Dueling Pandemics: An Exploration of Black Undergraduates' Meaning-Making Using Self-Determination Theory

• In Event: Calling in Motivation Researchers: Employing Multicultural and Critical Approaches in Pursuit of Responsible Scholarship

Abstract

Purpose
For the past two years Black students have had to grapple with the COVID-19 pandemic, (re)learning in disrupted educational environments, the civil unrest of 2020, and the aftershocks from the post-summer 2020 consciousness raising. Given the sociopolitical climate and past research on Black student’s sense of belonging on campus this study sought to examine (a) the lived experiences of Black undergraduates coping with the dueling pandemics of systemic racism and COVID-19 and (b) the meaning-making process these students underwent and how that related to their learning, motivation, and well-being.

Conceptual Framework
To understand the experiences of the students this study relied upon two theories: race-related stress (Harrell, 2000) and self-determination theory (SDT; Ryan & Deci, 1985). SDT focuses on how sociocultural factors can influence one’s motivation and that the degree in which psychological needs (autonomy, belonging, and competence) are satisfied influences an individual’s well-being and motivation (Ryan & Deci, 2000). Race related stress is conceptualized as the “psychological discomfort that arises (e.g., a stress response) from a situation that an individual appraises as disturbing or bothersome because of racism” (Chapman-Hillard et al., 2020, p. 551; Harrell, 2000).

Participants and Methodology
Thirty-five Black undergraduates were recruited from a large historically white institution in the southwestern United States. The sample was majorly women, majorly 3rd and 4th year students, and majorly Black/African American and Nigerian-American. Data was collected in the form of hour-long focus groups and interviews. Thematic analysis as conceptualized by Braun and Clarke (2006) was used to analyze the data, and inductive coding was employed.

Findings and Significance
The study found that a) institutional distrust impacted students' sense of belonging, b) students’ racial identities were salient in online environments and certain class interactions impacted their ability to satisfy their need for competence, and c) many students fought to build and maintain community even in online environments. When discussing recent decisions made at the university's executive level many students reported they thought that the university primarily cared about the feelings of their White ancestors and that they’ve never really felt supported as a minority. In online classes one student expressed frustration with the class’s discussion board in which he felt there was an overwhelming white presence, and that the topics in class were discussed from a very white perspective. Another student discussed feeling excluded by her peers in break out rooms stating that when you ask for help you get ignored or they talk to you like you’re not as smart. Lastly, even given the disruption to the education environment students reported being a part of a strong Black community and with the transition many stuck together so [being online] wasn't like a terrible experience.

Given that Black students are often stereotyped and stigmatized in academic settings (Gray et al., 2018), it is especially important for researchers to understand and examine systemic factors and identity related stressors that might impact a student’s ability to satisfy the psychological needs according to SDT – thus impacting their academic engagement and motivation.

Author

• Taylor Payne, University of Texas at Austin
  Presenting Author