Making Sense of Belonging for Black Undergraduate Men on a Predominantly White Campus / Kenyon Robert Bonner.

Format:

Book

Thesis/Dissertation

Author/Creator:

Bonner, Kenyon Robert, author.

Contributor:

Perna, Laura W., degree supervisor.

University of Pennsylvania. Higher Education Management, degree granting institution.

Language:

English

Subjects (All):

Higher education administration.

Higher Education Management--Penn dissertations.

Penn dissertations--Higher Education Management.

Local Subjects:

Higher education administration.

Higher Education Management--Penn dissertations.

Penn dissertations--Higher Education Management.

Genre:

Academic theses.

Physical Description:

1 online resource (156 pages)

Contained In:

Dissertation Abstracts International 80-01A(E).

Place of Publication:

[Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2018.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

The 6-year graduation rate for Black undergraduate men is the lowest of all students attending all postsecondary institutions in the United States. Only 35% of Black undergraduate men graduate in 6 years, compared to 60% of all students. The literature suggests that developing a sense of belonging may be particularly difficult for minoritized students who attend predominantly White institutions (PWIs). Sense of belonging is a student's perceived social support on campus or feeling of connectedness and mattering. Additional research is needed to inform practices that foster higher levels of belonging for Black undergraduate men who attend PWIs to reduce the gap in college completion rates between Black undergraduate men and their peers. This study used a one-phase concurrent triangulation mixed-methods design. The mixed-methods approach involved analyses of quantitative data from the Student Experience in the Research University Undergraduate (ugSERU) Survey and analyses of qualitative data from in-depth student interviews to understand how sense of belonging varies among students of different race/ethnicities and gender and how Black undergraduate men experience sense of belonging at PWIs. The findings reveal that sense of belonging is higher for women compared to men. African Americans and Asians have comparable sense of belonging scores, but they are lower than White and Hispanic students. African American, Asian, Nonresident, and Multiracial men and women have significantly lower sense of belonging scores than Hispanic and White men and women. Two overarching themes emerged from the in-depth interviews, including forces that worked against students' sense of belonging and forces that supported students' sense of belonging. The in-depth interviews also revealed the divergent role that one force could play for different students by promoting sense of belonging for some students and working against sense of belonging for others. The findings from this study have several implications for higher education administrators serving at PWIs who wish to improve the retention and graduation of Black undergraduate men.

Notes:

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Advisors: Laura W. Perna; Committee members: H. RICHARD MILNER; ANN TIAO.

Department: Higher Education Management.

Ed.D. University of Pennsylvania 2018.

Local Notes:

School code: 0175

ISBN:

9780438339200

Access Restriction:

Restricted for use by site license.