to pause and consider the 'diversities' within the Black male undergraduate population at HBCUs, whose sense of belonging is contextually shaped. Unlike a vast concept of belonging in the literature, this article introduces three themes that emerged during this research process specific to this student population.
Hideko Sera
Morehouse College
Read the Original
This page is a summary of: Prescribed, ritualized, and activated belonging: A qualitative study of student belonging at a historically Black college and university., Journal of Diversity in Higher Education, December 2024, American Psychological Association (APA),
DOI: 10.1037/dhe0000631.
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