Recognizing our Roles: how institutional actors create sense of belonging for African American students

While Black access to higher education has been increasing, Black students who attend predominantly white institutions (PWIs) are not having the same experiences as their white peers. Black students who attend PWIs report lower levels of satisfaction and sense of belonging than their white peers and Black students who attend HBCUs (Allen, 1992; Grier-Reed, 2010; Johnson et al., 2007). Studies suggest these experiences are caused, in part, by the negative, and often racist campus climates that many Black students experience at their PWIs (Carter, 2007; Harper, 2015; Solorzano et al., 2002; Grier-Reed, 2010). Studies also suggest these experiences can have many adverse effects including, lower academic achievement and higher attrition rates for Black students than white students (Allen, 1992; Harper, 2015; Strayhorn, 2018). To rectify this issue, researchers call for numerous interventions like the development and cultivation of safe spaces. However, most research focuses on student perceptions of the college environment, social relationships, or campus involvement. Instead, this study focuses on the individual actions of institutional actors. Using phenomenology, a form of qualitative research that focuses on lived experiences, I examine the role institutional actors play in establishing a sense of belonging for Black students attending PWIs. Specifically, I investigate the practices institutional actors use to draw Black students to specific spaces. I also explore the reasons why some environments feel safer than others and the characteristics of the institutional actors that attract these students. The results underscore the significance that institutional agents play in promoting a sense of belonging for Black students on PWI campuses. Implications for research and practice are discussed.