Date Approved
2023
Degree Type
Open Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department or School
Teacher Education
Committee Member
Christopher Robbins, PhD
Committee Member
Wendy Burke, PhD
Committee Member
Sylvia Jones, PhD
Committee Member
Carmen McCallum, PhD
Abstract
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.
Recommended Citation
Aaron, Samantha Gale, "A critical race critique of campus climate and belonging for first-generation students of color at historically Black colleges & predominately White institutions" (2023). Master's Theses and Doctoral Dissertations. 1223.
https://commons.emich.edu/theses/1223