Date of Award
4-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 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
Historically, colleges and universities have struggled to meet the needs of their Black students, who remain underrepresented in higher education and graduate at lower rates than their peers. Black students at predominantly White institutions (PWIs) experience discrimination in classrooms, during campus events, and in their dormitories. Consequently, the non-dominant narratives of Black students provide valuable insights into the necessary changes for creating a more inclusive campus environment. In this study, I employed a phenomenological approach grounded in a constructivist worldview to investigate the experiences of belonging among eight Black student leaders at a PWI in New York. The study was guided by the theory of mattering and marginality, which provided a framework for analyzing the insights and perspectives gained through semi-structured interviews. Three themes emerged from the participants’ narratives: Belonging, Non-Belonging, and the Impact of Diversity, Equity, and Inclusion (DEI). Drawing from their experiences in K-12 PWIs, the participants anticipated what to expect upon entering the focal university. They reflected on their efforts to foster a sense of belonging by seeking out like-minded peers and engaging in extracurricular activities, particularly cultural clubs, student government, and athletics. Students emphasized the importance of safe spaces on campus. However, participants also expressed a sense of non-belonging, describing the small campus size as fostering intimidating cliques and providing limited events and activities that would serve to unite diverse communities. They encountered microaggressions, including a lack of representation and cultural bias in the curriculum. Despite establishing a DEI department and hiring a Chief Diversity Officer, students felt that DEI programs were limited because of inadequate support from administrators, rendering them ineffective. My study’s findings suggest that PWIs should assess their campus climate and make necessary adjustments to improve Black students’ sense of belonging. Increasing the enrollment of historically marginalized students does not inherently change the campus climate, including its policies, curriculum, and social environment.
Related Pillar(s)
Study
Recommended Citation
Calissi, Barbara A., "How do Black Student Leaders Make Sense of Mattering and Marginality Within a Small Predominantly White Institution?" (2025). Theses & Dissertations. 241.
https://digitalcommons.molloy.edu/etd/241
