Understanding Interpersonal, Instructional, and Institutional Opportunity Structures for Belonging Among Black Women at a Historically White University (Poster 37)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Psychological Well-Being and Coping Mechanisms in Higher Education

Abstract

School belonging research fails to center the experiences of Black female-identified undergraduates, yet these students often feel under-acknowledged, excluded, and isolated on their Historically White University campuses. Given the importance of feelings of belonging for academic success and psychological well-being, the current study used a participatory action research approach to amplify the voices of nine Black women in understanding their nuanced interpersonal, instructional, and institutional opportunity structures for belonging. Results of interviews and a focus group pointed to the importance of peer role models, affirming and supportive classroom climates, instructors who facilitated critical conversations about race and culture, cultural centers, out-of-classroom opportunities to connect, and the deep need to humanize postsecondary educational experiences.

Authors

• Charlotte A. Agger, Indiana University

• Da'Ja'Nay Askew, Indiana University

• Hanna Suchanya Lim, Indiana University

• Sylvie Morgan, Indiana University

• Babara David, Indiana University

• Angela Chow, Indiana University