A critical race critique of campus climate and belonging for first-generation students of color at historically Black colleges & predominately White institutions

<p>The purpose of this research is to assess whether and how higher education campus climate, policy, and practice influence belonging for first-generation students of color. Through the lens of critical race theory, the study further juxtaposes those experiences through the testimony of students at predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Grounded theory informed my qualitative survey and interview tools through which I examined belonging through three standards: social, which explored belonging through peers, groups, and the environment; personal, which explored belonging through the respondent’s thoughts, feelings, and emotions; and institutional, which explored belonging through practice, policy, norms, and traditions. The subsequent evaluation of narrative trends and emerging themes illustrates a poignant corollary between spaces that center Whiteness and Eurocentric standards and challenged acclamation and belonging for students of color. The research also supports existing data regarding more positive experiences for students of color where they are centered, valued, and celebrated. Results of the research help define several areas for institutional application of these outcomes.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2023

Author dc:creator

• Aaron, Samantha Gale

Contributors dc:contributor

• Christopher Robbins, PhD
• Wendy Burke, PhD
• Sylvia Jones, PhD

• Education
• Educational Leadership

Repository record dc:identifier

https://commons.emich.edu/theses/1223

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2576