Date of Award
2024
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
Since the 1960s, colleges have faced ongoing challenges in effectively addressing the needs of Black students, leading to persistent disparities in Black student enrollment, retention, and degree attainment. Despite diversity, equity, and inclusion (DEI) programming designed to foster a welcoming and inclusive educational environment, community colleges experienced a significant decline in Black student enrollment from 2010 to 2020. Using a qualitative phenomenological case study approach, I explored how 14 Black students at a predominantly White community college in New York experienced a sense of belonging through DEI programming and related initiatives. The study was guided by two theoretical frameworks: critical race theory in education and the sense of belonging model, which offered a structured lens for examining the insights and perspectives shared during semi-structured focus group discussions. The findings revealed that while participants appreciated institutional DEI programming, it did not cultivate a lasting sense of belonging. Participants emphasized the need for DEI principles to be integrated into all aspects of the institution’s structure to create a more inclusive and supportive environment. They also highlighted that a widespread lack of diversity and awareness of Black culture and identity within the institution contributed to their feelings of alienation and loneliness. Participants also shared experiences of discrimination, stereotyping, and inequitable treatment on campus, which further deepened their sense of disconnect and estrangement from the college. However, some students identified moments of inclusion and belonging through support from Black faculty and administrators, as well as their involvement in college-sponsored clubs and programs. The findings underscored a critical need for increased Black representation within the student body, faculty, and staff to ensure Black students receive the support and care essential for their persistence and academic success.
Related Pillar(s)
Study
Recommended Citation
Banks, Christy Izemy Jean, "Creating DEI Spaces: Understanding Belonging Among Black Students at a Predominantly White Community College" (2024). Theses & Dissertations. 204.
https://digitalcommons.molloy.edu/etd/204
