Document Type
Doctor of Education Capstone
Original Publication Date
2024
Client
Assessment Office in the Division of Student Affairs (The DSA Assessment Office)
Location
Virginia Commonwealth University (Richmond, VA)
Date of Submission
May 2024
Abstract
Sense of belonging is a vital need that supports an individual’s journey of becoming. Studies have shown the positive impact sense of belonging can have on education outcomes, especially for underrepresented communities. Consulting with the Assessment Office in the Division of Student Affairs (The DSA Assessment Office) at Virginia Commonwealth University (VCU), the research team sought to understand how men of color make sense of belonging at historically white institutions (HWIs) such as VCU. This qualitative, instrumental case study utilized a subjectivist approach grounded in Strayhorn’s (2019) definition of ‘sense of belonging’ paired with Baxter Magolda’s (2014) theories of self-authorship. The case study design included understanding the sense of belonging journeys of 18 undergraduate students who identify as men of color through both individual interviews and focus groups. Using interpretive phenomenological analysis (IPA) and Dedoose research analysis software the research team identified six core themes that emerged from the study along with various subthemes. The research team found that the intersectional nature of identity is transactional to find safety and security in places, spaces and people. Participants focused heavily on the perception and reality of safety as they sought to present their authentic selves. Participants showed high levels of self awareness and highlighted the importance of breaking monolithic tropes surrounding identity, social & cultural norms, and sense of belonging at HWIs. Recommendations developed from the study focus on increasing awareness about the impact of spaces, places and people on the men of color experience, offering keen insights and best practices.
Rights
© The Authors