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Cultivating community: creating a sense of belonging among Black women at a predominately White institution

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Cultivating community: creating a sense of belonging among Black women at a predominately White institution

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Content 1
Cultivating Community: Creating a Sense of Belonging among Black Women at a Predominately
White Institution
Capstone Project
Arianna Deans
University of Southern California
DSW Program
Renee Smith-Maddox, PhD
June 21, 2024
conferral: August 2024

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TABLE OF CONTENTS
Abstract........................................................................................................................................... 4
Acknowledgments........................................................................................................................... 5
Positionality Statement ................................................................................................................... 6
Problem of Practice and Literature Review.................................................................................... 7
Solution Landscape ................................................................................................................... 10
Theoretical Framework................................................................................................................. 14
Methodology................................................................................................................................. 16
Design Thinking........................................................................................................................ 17
Design Justice Principles........................................................................................................... 18
Market Analysis ........................................................................................................................ 20
Project Description........................................................................................................................ 21
Grand Challenge of Social Work .............................................................................................. 22
Design Criteria .......................................................................................................................... 23
Prototype Description................................................................................................................ 24
Theory of Change...................................................................................................................... 24
Revised Logic Model ................................................................................................................ 25
Ethical Considerations............................................................................................................... 26
Likelihood of Success ............................................................................................................... 27
Implementation Plan ..................................................................................................................... 27
Evaluation Plan ............................................................................................................................. 29
Measuring Social Change/Impact ............................................................................................ 29
Data Collection Plan.................................................................................................................. 30
Communication Plan................................................................................................................. 30
Challenges/Limitations................................................................................................................. 31
Conclusion and Implications......................................................................................................... 32
Lessons Learned........................................................................................................................ 33
Implications for Practice and Future Use.................................................................................. 33
Action Plan................................................................................................................................ 34
References..................................................................................................................................... 36
Appendix A: Living Learning Curriculum Resident Assistant Manual ...................................... 47

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Appendix B: Design Criteria ........................................................................................................ 54
Appendix C: Logic Model ............................................................................................................ 56
Appendix D: Living Learning Curriculum Overview and Facilitation Guides............................ 57
Appendix E: Line-Item Budget..................................................................................................... 66

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Abstract
Black women attending predominantly white institutions (PWIs) often encounter numerous
challenges related to their identity, sense of community, and academic success. Unlike white
college women, Black college women express a diminished sense of belonging due to systemic
exclusion, discrimination, and underrepresentation. Based on the confluence of these issues, this
capstone project provides Black college women living in a residential learning community within
a PWI an opportunity to be immersed in a culturally relevant curriculum. This culturally relevant
curriculum supports Black women through intentional community-building activities to address
the grand challenge of creating social responses to a changing environment. Establishing an
environment where Black women feel valued, understood, and empowered is crucial for
fostering a strong sense of belonging at a PWI. Black students frequently experience a lack of
belonging. The curriculum aimed to create a supportive living-learning environment for Black
women at PWIs, addressing systemic barriers and promoting intersectional perspectives to
improve their academic success, well-being, and overall college experience.
Keywords: Black college women, sense of belonging, residential community, intersectionality,
well-being, cultural programming, identity-based interventions, residential programming model

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Acknowledgments
“For I know the plans I have for you, declares the Lord, plans to prosper you and not to
harm you, plans to give you hope and a future” (Jeremiah 29:11, New International Version). I
would like to express my profound gratitude to God, whose grace and guidance have been the
cornerstone of this doctoral journey. I am thankful for the strength, wisdom, and opportunities
bestowed upon me, which have shaped me into who I am today. None of this would have been
possible without God’s blessings and divine intervention in my life.
I owe my parents, Karen and Michael Deans, an immeasurable debt of gratitude. Your
unwavering love, support, and encouragement have been my rock throughout this endeavor. I am
truly blessed to have you both as my parents and as my pillar of strength in this process. I must
also thank my family and friends who have supported me throughout this journey. Your love and
encouragement have been my constant source of strength and motivation, and I am grateful for
your presence in my life and the countless ways you have supported and uplifted me.
I am also deeply indebted to my capstone committee members, Kim Goodman and
Christina Nwankwo, and my capstone chair, Dr. Renee Smith-Maddox. Your expertise and
guidance have been invaluable to me. Your mentorship has shaped my academic and
professional growth and inspired me to strive for excellence in all aspects of my life.
Lastly, I would also like to thank the NYU Alumni Club of Los Angeles and the University of
Southern California residential life team for their support and guidance. I am truly blessed to
have such an incredible support network, and I am thankful for the sense of community and
belonging you have given me.

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Positionality Statement
As a Black woman, I have experienced firsthand the challenges of not being valued,
understood, and empowered, especially in academic spaces. My journey in residential life has
spanned over 12 years, progressing from a resident assistant to a resident director. I have used
my platform to advocate for the needs of marginalized communities and promote inclusivity in
residential settings. In my roles in residential life, I have continually strived to create spaces that
are welcoming, empowering, and affirming for all students, especially those from
underrepresented backgrounds. I have leveraged my positions to advocate for the implementation
of a residential curriculum that addresses the specific needs and challenges faced by
marginalized students, including those who identify as Black women.
Through initiatives like the Black Girls Collective at New York University, I have
developed and piloted a residential programming model specifically tailored to address the
unique experiences of Black women, which has fostered an increased sense of belonging and
empowerment. As a Black woman with a deep understanding of the challenges faced by Black
college students, I believe that my lived experiences, advocacy work, and commitment to
promoting inclusivity and equity make me uniquely positioned to validate the importance of
implementing a residential curriculum at a large private institution in Los Angeles that addresses
the needs and wants of Black women. I have seen firsthand the positive impact of a residential
curriculum on the well-being and retention rates of Black women on campus. I have researched
Black women’s college experiences for over 3 years. Through my continued dedication to
advocating for the rights and well-being of marginalized communities, I aimed to contribute to
the ongoing work of creating more equitable and inclusive residential experiences for all Black
women navigating the college experience.

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Problem of Practice and Literature Review
Belonging is a fundamental human need integral to one’s psychological and emotional
well-being (Allen et al., 2021). A sense of belonging in higher education has an empirical
foundation, mainly correlating with academic success, retention rates, and overall student
satisfaction (Crawford et al., 2023). Students who report greater levels of belonging in their
educational environment generally experience improved psychological outcomes compared to
students with a lower sense of belonging (Gopalan et al., 2022; O’Keeffe, 2013). However,
cultivating a sense of belonging can be challenging for Black women attending predominantly
white institutions (PWIs). This lack of belonging can stem from various factors, and this
literature review aims to explore the multifaceted experiences of Black women in the collegial
setting and identify critical factors that contribute to or hinder their sense of belonging.
In 2020, Black women accounted for 40% of college and university enrollment,
compared to white women, according to data from the National Center for Education Statistics
(2022). These enrollment rates have been rising (Marcus, 2023). Ovink et al. (2024) stated that
although society has promised more significant equity in higher education, Black women’s
experiences frequently show a sharp disconnect. From a very young age, Black girls are
conditioned to be strong, believing that their strength can help them assimilate and overcome the
severe oppression ingrained in U.S. society. As Black girls become Black women, they embody
what is known as the “strong Black woman” or “Black superwoman” schema. Black women’s
narrative of strength is a product of the gender stereotype that portrays Black women at PWIs as
overly passionate and selfless individuals who put others before themselves. Black women are
frequently seen as determined and commended for their perseverance by faculty and staff while
trying to assimilate in higher education spaces that are often not created for them to be their

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authentic selves (Baker et al., 2014; Bell & Nkomo, 1998; Brown et al., 2016; Haynes, 2019;
Jones et al., 2020).
According to Bhopal and Chapman (2018), Blosser (2019), and Showunmi (2023),
marginalization in the college setting refers to a variety of experiences, including systematic
exclusion, discrimination, and underrepresentation. This is especially true for Black women. This
marginalization can manifest in various ways and present unique challenges related to identity,
culture, and belonging. Collins (2000) argued that Black women frequently have encountered
multiple forms of discrimination and underrepresentation, influencing their educational
experiences and outcomes. These intersecting forms of oppression can manifest in various ways,
including access to resources, institutional support, and opportunities for advancement. Cohen et
al. (2006) discovered that encounters with racism on college campuses can also have a
detrimental effect on Black women’s academic success and economic development and result in
anxiety and depression. Black collegiate women also have reported higher rates of loneliness,
emotional stress, anxiety, depression, and hopelessness compared to their white peers, resulting
in a lack of sense of belonging (Watkins, 2022). Despite these obstacles, Black women in higher
education exhibit incredible tenacity and dedication to shattering stereotypes and forging their
own paths by drawing upon their inner strength and the support systems to challenge stereotypes,
advocate for change, and make their voices heard in spaces where they often have been
marginalized (Curtis, 2017; Haynes, 2019). Black women have been strong and resilient since
they were young, and part of their natural ability to succeed comes from this resilience.
When examining the role of stakeholders (e.g., administrators, faculty, staff, other
students), they may view cultivating a sense of belonging differently. For example, faculty
members set the tone for students in the classroom but may not recognize the importance of

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creating inclusive and supportive environments with teaching practices, which can impact the
experience of belonging (P. S. Lin & Kennette, 2022). Given the complicated history of racism,
faculty and staff have viewed Black women as monoliths and have failed to recognize the unique
experiences of individual students (Atcheson, 2024). Black women also have faced
microaggressions by their faculty, such as being called ‘token’ or the sole representative for their
racial or ethnic group (P. S. Lin & Kennette, 2022). When Black women are the selected
spokesperson for their ethnic and cultural group, they are frequently asked to address issues of
racism and oppression, which can be psychologically damaging (Niemann, 2016; Ovink &
Murrell, 2022).
Communities of color experience a problem with Black women’s lack of a sense of
belonging, and the myth of the model minority frequently contributes to it (Chow, 2017). The
model minority myth is a stereotype that pits people of color against one another, creating a
hierarchy in which Asian students are often represented at the top, and Black students are at the
bottom (Blackburn, 2019). The model minority has been rooted in anti-Blackness rhetoric (Guan,
2023). Marquez (2021) noted that Black women often must work twice as hard if they want to
succeed, and by putting students of color in competition with one another, the myth frequently
plays out in the experience of impostorism. Imposter syndrome, or impostorism, refers to
individuals who doubt their skills, abilities, and successes (Parkman, 2016). Scariano (2017)
explained Black students must overcome the “fear of doing something that would inadvertently
confirm these negative stereotypes,” (p. 2) even though policies like affirmative action were
designed to improve equity between communities of color.
As it relates to alumni of PWIs, their perception has been to challenge the norms of
colleges and universities to allocate appropriate resources to support students of color, especially

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those who identify as Black women. Iheduru-Anderson and Shingles (2023) argued that alumni
have also contributed to the landscape of support resources through mentorship and networking
opportunities to help Black college women navigate their challenges and succeed academically
and socially. According to Pittman (2021), Black alumni have been aware that
underrepresentation, discrimination, and systematic exclusion may still be issues. Nevertheless,
Black alumni can influence the following generation of students. Black alumni women can play
a significant role in reassuring other Black female students that they are not alone in their
experiences and give them the confidence to navigate and overcome challenges together by
providing support and guidance (Breakfield, 2010).
Solution Landscape
To promote inclusivity and equity on college campuses, one must analyze trends and
evidence-based solutions addressing Black women struggling to feel like they belong at PWIs.
Black women at PWIs often have been involved in navigating complex intersections of race,
gender, and culture, which can significantly impact their sense of belonging. Evidence-based
initiatives such as Black student organizations, mentorship programs, living-learning
communities (LLCs), and cultural centers have proven effective in increasing a sense of
belonging for Black women at PWIs by addressing unique challenges and fostering supportive
environments. Croom et al. (2017) agreed that safe spaces for Black women to discuss their
experiences, share resources, and build community have been effective because Black women
lead the discussion. A shared identity may often mean a shared experience; this is effective in
increasing a sense of belonging and self-efficacy among Black women. “Sister Circle” is a
student organization with a mission aligned with self-efficacy and the ability to believe in what
Black women can achieve. This student organization provides social, cultural, and academic

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support to Black women, advocates for Black students’ needs, and creates culturally specific
programming (Roberts De La Parra, 2021). However, Sisters of the Academy Institute
understood the importance of giving Black women leadership, mentorship, direction,
professional development, and emotional support to strengthen their sense of community (HillJarrett, 2023). Mentoring other Black women can help combat the erasure of their voices and
contributions to society by establishing environments where their stories are appreciated and
magnified (Kelly & Fries-Britt, 2022). Black student associations and mentoring programs have
laid the foundation for welcoming spaces that value and honor Black women’s narratives. By
emphasizing diversity, collaboration, and empowerment by deliberately grouping students with
similar academic interests or goals in one residential area or floor, this ethos has reflected the
transformative vision that drove the establishment of LLCs in the 1980s and early 1990s. This
reshaping of on-campus living aimed to integrate students’ academic and residential experiences
(Inkelas et al., 2024; Strayhorn, 2023).
For Black students, LLCs provided a physical space for healing and liberation (Sibrian et
al., 2023). LLCs also have improved leadership abilities, boosted community building, improved
college experiences, and fostered academic success for students. Living together and engaging in
shared activities, Black women have developed strong bonds, friendships, and a sense of
belonging (Page, 2024). LLCs also have provided academic support through specialized
programs, such as study groups, tutoring services, and academic advising tailored to the
community’s interests (Chkarboul, 2024). By living with peers who are also passionate about the
same subjects or fields of study, students in LLCs can enrich their learning experience and
deepen their understanding of their social identities (e.g., race, gender, sexual orientation,

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religion). Living with like-minded peers in a supportive environment fosters a sense of belonging
(Riley & White, 2016).
Creating Black cultural centers is essential for Black women’s empowerment on campus
because it fosters support among all Black students, cultural expression, and community
cohesion. According to Ferreira (2021), Mendez-Padilla (2024), and Stevenson (1970), cultural
centers have played a crucial role in helping Black students on college campuses feel a sense of
community, empowerment, and authenticity. These centers have served as a beacon of solidarity
by providing a safe space where students can celebrate their heritage, engage in meaningful
dialogue, and access resources that support their academic and personal growth (Patton, 2006;
Williams, 2021). Cultural centers also have started offering embedded counseling services run by
Black therapists to serve Black students better. Cultural Centers contributes to the development
of a supportive environment to deliver culturally competent counseling services that specifically
address the mental health needs of Black women. Research has shown that Black women can
feel more like they belong at PWIs when they are part of a supportive network that affirms their
value, resiliency, and group strength in the face of systemic obstacles and injustices. Cultural
centers, student organizations, and LLCs all play a significant role in cultivating this network.
The idea of intersectionality—a term developed by Crenshaw (1991) to characterize the
overlapping social identities and associated systems of oppression that shape an individual’s
experiences—has been closely linked to the problem of practice for fostering Black women’s
sense of belonging at a PWI. A strong sense of belonging drives a student’s desire to be a part of
a social group or collective of people with commonalities or interests (Allen et al., 2021).
Although there is a wealth of research on resilience and belonging, not enough research has been

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done to thoroughly examine the significance of institutional agents like residential life and
residential programming and how they affect Black students’ sense of belonging (Fox, 2021).
According to Lafollette (2009), PWIs frequently lack the cultural competence and
humility to meet Black student needs, which can be detrimental to helping Black women because
it has perpetuated the myth that Black women are strong or independent. Black women have
found ways to gain a sense of belonging by connecting with other students of color, engaging in
activism, and challenging stereotypes (Thomas, 2021).
Incorporating an LLC curriculum that is culturally relevant and validates Black women’s
identities is essential to creating inclusive and empowering learning environments (Editor, 2019).
Such curricula can improve educational outcomes and foster a sense of belonging by addressing
the distinct experiences and obstacles Black women face. Simultaneously, this approach aligns
with the broader grand challenge of creating social responses to a changing environment,
highlighting the importance of diversity and inclusivity in shaping resilient communities. The
curriculum has the potential to serve as a model for other identity-based communities,
showcasing the importance of tailored programming in nurturing a sense of community.
(Mpuangnan & Ntombela, 2023). Embracing such initiatives can drive systemic change and
contribute to a more just college experience. Creating social responses to a changing
environment can provide a framework for centering Black women’s voices and provide
sustainable measures that address Black college women’s experiences of isolation, impostorism,
and marginalization, which can negatively impact their academic performance, mental health,
and overall well-being (Leath & Chavous, 2018).
According to Haynes (2019), Johnson et al. (2007), and Zengilowski et al. (2023),
identity-based spaces are necessary to help Black students feel more like they belong. They also

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offer recommendations for how institutions can help by examining how Black women’s sense of
belonging differs from that of white women. Volk (2022) also emphasized integrating
institutional relationships (e.g., faculty, staff, cultural centers) as a holistic support network. Even
though research on the effects of institutional agents, like residential life, and their correlation
with a sense of belonging is still lacking, statistical data has indicated that a diverse and inclusive
college experience with the support of numerous stakeholders can result in a promising outcome.
Theoretical Framework
Black women often face a complex interplay of social, racial, and academic challenges
during their time at PWIs (Shahid et al., 2017). Integrating multiple theoretical frameworks is
necessary when developing a curriculum to support Black women. This approach ensures the
curriculum addresses the specific needs of Black college women and fosters an environment of
understanding, support, and empowerment. Black women’s feeling of belonging at PWIs largely
depended on applying social identity theory (SIT), ecological systems theory, and critical race
theory (CRT) (Willis, 2017).
CRT provides a framework for understanding structural and institutional norms and the
impact these systems have on communities of color (Kolivoski et al., 2014). CRT focuses on
decentering whiteness and centers antiracist practices to address systems of racism (J. C. Lin,
2022). For Black women at PWIs, CRT highlights the systemic barriers and microaggressions
they may face, which can hinder their sense of belonging (DeCuir-Gunby et al., 2023; Robertson
& Chaney, 2017). Ford and Airhihenbuwa (2010) emphasized that using CRT has been
important for creating supportive communities to combat racism, which can be facilitated
through identity-based programming. In addition, non-Black students can also benefit from

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implementing the LLC curriculum by validating Black women’s experiences around racism and
discrimination (Collins et al., 2021).
Bronfenbrenner’s (1979) ecological systems theory emphasizes the interconnectedness
between individuals and their environments, highlighting how various systems, such as the
microsystem (i.e., personal relationships) and mesosystem (i.e., interactions between different
contexts), influence one’s experiences. This theory identifies the impact of these systems on
Black women’s sense of belonging, and an LLC curriculum can address not only individual
needs but also systemic barriers they may face by using a holistic approach. When developing a
curriculum, various levels of influence come into play. As students begin college, their family
(i.e., microsystem), community, and institutions (i.e., mesosystem) intertwine inside the college
setting. Their family has instilled them with beliefs and norms, which subsequently shape their
community and eventually their institutions. These norms and layers are interdependent and
cannot operate independently. The interdependence of several elements is essential to
establishing a comprehensive and efficient learning environment (Scager et al., 2016).
Residential life, being closely connected to student affairs, allows residential life staff and
administrators to observe how family values impact the college environment. This can be
observed through small actions, such as holding the door open or expressing gratitude.
Community building extends beyond the confines of the residential community; it involves how
individuals facilitate and engage with one another outside of the residential hall and how their
identities influence their decision-making process.
A theory like the social identity theory (SIT) explores the impact of privileges around
social identities (e.g., race, gender, socioeconomic status, religion, sexual orientation) on
individuals’ self-concepts and behaviors (Turner & Oakes, 1986). By integrating SIT into the

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curriculum, Black women can examine how their intersecting identities shape their college
experiences, providing a deeper understanding of themselves and fostering a sense of
empowerment and belonging within the residential community (Sellers et al., 1998).
Incorporating SIT into the LLC curriculum can enhance affirmation, personal growth, and
community building among Black women and their peers in the residential community. This can
lead to a more supportive and inclusive environment for all residents.
Ultimately, the interplay of CRT, SIT, and ecological system theory can synergistically
support Black women’s experiences at PWIs, particularly in the context of an LLC. CRT
provides a framework for understanding how systemic racism and power dynamics shape the
experiences of Black women in higher education, shedding light on institutional barriers and
microaggressions they may face (J. C. Lin, 2022). SIT complements this by exploring how
individuals’ self-concept and social identities influence their experiences and interactions in the
LLC highlighting the importance of validating and affirming the unique identities of Black
women within the residential setting (Jackson & Mustillo, 2001). Ecological system theory
further expands on CRT and SIT by emphasizing the interconnectedness of various systems,
such as the individual, interpersonal, and institutional levels, in shaping Black women’s
experiences at a PWI (Boyd-Sinkler, 2021). By integrating these theories, a more holistic and
nuanced understanding of the challenges and strengths of Black women in this context can be
achieved, leading to the development of more effective and inclusive residential curricula that
promote their well-being, success, and a sense of belonging.
Methodology
Developing a living-learning community (LLC) curriculum that supports Black women’s
sense of belonging at a PWI requires a multidisciplinary approach. A three-pronged approach

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guided the project’s design process, which aimed to promote an inclusive environment through
culturally relevant programming. Design thinking, human-centered design, and problem-solving
principles were all integrated to create a comprehensive and inclusive framework for the
curriculum design.
Design Thinking
The first step in design thinking is empathy, which means understanding Black college
women’s needs, experiences, and challenges (Dam & Siang, 2024). To understand Black
women’s comprehensive college experiences, this process involved surveying and interviewing
them. The process also involved holding focus groups to discuss the factors affecting their need
for belonging. Next, interactions and social dynamics in the residential settings were observed to
identify barriers and opportunities for fostering a sense of community among 1st year Black
students compared to those not living on the LLC floor. Based on the insights gathered during
the empathy stage, the next step was clearly defining the problem. The problem statement was
adapted to focus on not only the lack of sense of belonging for Black women due to cultural
differences, microaggressions, and lack of representation but also how Black women cultivate a
sense of belonging despite the institutional and societal challenges. The objectives were to
develop a living-learning culturally revelant curriculum that addressed these specific challenges
and foster a supportive and inclusive environment for Back women on the floor. In the ideation
phase, various solutions and strategies were gathered to address and define the problem.
Brainstorming workshops with stakeholders (e.g., students, faculty, residential life staff) were
used to generate ideas for the curriculum guide and to provide a breakdown of specific needs to
address the problem. By synthesizing this information, mind-mapping techniques were used to
organize and connect different ideas and themes to develop learning outcomes and goals.

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The next step was to create prototypes of the proposed solution (i.e., curriculum). These
pilot programs were created using the ideas generated during brainstorming sessions, and a draft
of the LLC curriculum was created along with comprehensive facilitation guides. Testing these
prototypes (i.e., programs) with a small group of students was required to collect feedback
through surveys and interviews to assess the impact and effectiveness of the curriculum.
Throughout the process, there was a commitment to leveraging a human-centered
approach and being more inclusive of other social identities (e.g., sexual orientation, ability
status, religion) that are often invisible. With the design team’s help, problem-solving principles
were integrated into the design thinking process to ensure that diverse perspectives were
considered, fostering innovation and creating effective and equitable solutions. The design team
was a diverse and collaborative group of Black staff, Black faculty, Black students, white staff,
white students, alumni, and previous Black women living on the identity-based residential floor.
This process involved identifying and addressing current challenges, anticipating future
obstacles, and continuously refining strategies. By prioritizing empathy and collaboration, the
design process addressed real-world issues in a meaningful and impactful way while also
addressing systemic barriers to inclusion and belonging. With the help of the design team, this
collaborative and iterative approach was also used to help refine the problem, which resulted in
the creation of a residential curriculum that met the needs of Black women and fostered a
campus culture that placed a priority on inclusivity, empowerment, and community development.
Design Justice Principles
Design justice is an emerging field that prioritizes marginalized communities in the
design and development processes (Costanza-Chock, 2020). Design justice principles were used
to create an LLC curriculum tailored to Black women at a PWI, addressing their specific needs

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and promoting an inclusive, supportive educational experience. Design justice principles focus
on a community-led approach that centers on marginalized voices by understanding the
importance of inclusivity, equity, accessibility, and sustainability (Costanza-Chock, 2020).
Design justice principles was integrated into an existing programming model to make the LLC
curriculum equitable and sustainable for the upcoming years. Still, it was formulated with a
curricular approach in mind (see Appendix A). Consequently, the curriculum had the flexibility
to adjust to the ever-changing needs of students and the campus setting.
The first step in incorporating the design justice principles was developing a curriculum
that engaged Black female students through surveys, focus groups, and Zoom meetings. This
participatory approach ensured their voices were at the forefront, providing insights into their
experiences and needs. The second step was to craft a design team comprising resident assistants
(RAs) who were former or current RAs living on this residential floor to gain feedback on the
curriculum design and implementation and ensure culturally relevant programs and activities
reflect the current college experience. This made room for emphasizing learning about Black
history at a PWI and Black people’s contributions. Finally, creative expression was offered that
resonated with Black women’s experiences, whether through writing, music, or the visual arts.
The design justice process ensured the importance of affinity, community, and supportive
spaces. Programming objectives focused more on Black women’s ability to connect with other
Black women, share experiences, and build community. Finally, by including specialized
readings and books explicitly created to support Black women’s experiences, the focus was also
on offering activities that gave a different perspective on wellness resources.

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Market Analysis
Creating a residential living-learning curriculum tailored explicitly for the Black
women’s floor at a PWI addressed a unique intersection of racial and gender identity in an
educational environment. PWIs often have been criticized for their lack of diversity and
insufficient support systems for Black students, so an LLC curriculum supporting Black women
was relatively rare, making the demand for specialized support systems potentially valuable for
university goals and students’ goals. Due to rising college enrollment rates among African
Americans, research has shown that Black women have been a growing demographic at many
PWIs (Collins et al., 2021). Black student centers and multicultural offices typically do not offer
round-the-clock assistance. Therefore, the LLC curriculum can provide additional help outside
the designated cultural center hours as it is integrated into the residential halls. This allows
students to access support and resources whenever they need them.
Regarding institutional support, PWIs seeking to improve their diversity and inclusion
efforts may view resident assistants (RAs) as supporting the curriculum, but this LLC curriculum
can offer ongoing, culturally affirming support that many other program models do not. An
LLC’s curriculum is a strategic investment (Worthy Dawkins et al., 2024). Given the unique
challenges Black women face at PWIs, such a curriculum is highly needed, and programs that
directly address the needs and challenges of Black women may likely be well received.
Institutional backing and thoughtful implementation can be adopted across institutions, but
challenges may include resource allocation, scalability, and stakeholder buy-in. An operational
budget that details the resources and institutional commitment to funding this curriculum year-toyear must be developed.

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Additionally, the program’s scalability may be difficult because various social or racial
groups might need more specialized programming, like communities supporting lesbian, gay,
bisexual, transgender, and queer students of color. Also, gaining support from faculty,
administrators, and the broader student body is crucial for the program’s success and integration
into the campus culture.
A clear and compelling market exists for this residential LLC curriculum. Although
traditional programming models provide some level of support, they often fall short in
addressing the specific needs of an identity-based community. With careful planning, resource
allocation, and stakeholder buy-in, an LLC curriculum for Black women can be adopted and help
contribute to the research around successful identity-based programming to increase a sense of
belonging by supporting their unique challenges and experiences.
Project Description
An LLC curriculum specifically created for Black women at PWIs addressed their unique
challenges and promoted a sense of support and belonging. Black women at PWIs often
encounter systemic barriers, microaggressions, and a lack of representation, which can impact
their academic performance and overall well-being (Lin & Kennette, 2022). Creating a
supportive environment through a tailored LLC curriculum can mitigate these challenges and
foster a more inclusive campus culture. This curriculum integrates culturally responsive practices
to foster belonging and success (see Appendix B).
According to Kerr et al. (2017), the curricular approach is a structured framework that
provides a cohesive and all-encompassing educational experience through facilitated
programming. Due to its integration of education priorities and particular learning outcomes
based on identity, this approach is known as the paradigm shift of programming models.

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Traditional programming models prioritize community building, and the curricular approach
focuses on a specific set of desired learning outcomes. This ensures the learning experiences are
connected to real-life experiences and emphasizes the role of the facilitator, in this case, the RA,
in leading the charge on community development strategies (Frye & Vogt, 2010). These
strategies included culturally relevant content, inclusive activities, collaborative learning, and
continuous feedback. Implementing regular student feedback ensured the curriculum remained
relevant and responsive to students’ needs.
Grand Challenge of Social Work
An LLC curriculum that supports a sense of belonging for Black women can significantly
contribute to the social work grand challenge of creating social responses to a changing
environment. This curriculum was culturally responsive to address Black women’s specific needs
and experiences in various social and educational contexts. This curriculum enhanced individual
well-being and promoted broader social change by fostering an inclusive and supportive
environment.
The LLC acknowledged the unique challenges and inherent barriers encountered by
Black women. The program incorporated culturally significant programming and communitybuilding activities that affirmed and honored their identities. By employing this approach, Black
women could effectively flourish in a diversified college by eradicating narratives of
marginalization and isolation. The LLC curriculum empowered Black women with the resilience
and self-assurance needed to effectively navigate the ever-evolving social environment by
fostering a strong sense of belonging.
Secondly, this curriculum supported the grand challenge of creating social responses to a
changing environment by actively engaging with and adapting to the evolving needs of campus

23
culture. The curriculum remained flexible and responsive and incorporated ongoing feedback
from Black women living on the floor and stakeholders, ensuring the content and strategies
remain relevant and practical. This adaptation was crucial for creating social responses that were
timely and impactful, addressing emerging issues and opportunities in the community.
Ultimately, fostering a sense of belonging and empowerment encouraged Black women
to take on leadership roles and advocate for social justice. This ripple effect can lead to more
inclusive policies and practices across various sectors in the division of student affairs,
contributing to a more equitable college environment. The curriculum facilitated personal
development and motivates collaborative efforts to create a more adaptable and equitable social
and educational college environment.
Design Criteria
Developing an LLC curriculum that supports first-year women, particularly Black
women, required a nuanced and culturally responsive approach. This curriculum rejected the
“one size fits all” approach and instead prioritized programs relevant to the academic and
personal development of Black women (see Appendix B). The curriculum focused on creating an
inclusive environment where Black women’s voices were valued and heard, and programs were
facilitated by Black women. By concentrating on Black experiences and actively involving Black
women in the curriculum design process, the curriculum can increase a sense of belonging, foster
healthy mental health practices, and promote identity development.
Designing an LLC curriculum involves including community development initiatives that
recognize and honor the distinct experiences of Black women while affirming their identity. The
main design criteria encompassed personal development, specifically emphasizing resilience and
self-care. Furthermore, the curriculum offers chances to foster a sense of community, allowing

24
Black women to establish connections with their peers, faculty members, and alumni who may
provide guidance, support, and motivation. The attributes of this curriculum demonstrated a solid
dedication to intersectionality, acknowledging the varied identities in the Black community. In
addition, a strong, culturally competent RA can contribute to this year-long curriculum’s success.
Prototype Description
This prototype is a culturally relevant LLC curriculum designed to cultivate a feeling of
belonging among Black women enrolled in PWIs. This curriculum acknowledged the
significance of establishing a nurturing atmosphere that enables Black women to succeed
academically while embracing their distinct social identities. This residential curriculum
comprised a sequence of programs designed to offer residents various engaging and interactive
initiatives for personal development, community building, and wellness. With facilitation guides,
RAs were equipped with detailed instructions, prompts for discussion, outlines for activities and
resources to ensure that the programs are implemented efficiently and with consideration of
educational priorities (see Appendix C).
Theory of Change
The theory of change is a conceptual framework that provides a roadmap to long-term
goals, intermediate outcomes, and strategies to achieve a desired social change (Reinholz &
Andrews, 2020; Wei et al., 2010). This LLC curriculum that addresses the difficulties Black
women face at a PWI is intended to help them feel like they belong. This goal also promotes
academic and social integration to help understand the systemic barriers Black women face in
PWIs, such as racial isolation and microaggressions. It aimed to mitigate challenges through
intentional community-building programs, tailored identity development, wellness, and an
increased sense of belonging.

25
Revised Logic Model
To effectively impact the theory of change, several key inputs had be incorporated to
facilitate meaningful progress. Firstly, residential staff, specifically resident assistants, need to be
hired from within the shared identity of the community they are serving. In this context,
employing a Black woman as the RA for the floor can profoundly enhance the relatability and
trust between RAs and students, fostering a supportive and understanding environment. This
shared identity allows RAs to comprehend better and address the unique challenges Black
women face, which can promote a more inclusive and empowering campus culture, and
secondly, allocate financial resources to support the academic and personal growth of Black
women living on the floor. Investing in these resources can ensure Black women can access the
necessary tools and support systems to cultivate belonging.
A frequent misconception is that Black women want to be “strong” rather than saying
that they must be strong because it is a survival technique, which is a stereotype that needs to be
deconstructed (Cousin et al., 2022). his curriculum reflects the diverse perspectives and social
identities (e.g., gender, class, sexual orientation) of Black women, providing students with a
comprehensive understanding of their cultural heritage and the impact it may have on their lives.
Black women gain a sense of agency and ownership over their residential experience (Aisha
Nyandoro, 2022). Finally, establishing partnerships with campus organizations and cultural
centers can provide Black women with additional support and networking opportunities. These
partnerships can offer a sense of community, which is invaluable for personal and professional
development.
One of the key outputs of the curriculum is assessing the need to create events specific to
Black women’s experiences. The needs assessment results provided a roadmap for how and

26
when programs are structured. Additionally, it included discussion sessions to address navigating
microaggressions, dealing with imposter syndrome, and building resilience. To ensure the
sustainability of the curriculum, ongoing surveys and focus groups can gather insights from the
participants, allowing for continuous improvement of the living-learning process.
Central to this theory of change is the formation of outcomes specifically designed for 1st year
Black women selected after applying to live in this community. This intentional community can
serve as a residential hub where Black women can live and study together and foster close-knit
support networks. The short-term outcomes include shared experiences and mutual
understanding among residents, creating a safe and inclusive environment, and helping mitigate
feelings of isolation and alienation. In addition, Black women can strengthen their social support
network and develop an increased sense of community. The medium outcomes can result from
RAs facilitating three community-centered programs to improve the personal well-being of
Black women. Black women have improved mental health, increased resilience practices, and
cultivated a sense of belonging to the floor and the institution. The long-term outcomes sought to
create an environment where Black women can thrive academically, socially, and personally,
ultimately contributing to a more just and inclusive campus community.
Ethical Considerations
Implementing an LLC curriculum for 1st year Black women at a PWI involves several
ethical considerations. Concerns included ensuring that the curriculum does not unintentionally
reinforce stereotypes such as “strong Black woman” or create an environment where Black
women feel tokenized by their peers. Possible negative consequences include having non-Black
women live on the floor due to low applications. This dynamic can create an unsafe and
unwelcoming environment for Black women. Additionally, the LLC has an unwritten

27
responsibility to validate the experiences of Black women, acknowledging their unique
challenges and perspectives. The good things about the LLC curriculum, like more support,
community building, and self-efficacy, should be better than or equal to other residential
curriculum practices that help students make friends and improve their quality of life. Success
may likely outweigh these challenges; the good results may likely outweigh the bad ones.
Likelihood of Success
Based on empirical data surrounding identity-based communities in residential settings,
this LLC curriculum has a high success rate compared to other model programs with residential
life. The LLC curriculum can surpass or match the effectiveness of other residential curriculum
programs that foster social bonds and enhance the overall college living experience. This means
that the LLC curriculum could be adopted to serve other identity-based communities or be
adapted to support other institution types, like historically Black colleges and universities or
Hispanic-serving institutions.
Implementation Plan
Implementing an LLC curriculum designed to support Black women at PWIs can focus
on fostering a strong sense of belonging and community development among Black women
living in the residential community. RAs, who serve as lead facilitators, can oversee this
curriculum. The educational priority is facilitating intentional programming and support systems
that prioritize building a sense of belonging, fostering mental health, and promoting identity
development during Black women’s 1st year in the residence community.
The first phase involves selecting RAs who identify as Black women and demonstrating a
commitment to diversity, equity, and inclusion and the ability to foster a supportive community.
Once selected, RAs receive comprehensive training covering cultural competency, facilitation

28
skills, and conflict resolution (e.g., roommate conflicts). As lead facilitators, the RA’s play a
crucial role in fostering a sense of belonging and community among Black women, ensuring
their voices are heard and their needs are met. To review the intent and effects of the curriculum,
RAs participate in training sessions run by residential staff in collaboration with Black staff and
with the support of the Black cultural center (see Appendix D). Additionally, RAs receive a
facilitation guide that includes program objectives, goals, and a supply list. This guide serves as a
foundational tool for implementing the curriculum effectively.
Once trained, RAs focus on building a supportive community on the residential floor.
This type of approach involves creating safe spaces where Black women can share their
experiences and challenges without fear of judgment. RAs can facilitate these activities using
detailed guides to ensure they are engaging and relevant to the resident’s interests and needs. The
program is structured around semesterly goals, and activities may include discussion groups,
cultural events, and wellness workshops.
The final stage involves intentional check-ins to gauge the effectiveness of the activities
and make necessary adjustments. This feedback will be analyzed to identify areas for
improvement and celebrate successes. Regular meetings will be scheduled with campus
stakeholders in student affairs and the cultural center to ensure the program aligns with broader
institutional goals and remains relevant to the evolving needs of Black women at the PWI. By
following these phases, the LLC supports Black women in residential halls and create a more
inclusive and supportive campus environment. The RAs, as lead facilitators, play a crucial role in
fostering a sense of belonging and community among Black women, ensuring their voices are
heard and valued and their needs are met.

29
The Black cultural center will provide the LLC budget as a memorandum of
understanding aligning with the university’s focus on increasing diversity and inclusion on
campus. With a $10,000 annual budget, $3,000 is allocated for the fall and $7,000 is allocated
for the spring semesters (see Appendix E). The marketing and branding plan strongly emphasizes
the unique value of the LLC curriculum, highlighting its alignment with the university’s diversity
goals. The marketing plan also leverages social platforms such as Instagram and Facebook to
promote the floor to incoming 1st-year students, particularly Black women. Flyers and brochures
will be distributed electronically to save costs and align with ongoing sustainability efforts across
higher education institutions. The branding materials will center on empowerment, community,
and cultural celebration, using former black women living on the floor to design a self-efficacy
approach.
Evaluation Plan
The evaluation plan addresses and measures the social change and impact of the LLC
curriculum designed to support Black women at a (PWI. The primary objective is to assess how
the curriculum influences Black women’s sense of belonging, academic success, and overall
well-being as 1st-year students. Methods for measuring these impacts include post program
surveys and focus groups. The post program surveys and qualitative methods from the focus
groups will capture changes and provide deeper insights into the lived experiences of Black
women participating in the curriculum.
Measuring Social Change and Impact
To measure the impact and success of the curriculum, quantitative data will be collected
at the end of the community building program, incorporating one question from the Student
Well-Being Institutional Support Survey (SWISS) national assessment, widely used at PWIs to

30
assess students’ sense of belonging. Qualitative data will be collected through focus groups,
providing narrative evidence of the program’s impact on residential students living on the floor.
Success indicators will include improved survey scores, increased belonging, and testimonials.
Data Collection Plan
The data collection plan will involve ongoing processes to ensure the program’s
effectiveness. Each resident will complete a one-question survey via an online form at the end of
each program session, which uses a Likert scale to answer after completing this program from
strongly disagree (1) to strongly agree (5). Monthly focus groups will provide qualitative
feedback, allowing for real-time adjustments to the curriculum. All data will be anonymized and
securely stored to maintain confidentiality. Regular check-ins with residents and continuous data
collection will provide a robust approach to the assessment and improvement of the program.
Communication Plan
The communication plan for reporting results and impact to stakeholders, students (i.e.,
RAs), and residents will involve transparent and timely dissemination of findings. Semester
reports summarizing survey results, focus group insights, and key success metrics will be shared
with institutional stakeholders, including program alumni and administrators. Additionally, an
annual impact report will be created and shared with the broader university community,
highlighting the program’s achievements and areas for improvement for implantation in
additional LLCs. Summary reports and success stories will also be communicated via newsletters
and social media to ensure student engagement. Regular updates and feedback loops will keep all
stakeholders informed and involved in the program’s progress and outcomes, as RAs will have
monthly meetings with stakeholders (e.g., cultural center supervisors).

31
A successful LLC curriculum will create an inclusive, empowering, and educational
environment for Black 1st year women where programs are tailored to understand and validate
their college experience. There is no correlation between the curriculum and retention and
persistence rates among Black women, but data can be assessed by working with university
partners. A comparative analysis could examine Black women’s sense of belonging compared to
their counterparts after living in an identity-based community. Additionally, surveys and
feedback will show Black women’s increased satisfaction with the campus climate and should
highlight reduced experiences of isolation and discrimination. The feeling that Black women will
have after living on the floor may ultimately serve as a measure of success, but it is not always
quantifiable. The LLC will serve as a marker in the decline in mental health problems and the
rise in Black women’s involvement on campus, both of which will contribute to a greater sense
of belonging to the campus. The feeling of empowerment and community will be invaluable.
Challenges and Limitations
The curriculum might face several challenges and limitations during the testing and
piloting. One significant challenge is potential changes in the implementation plan due to staff
changes and RA turnover, which can impact community-building efforts. For instance, having
non-Black women assigned to the floor based on residential housing availability could alter the
dynamics intended for the living-learning environment. Additionally, the implementation process
will need to restart each year due to the hiring of new RAs and the influx of new residents. This
lack of continuity can disrupt the program’s momentum and consistency, making it challenging
to achieve long-term goals. To address these issues, an alternative approach would be to hire
RAs on a 2-year cycle. This strategy could provide a more stable and continuous environment,
allowing smoother transitions and sustained community-building efforts. By maintaining some

32
level of continuity on the floor, the curriculum’s implementation would have a better chance of
success across multiple years.
Conclusion and Implications
Implementing an LLC curriculum tailored to support 1st-year Black women at PWIs
represents a significant innovation in higher education. This curriculum aims to lessen the sense
of isolation that Black women frequently experience at PWIs and to create a strong, supportive
community that improves their overall college experience. The positive impact of this LLC
curriculum is multifaceted. Firstly, it fosters a sense of belonging and community through social
events, cultural celebrations, and discussion groups that affirm Black women’s identities and
experiences. This sense of belonging is essential for mental and emotional well-being and could
increase the retention and graduation rates of Black women at PWIs. Secondly, the curriculum is
designed to understand institutional challenges but delves deeper into fostering their sense of
identity development by encouraging self-exploration and introspection. By embracing their own
identities and acknowledging the multifaceted nature of their existence, Black college women are
better equipped to navigate complex societal structures and systems that may perpetuate systems
of oppression.
In addition, the RAs play a vital role in implementing the curriculum by encouraging the
Black women on the floor to prioritize self-care, mental health, and emotional resilience. This
holistic approach recognizes the interconnectedness of mental, emotional, and physical wellbeing in fostering a strong sense of self and agency. As Black women living on the floor engage
in these community-building activities, they can better confront the challenges of oppression,
advocate for themselves and others, and effect positive change in their communities (Schnall,
2024).

33
Lessons Learned
A critical lesson learned from the collaborative problem-solving and design thinking
process was ensuring that Black women’s voices were heard at all institutional levels. This
inclusive approach enriched the curriculum and highlighted the necessity of intersectionality in
addressing the diverse needs within Black women’s collegial experience. By actively involving
Black women (e.g., faculty, staff, administrators, students) in the program’s design and
implementation process, the curriculum addressed specific issues such as identity development
and self-efficacy to create a more comprehensive approach to programming efforts. This process
provided intentional decision making and the need for institutional stakeholders to buy in, listen
to, and cocreate an experience aligned with the mission and vision to support all minority
students.
The development of this curriculum required a high level of detail and intentional
programming to enhance the residential experience for Black 1st year women. This included
creating culturally relevant programming and providing resources (e.g., books, articles, YouTube
videos) that specifically addressed the needs of Black women. For instance, the workshop on
navigating mental health to align with Black women’s experiences included journals to continue
the community building outside of the facilitated discussion, which empowered Black women to
take control of their mental health and well-being.
Implications for Practice and Future Use
The LLC’s impact extends far beyond the individual students on the floor. Through its
innovative approach to community building, the LLC challenges traditional norms and biases in
residential programming by encouraging critical thinking and open dialogue. The curriculum
also encourages cross-cultural interactions and understanding, benefiting the campus community.

34
By promoting cultural awareness, empathy, and understanding, the LLC enriches the livinglearning experience of Black women on the floor and can provide a ripple effect of empathic
behaviors throughout the residential building. This ripple effect can make more students aware of
Black women’s experiences and foster an inclusive and welcoming environment for all students,
staff, and faculty. As students in the LLC develop a deeper appreciation for diversity and social
justice issues, they are more equipped to advocate for change in their respective majors and
fields of study and possibly advocate for change in their future careers.
Additionally, the success of this curriculum sets a precedent for other identity-based
LLCs to promote a culture of inclusivity and support that can be replicated across many
institutions. This complex yet replicable curriculum can impact systemic change by fostering and
cultivating a genuinely inclusive educational environment where all students can thrive.
Action Plan
Advancing the next steps involves a concrete plan for replicating this innovative
curriculum in other LLCs across PWIs and institutions nationwide. This plan includes
conducting needs assessments to tailor the curriculum to their specific student population,
starting with securing funding and resources and training residential life staff to implement the
curriculum effectively. Additionally, establishing partnerships with community organizations
and experts supporting students of color can enhance the program’s effectiveness. Continuous
evaluation and feedback mechanisms will be implemented to ensure successful implementation,
allowing for ongoing improvements and adjustments. By sharing best practices and lessons
learned from the initial implementation, other institutions can adopt and adapt the curriculum to
meet the needs of their students, ultimately contributing to a more inclusive and supportive
higher education landscape. In this way, the LLC transcends its physical boundaries and could

35
become a catalyst for positive change that reaches far beyond the confines of the residential
floor.

36
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Appendix A
Living Learning Curriculum Resident Assistant Manual

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50

51

52

53

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Appendix B
Design Criteria
Design Goal for the
Capstone Project
• What have you learned about the target population?
• There is no perfect program, but a one-size-fits-all
programming model isn’t going to work, so intentional
programming around relevant topics (wellness, hair,
music) seems to be more engaging.
• Black college women want to feel seen, heard, and
understood by their peers, faculty, and administrators.
• Programs need to be centered around Black college
women’s experiences but also be a place to discuss
worldly issues—for example, Gaza and Israel.
• Black college women want their resident’s assistants to
share their racial identity.
• Black college women also value diverse perspectives
when discussing topics of race.
• What needs (functional, emotional, psychological, and social)
does the design of the capstone project have to fulfill for the
target population?
• Functionally, the space is reserved and dedicated to
Black women who identify as 1st-year students. Around
40 students will be selected to live on the floor, and one
resident assistant will also apply for the role and who
identify as Black.
• Emotionally- Black students want to feel that they
belong somewhere at a PWI, so home is the haven.
• Psychological Understanding that race and racism isn’t
an easy fix, so providing support networks is important
to move forward, and partners with campus partners like
the counseling and mental health center will be valuable
to their experience.
• Socially, the LLC curriculum is designed around four
learning goals, incorporating educational and social
programs for the year.
• What is strategically important to address those needs?
• Intersectionality
• It’s important to understand that these Black
women come from different lived experiences
despite sharing the same racial group.

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User Perceptions ● How important is your proposed offering to the target
population’s well-being?
o Well-being is one of the core goals of the LLC
curriculum because students aren’t taking classes
together. It’s important to process the classroom
experiences with peers in a safe environment and look to
the RA for guidance.
● What does ease of use mean for the targeted population?
o This means that the curriculum will change as the
students change. Continual feedback will allow the RAs
to facilitate new experiences that the students will enjoy.
Physical Attributes ● Does the solution (e.g., service, product) must be able to
capture, store, and/or transmit information about usage?
o The curriculum overview will be stored online along
with the manual, so no tangible items need to be printed.
● Does the solution need to be designed for use in a specific
environment or situation?
o Yes, Black students who are on an identity-based (Black
women only) floor.
● Are there bandwidth and connectivity issues to consider?
o No, but the consideration of burnout from the RAs could
be challenging. With the assistance of campus partners,
this can be a smooth transition.
Functional Attributes ● Does the design need to accommodate specific user-case
scenarios?
o I don’t think so, but considering ability status is
important when engaging in these activities.
● Does the design need to address compatibility issues or fieldspecific standards?
o No, the curricular approach was used as it relates to the
assigned format and identity development was used to
guide the educational priorities and goals.
Constraints ● What constraints does the sector and/or environment impose?
o It’s limited to a campus environment or city (regionally)
● Are there ecosystem and regulatory concerns?
o Concerns around safety and a lack of sense of belonging
are important because they aren’t seen in the classroom
unless they pertain to race-related questions. The impact
of Tokenism is important because it will impact the
ecosystem of college campuses.

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Appendix C
Logic Model

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Appendix D
Living Learning Curriculum Overview and Facilitation Guides
Educational Priority
As a result of living in the all-Black girls’ living-learning community, Black girls will experience intentional
programming and support systems that prioritize building a sense of belonging, fostering mental health, and
promoting identity development during their first year in the residence hall.
Goals
● Cultural and Self-Awareness
● Well-Being
● Community Development
● Equity, Inclusion, and Advocacy
Learning Outcomes
GOAL: Cultural and Self-Awareness
OUTCOMES:
1. Articulate their purpose.
2. Increase understanding of Black women’s diverse cultural backgrounds and lived experiences.
3. Describe their personal and social identities and values.
GOAL: Well-Being
OUTCOMES:
1. Identify strategies to foster their self-care.
2. Increase awareness of wellness activities tailored to address Black women’s unique challenges and needs.
3. Describe healthy, sustainable, and resilient practices.
4. Discuss elements of healthy relationships.
GOAL: Community Development
OUTCOMES:
1. Foster relationships and networks of support among Black women within the residential community
2. Explain how to foster a sense of belonging for oneself and others.
3. Describe strategies to manage conflict.
4. Engage with local, national, and/or international communities.
GOAL: Equity, Inclusion and Advocacy
OUTCOMES:

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1. Empower Black women to engage with the broader community and advocate for social change.
2. Engage in discourse across different social and racial groups.
3. Explore how systems of privilege and oppression exist within communities.
4. Work toward more significant equity and inclusion in their communities.
Narratives
GOAL: Cultural and Self-Awareness
NARRATIVE: An integral component of the residential experience. We believe Black women living on the
all-Black girls’ living-learning community floor should understand their identities and values. By developing a
sense of self, Black women can articulate their purpose to align with their sense of belonging.
GOAL: Well-Being
NARRATIVE: Informed by Be Well University of Southern California’s definition of well-being, the allBlack girls’ living-learning community is committed to proactively providing students with strategies to foster
self-care. We strive to help students practice learning from failure and overcome challenges they encounter
within their residential communities.
GOAL: Community Development
NARRATIVE: Living in the all-Black women’s living-learning community will allow Black women to
connect with others and foster a sense of belonging and purpose. By being part of this community, Black
women are challenged to manage conflict and skillfully engage in discourse with their peers. They also foster
relationships to support each other as global or local injustices occur.
GOAL: Equity, Inclusion and Advocacy
NARRATIVE: As a commitment to creating an inclusive residential community that values the diversity of
all its members, the all-Black girls’ living-learning community seeks to encourage an appreciation for learning
about one’s social identity. The all-Black women living-learning community will empower all residents to
participate in discourse and learn about systems of privilege and oppression. To that end, residents will have
the tools to move beyond tolerance and commit to creating and maintaining equitable and inclusive
communities for all.

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Cultural and Self-Awareness and Equity, Inclusion and Advocacy Facilitation Guide
Strategy: Community Building
Date/Time: Week 2 (Fall)
Learning Goal (s): Cultural and Self-Awareness, Equity, Inclusion and Advocacy
Learning Outcome (s):
● Explain how to foster a sense of belonging for oneself and others.
● Foster relationships and networks of support among Black women within the residential
community
● Explore how systems of privilege and oppression exist within communities.
Facilitator: RA
Duration: 60 min
Materials:
● Printed personal identity wheel (PIW) in PDF format (see attachment)
● door placard supplies (cardstock or supplies available in resource room)
● food/snacks
● Butcher paper and markers OR expo markers and whiteboard
● Arts supplies: cardstock paper, stickers, paint, markers, glue, scissors, blue tape to hang
on the door (glitter not recommended), mirrors/canvas/magnet/t-shirt/construction
paper/stickers/buttons.
● Resource/Recommended Reading:
○ A Black girl journal: I am Black Woman Beautiful Magic Intelligent: Blank Lined
Notebook Journal for Women
Preparation:
- During roommate agreement meetings, explain the PIW and give them the printed copy
of the wheel.
- Have residents complete their own personal identity wheel before the event.
- Remind residents of the community meeting at least one week before the event. Which
should include the date/time/location?
- Request food items.
Purpose: Through this community meeting, residents can describe some of their identity by
completing their PIW and sharing their more privileged areas vs. areas of oppression with a
partner or large group.
Outline:

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10 Minutes Check-in/check on completion of PIW
● If anyone has not completed PIW, use this time to have them fill it out.
● While waiting for people to arrive, have music playing in the background. You can
curate a playlist based on the favorite songs of those attending the meeting.
5 Minutes Quick introduction/Overview
● Once everyone arrives, start the meeting by going around the room and having
everyone introduce themselves. Suggestions would be name, major, and room number.
If you have a smaller group, you can have them share more, such as their hometown
and fun fact(s).
● Give everyone an idea of what to expect with this introduction: The Personal Identity
Wheel is an activity that allows you to reflect on how you identify outside of your
social identities. While social identities are attributes that are perceivable and may
impact people differently (i.e., race, sexual orientation, gender, ability, etc.), personal
identities are things that would describe your personality, likes, and dislikes. During
this activity, share similar interests to start meeting others. At the end of our activity, if
you would like, there will be time for you to create door decorations (name tags) to
showcase one of your identities.
10 Minutes Pair share.
● Have everyone find one person in the room (preferably one they don’t know) to pair up
with. If there is an odd number of residents, make a group of 3.
● Instruct everyone to share their entire wheel with their partner while reminding them to
share only what they feel comfortable sharing. Have them discuss the questions listed
below:
a. Select 1-2 sections and discuss the commonalities or differences.
b. Describe your motto to your partner or describe what words/advice you live by
c. What is something new you learned about yourself after filling out the PIW?
d. What challenges did you have filling out the PIW?
● Give everyone about 10 minutes to complete the pair share. During the pair share, feel
free to walk around the room and gauge whether people need less or more time. Once
you confirm everyone is done sharing, let them know you will transition to a larger
group discussion.
● Let everyone know when about a minute is left.
10 Minutes Large group discussion
● Bring everyone back together in the large group. For the following questions, say that
you’d like to hear from 3-5 people (feel free to adjust the number based on your group
size). Ask these questions to the group:
a. If your partner is okay with you sharing, what is something new you learned
about them?
b. What is something you learned about yourself after filling out the PIW?
c. Describe your motto and why you picked it.
● Thank everyone for sharing and let them know you hope they learned a little more
about themselves and their neighbors.
Remaining
Time
Arts and crafts
● Once you have completed the large group discussion, inform everyone that the rest of
the time will allow them to create door decorations. Let them know to choose
something from their PIW that resonates with them and create a door decoration that

61
● Assessment Strategy—This will be used to assess whether the learning outcome and the
increase in belonging were met through the activity.
Question: From completing this program, from (1) strongly disagree to (5) strongly agree
(1)I feel valued as an individual at this school (2) I feel I belong at this school (3) I have
considered leaving this school because (4) I felt isolated or unwelcomed (reversed coding) This
school is a place where I can perform up to my full potential (5) I have found one or more
communities or groups where I feel I belong at this school.
they can display to their floormates to find commonalities and make the floor more
welcoming.
● Inform everyone what supplies are available and how you would like them to clean up
or dispose of trash. Ensure you have placed any necessary tablecloths or supplies for a
smooth clean-up process.

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Community Development Facilitation Guide
Strategy: Community Building
Date/Time: Week 10 (Fall)
Learning Goal: Community Development
Learning Outcome (s):
● Foster relationships and networks of support among Black women within the residential
community
● Explain how to foster a sense of belonging for self and others.
● Describe strategies to manage conflict.
● Engage with local, national, and/or international communities.
Facilitator: RA
Duration: 90 min
Materials:
● Invest in natural hair care products such as shampoos, conditioners, leave-in conditioners,
oils, creams, and stylers that cater to various hair types and textures.
● Purchase various styling tools, such as combs, brushes, hair dryers, diffusers, hair rollers,
hair clips, and hair ties, to help participants experiment with different hairstyles.
● Consider buying books, magazines, or printouts on natural hair care, styling techniques,
and hair maintenance tips. You can also prepare handouts or presentations for the
participants.
● Stock up on mirrors, mannequin heads with different hair textures, and other visual aids
to demonstrate different styling techniques and hair care practices.
● Purchase hair accessories like headbands, scarves, hair jewelry, and hairpins to
complement the hairstyles created during the program.
● Provide refreshments and snacks to keep participants energized and engaged throughout
the program.
● Natural hair care and styling experts are invited to share their knowledge and expertise
with the participants (optional)
Preparation:
- Remind residents of the community meeting at least one week before the event. Which
should include the date/time/location
- Request food items.
- Request hair supplies and program materials.
Purpose: This community meeting will allow residents to describe some of their identities by
engaging in a hands-on session about hair and self-reflection.
Outline:

63
10 Minutes Check-in
What are your hopes and fears about learning about your hair?
5 Minutes Quick introduction/Overview
● Once everyone arrives, start the meeting by going around the room and having
everyone introduce themselves. Suggestions would be name, major, and room number.
If you have a smaller group, you can have them share more, such as their hometown
and fun fact(s).
● Give everyone an idea of what to expect with this introduction: This session aims to
show students how to style their natural hair in college using different hair tools to
showcase their creativity and confidence. During this activity, I hope you will find
others with similar interests or struggles around doing their hair and build a bond
around this experience. At the end of our program, there will be time for you to practice
making cute styles with braided hair that can be used outside of this space.
10 Minutes Pair share.
● Have everyone find one person in the room (preferably one they don’t know) to pair up
with. If there is an odd number of residents, make a group of 3.
● Instruct everyone to share their hopes and fears about doing their hair.
a. Describe your relationship with your hair while growing up with your partner.
b. Why do you think hair is so important to the Black community, especially those
identifying as Black women?
c. What products have worked well for your hair texture, and why?
● Give everyone about 10 minutes to complete the pair share. During the pair share, feel
free to walk around the room and gauge whether people need less or more time. Once
you confirm everyone is done sharing, let them know you will transition to a larger
group discussion.
● Let everyone know when about a minute is left.
10 Minutes Large group discussion
● Bring everyone back together in the large group. For the following questions, say that
you’d like to hear from 3-5 people (feel free to adjust the number based on your group
size). Ask these questions to the group:
a. If your partner is okay with you sharing, what is something new you learned
about them?
b. What is something you learned about yourself after processing your childhood
experience?
● Thank everyone for sharing, and let them know you hope they learned a little more
about themselves and their neighbors.
Remaining
Time
How to Braid 101
● Once you have completed the large group discussion, inform everyone that the rest of
the time will allow them to learn how to braid their hair using the mannequin head. Use
this video as a guide to learn how to box braid. Inform everyone what supplies are
available and how you would like them to clean up or dispose of trash.

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Well-being Facilitation Guide
Strategy: Community Building
Date/Time: Week 10 (Spring)
Learning Goal: Well-Being
Learning Outcome(s):
● Identify strategies to foster their self-care.
● Increase awareness of wellness activities tailored to address Black women’s unique
challenges and needs.
● Describe healthy, sustainable, and resilient practices.
Facilitator: RA
Duration: 60 min
Materials:
● Black Girl Self-Care for Black Women: 150 Ways to Radically Accept & Prioritize Your
Mind, Body, & Soul (Self-Care for Black Women Series)
Preparation:
- Purchase one copy per student of the suggested book (see above)
- Remind residents of the community meeting at least one week before the event. Which
should include the date/time/location
- Request food items.
- Request hair supplies and program materials.
Purpose: This community meeting will allow residents to describe some of the self-care and
wellness types that assist them in difficult times in the semester. These difficult times include
local, national, and state tragedies and personal and academic challenges.
Outline:

65
10 Minutes Check-in
How do you define self-care? And what are some self-care practices that have helped in
stressful times?
5 Minutes Quick introduction/Overview
● Once everyone arrives, start the meeting by going around the room and having
everyone introduce themselves. Suggestions would be name, major, and room number.
If you have a smaller group, you can have them share more, such as their hometown
and fun fact(s).
● Give everyone an idea of what to expect with this introduction: This session aims to
allow students to discuss their definition of self-care and provide some self-care types
and practices on how to incorporate self-care in their daily practice. During this
activity, I hope that you will be able to find others with similar commonalities in selfcare practices and find ways to start including self-care in your daily practice. At the
end of our program, if you would like, there will be time for you to listen to sound
healing to use music as a self-care practice that can be listened to in your dorm room,
on the lawn, or anywhere that fits your self-care needs.
10 Minutes Pair share.
● Have everyone find one person in the room (preferably one they don’t know) to pair
up with. If there is an odd number of residents, make a group of 3.
● Instruct everyone to share their hopes and fears about doing their hair.
a. Describe your relationship with self-care practices. Did you come from a
family or upbringing that discussed positive mental health practices?
b. Why do you think mental health isn’t talked about more in the Black
community, especially among those who identify as Black women?
c. What tips or practices worked well for you to increase your mental health?
d. Give everyone about 10 minutes to complete the pair share. During the pair
share, feel free to walk around the room and gauge whether people need less or
more time. Once you confirm everyone is done sharing, let them know you will
transition to a larger group discussion.
● Let everyone know when about a minute is left.
10 Minutes Large group discussion
● Bring everyone back together in the large group. For the following questions, say that
you’d like to hear from 3-5 people (feel free to adjust the number based on your group
size). Ask these questions to the group:
a. If your partner is okay with you sharing, what is something new you learned
about them?
b. What did you learn about yourself after processing your self-care experience?
● Thank everyone for sharing, and let them know you hope they learned a little more
about themselves and their neighbors.
Remaining
Time
Sound Healing 101
● Once you have completed the large group discussion, inform everyone that the rest of
the time will allow them to listen to a sound bath or sound healing. Use this video to
guide listening to a handpan at the start of their sound healing journey. Inform
everyone to grab a book on the way out and that you would like them to clean up or
dispose of trash.

66
Appendix E
Line-Item Budget
Event title Semester of
implementation Supplies Allocated
funding
Cultural and Selfawareness, Equity,
Inclusion, and
Advocacy
(Community
Building)
Fall semester
● Purchase 30 copies of the
Black Girl Journal: I am
Black Woman Beautiful
Magic Intelligent: Blank
Lined Notebook Journal for
Women.
● Purchase assorted food items.
$3,000
Community
Development
(Community
Building)
Fall semester
● Purchase natural hair care
products such as shampoos,
conditioners, leave-in
conditioners, oils, creams,
and stylers.
● Purchase various styling
tools, such as combs,
brushes, hair dryers,
diffusers, hair rollers, hair
clips, and hair ties, to help
participants experiment with
different hairstyles.
$5,000
Well-being
(Community
Building) Spring semester
● Purchase 30 copies of Black
Girl Self-Care for Black
Women: 150 Ways to
Radically Accept & Prioritize
Your Mind, Body, & Soul
(Self-Care for Black Women
Series)
● Purchased assorted food
items
$2,000

Abstract (if available)

Abstract Black women attending predominantly white institutions (PWIs) often encounter numerous challenges related to their identity, sense of community, and academic success. Unlike white college women, Black college women express a diminished sense of belonging due to systemic exclusion, discrimination, and underrepresentation. This paper explored the impact of a first-year residential curriculum tailored for a Black college women’s living-learning community in a PWI. This culturally relevant curriculum supported Black women through intentional community-building activities to address the grand challenge of creating social responses to a changing environment. Establishing an environment where Black women feel valued, understood, and empowered is crucial for fostering a strong sense of belonging at a PWI. Black students frequently experience a lack of belonging. The curriculum aimed to create a supportive living-learning environment for Black women at PWIs, addressing systemic barriers and promoting intersectional perspectives to improve their academic success, well-being, and overall college experience.

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Asset Metadata

Creator Deans, Arianna (author)

Core Title Cultivating community: creating a sense of belonging among Black women at a predominately White institution

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2024-08

Publication Date 09/03/2024

Defense Date 06/21/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Black women,cultural programming,identity-based interventions,intersectionality,Residential Community,residential programming model,sense of belonging,well-being

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Smith-Maddox, Renee (committee chair)

Creator Email deans@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399A6H8

Unique identifier UC11399A6H8

Identifier etd-DeansArian-13473.pdf (filename)

Legacy Identifier etd-DeansArian-13473

Document Type Dissertation

Format theses (aat)

Rights Deans, Arianna

Internet Media Type application/pdf

Type texts

Source 20240903-usctheses-batch-1206 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

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