Text

theses

Multiple studies have discussed how campus racial climate at predominantly White institutions can negatively affect the sense of belonging of students of color, as students perceive these environments to be unwelcoming and unsupportive due to factors such as racial and institutional microaggressions (González, 2002; Gusa, 2010; Harper et al., 2011; Hotchkins & Dancy, 2017; Kuh, 1991; Mallett et al., 2011; Solórzano, Ceja, & Yosso, 2000; Sue, Capodilupo & Holder 2008; Worthington, Navarro, Loewy, & Hart, 2008; Yosso, Smith, Ceja, & Solórzano, 2009). Universities can utilize Living-Learning Communities (LLCs) as an intentional tool to promote belonging and provide resources for students to explore and embrace their identity, while contributing to the greater university community. LLCs promote engagement in both a classroom and residential setting, creating a closer sense of community and interconnectedness, while allowing for the exploration of sociocultural issues with peers. With the interconnectedness of an LLC in mind, this study proposed that culturally based LLCs, particularly those with a course component, promote the exploration of one’s history and culture, and create a sense of belonging for students. This may help to counter negative feelings regarding existing in a space that is historically White, as the concept of one’s cultural perspective mattering, takes focus. Students also have the opportunity to feel academically and socially validated in and out of the classroom. Using a phenomenological method, this study explored the experiences of students within the Paul Robeson LLC, an LLC designed to explore the history and origins of the African diaspora as well as to assist in the transition of incoming students to the Rutgers University environment.

ETD_10845

Ed.D.

Includes bibliographical references

doi:10.7282/t3-rmfg-1p72

ETD doctoral

The author owns the copyright to this work.