University of Southern California Dissertations and Theses

“Black” workplace belonging: an examination of the lived experiences of Black faculty sense of belonging factors in community colleges

(USC Thesis Other)

“Black” workplace belonging: an examination of the lived experiences of Black faculty sense of belonging factors in community colleges

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content “Black” Workplace Belonging: An Examination of the Lived Experiences of Black Faculty
Sense of Belonging Factors in Community Colleges
Mijolae Woods-Henley
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Mijolae Woods-Henley 2024
All Rights Reserved

The Committee for Mijolae Marque Woods Henley certifies the approval of this Dissertation
Monique Datta
Nicole Irving-Hogan
Helena Seli, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This study aimed to investigate Black faculty members’ workplace sense of belonging (WSOB)
within their respective college in the community college district. This phenomenological study
applied a mixed-method approach. The key findings from this study reflect 19 survey and eight
interviewee participant perspectives, demonstrating the need for enhanced collaboration,
fairness, and inclusivity, along with establishing support community structures. Additionally, this
research identified racial factors that might act as barriers to Black faculty feeling of
belongingness in the workplace. Also, the key findings highlight the need for improved
collaboration, fairness, inclusivity, and support structures within academic organizations.
Additionally, the research underscores how racial factors can serve as barriers to fostering a
sense of belonging in the workplace, offering insights for organizational action. A deeper
analysis of this data reveals diverse experiences among Black faculty at community colleges and
underscores the limited progress made thus far. To understand Black faculty workplace
belonging, institutions must intensify efforts to research their lived experiences and implement
inclusive and equitable practices within community college settings. Such practices are vital for
retaining a diverse student and employee culture and contributing to a global society.
Keywords: Black faculty, racial factors, barriers to belongingness, sense of
belongingness, workplace belonging

v
Dedication
To my Lord and Savor, Jesus Christ, in humble reverence, I first extend my gratitude to Him, as
stated in John 15:5.
To my entire family, thank you from the bottom of my heart for your support throughout this
process. I thank my parents (Wayne and Angela Woods) for their guidance and continual support
in finishing such an achievement. I am endlessly grateful for my husband’s (Tafehali Henley)
dedication and unwavering belief in me. His constant support, understanding, and love have been
my guiding light, propelling me forward despite the challenges. To my son and daughter
(Tafehali and Makaylah), may you know that you can do whatever you put your mind to, as you
can do all things through Christ. To my sweet niece (Tayah Woods), I cherish our mutual support
of each other as we continue to chase our dreams. To my sister (Monique Brown) and her
kiddos, this is for you, too! To Kaira Carter, thank you for going before me cousin!
To all my friends and colleagues, thank you for being steadfast pillars of support. My love for
you all transcends beyond words.
To two remarkable colleagues whose presence illuminated our lives with love and belonging. Dr.
Ashley Stich and Rody Randon, may you rest in eternal peace. Your legacy will forever remain
in our hearts.
To fellow faculty, may we continue to share our stories in love. May social justice inspire us to
strive for a more just and equitable world.

vi
Acknowledgments
I owe immense gratitude to the professors and staff at the USC Rossier School of
Education in the Organizational Change and Leadership program for their unwavering support,
without which my journey toward becoming a doctor would have been unattainable. Dr. Helena
Seli, my chair, deserves special acknowledgment for her invaluable guidance and positive
demeanor. Her endless encouragement, patience, and support aided in my completion of all
program requirements. Additionally, I am deeply thankful to Dr. Monique Datta, Dr. Nicole
Irving-Hogan, and Dr. Lamont Slater, whose extensive academic mentorship empowered me to
refine my educational writing and critical thinking skills. Their insightful comments and
unwavering support not only helped me navigate through the complexities of theoretical
frameworks but also emboldened me to find my voice, a journey that has been transformative
and inspiring.
My heartfelt appreciation extends to Cohort 18 and 19 for their constant encouragement
and support. Your belief in me meant everything and propelled me forward in my journey. To
Dr. Janine Lee, your example has been a guiding light, showing me what is possible through
dedication and perseverance.
Lastly, I extend my deepest thanks to my study participants, whose commitment to equity
serves as a continual source of inspiration. Their enthusiastic participation was not just a
contribution, but a vital part of this research. Thank you for entrusting your stories to me;
without them, the results of this research would not have been possible.

vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................. x
List of Abbreviations ..................................................................................................................... xi
Chapter One: Introduction to the Problem of Practice.................................................................... 1
Overview of Theoretical Framework and Methodology .................................................... 6
Definition of Terms............................................................................................................. 7
Chapter Two: Review of the Literature .......................................................................................... 9
Overview of WSOB.......................................................................................................... 10
Importance of Workplace Belongingness......................................................................... 15
Organizational Impact on Workplace Belongingness....................................................... 25
Organizational Workplace Structures as a Barrier to WSOB for Black Faculty .............. 27
Organizational Policies and Practices and How They Undermine WSOB for Black
Faculty............................................................................................................................... 29
Workplace Belongingness Initiatives ............................................................................... 39
Conclusion ........................................................................................................................ 44
Chapter Three: Methodology........................................................................................................ 47
Research Questions........................................................................................................... 47
Overview of Methodology................................................................................................ 47
The Researcher.................................................................................................................. 50
Data Sources ..................................................................................................................... 51
Survey ............................................................................................................................... 52
Interviews.......................................................................................................................... 55

viii
Ethics................................................................................................................................. 61
Chapter Four: Results and Findings.............................................................................................. 63
Participants........................................................................................................................ 64
Research Question 1: What Levels of Sense of Belonging Do Black Community
College Faculty Report? ................................................................................................... 71
Research Question 2: What Contributes to The Sense of Belonging Experienced
by Black Community College Faculty? ............................................................................ 75
Research Question 3: How Do Race-Related Factors Impact Black Community
College Faculty’s Sense of Belonging? ............................................................................ 82
Additional Findings .......................................................................................................... 86
Summary of Results and Findings.................................................................................... 87
Chapter Five: Discussion and Recommendations......................................................................... 90
Discussion of Findings and Results.................................................................................. 90
Recommendations for Practice ......................................................................................... 94
Recommendations for Future Research ............................................................................ 99
Implications for Connection to the Rossier Mission....................................................... 101
Conclusion ...................................................................................................................... 102
References................................................................................................................................... 104
Appendix A: Survey Questions .................................................................................................. 131
Appendix B: Interview Protocol ................................................................................................. 138

ix
List of Tables
Table 1: Data Sources 49
Table 2: Demographics of Black Faculty Interview Participants 67
Table A1: Survey Questions Protocol 132
Table B1: Interview Protocol 139

x
List of Figures
Figure 1: Conceptual Framework of a Sense of Not Belonging in the Workplacev 20
Figure 2: Organizational Model of Fostering a Sense of Belonging at Work 22
Figure 3: Individual Model of Fostering a Sense of Belonging at Work 23
Figure 4: An Integrative Framework for Understanding, Assessing, and Fostering Belonging 24
Figure 5: Promising Practices for Sense of Belonging at Institutions 42
Figure 6: Three Main Constructs of Critical Race Theory (CRT) 43
Figure 7: Relationship Between Workplace Belonging and CRT for Black Faculty 44
Figure 8: Survey Participants Years Worked 65
Figure 9: Survey Participants Classification Status 66
Figure 10: Survey Results 72
Figure 11: Survey Participants Belonging Average 73
Figure 12: Survey Participants Satisfaction at Work 75

xi
List of Abbreviations
BF Black faculty
CBSOB Community-based sense of belonging
CRT Critical race theory
DEI Diversity, equity, inclusion, and belonging
HBCU Historically Black Colleges and Universities
HEI Higher education institutions
NTB Need to belong theory
PWI Predominantly White institutions
RBF Racial battle fatigue or racial fatigue
REM Racially and ethnically minoritized students
SOB Sense of belonging
URM Underrepresented minorities
WSOB Workplace sense of belonging

1
Chapter One: Introduction to the Problem of Practice
Higher education institutions (HEI) often employ inclusive language to support practices
without sharing transparent data on metrics demonstrating belonging for marginalized
subgroups. In the fall of 2020, the National Center for Education Statistics (2020) reported 1.5
million faculty within higher education systems, with only 7% being Black faculty (BF).
Projections suggest that by 2036, over half of the U.S. high school graduates will belong to
ethnic or racial minority groups (McKinsey & Company, 2022). Despite administrative efforts to
emphasize diversity, equity, inclusion, and belonging (DEIB) within college campus
communities, the enrollment and retention of Black students and faculty in 21st-century higher
education remain areas of focus.
What is the workplace like for BF? HEIs entrust faculty with developing students’ sense
of belonging (SOB) but often lack an understanding of BF employee belonging (Thissen et al.,
2023). Few studies delve into full-time BF’s lived experiences and perspectives (Dortch & Patel,
2017; Ferguson et al., 2021). The scarcity of research on BF within educational organization
hierarchy structures limits our understanding of Black workplace experiences (Abrica et al.,
2023; Allen et al., 2000; Conner et al., 2023; McKinsey & Company, 2022) and impedes efforts
to determine what is needed to support BF.
This dissertation explores the SOB of BF in the workplace and the influence of race on
their overall workplace experience (Bell, 1991; Filstad et al., 2019). For organizations aiming to
build inclusive cultures, fostering belonging among faculty of color within the workplace is
imperative (Allen et al., 2021; Allison, 2007; Unerman et al., 2020; Waller, 2021). Examining
workplace experiences within the broader organizational culture regarding Black faculty (BF)
belonging will help organizations develop effective diversity and inclusion initiatives.

2
Background of Blacks in Higher Education
The early history of higher education in the United States was designed with targeted
audiences rooted in Eurocentric worldviews (Conner et al., 2023). Over time, the scope of higher
education expanded to include wider audiences, serving a broad range of individuals and
professions. However, within the U.S. educational system, Black people were considered part of
exclusionary groups, preventing their entry into predominantly White institutions (PWIs) due to
racial segregation and discrimination practices within the United States (Allen et al., 2000; Bell,
1991; Ferguson et al., 2021).
Historically Black Colleges and Universities (HBCUs) were established in the United
States during the 19th and early 20th centuries to provide educational opportunities for Black
communities (Bracy et al., 2017; Escobar et al., 2023). In the 1970s, Black people transitioned
from being predominantly present in HBCUs to entering PWIs (Bracy et al., 2017). Historical
records offer insights into higher education functioning as a microcosm of society, wherein
Black communities encountered deep-rooted elements of racism emanating from White society
(Bracy et al., 2017; Denaro et al., 2022).
The underrepresentation of BF at numerous public colleges and universities across the
nation has remained largely unchanged over the past 50 years. Consequently, the dominant
culture in most public institutions in the United States remains predominantly White, a tradition
upheld since their establishment (Assensoh, 2003). This entrenched White-centric culture often
leaves PWIs ill-prepared to meet the needs of BF (Allison, 2007). While efforts have been
made in addressing this cultural divide, there is potential for more active progress. Despite the
advocacy for affirmative-action initiatives in education starting in 1961, the representation of BF

3
within higher learning institutions has remained disproportionately low (Solórzano & Yosso,
2002).
Black people account for only approximately 5% of all faculty positions at colleges and
universities in the United States (Griffin, 2019). According to the most recent data from the 2021
National Center for Education Statistics (NCES), Black faculty members in the United States
now make up approximately 6% of teaching staff at PWIs, despite Black students constituting an
average demographic of roughly 13% (National Center for Education Statistics [NCES], 2021).
Consequently, the likelihood of students encountering a Black Faculty member at the forefront of
a PWI classroom is slim (Griffin, 2019; Solórzano & Yosso, 2002).
Organization Context and Mission
Umbutu Community Colleges (pseudonym) is a public school system within the United
States, comprised of multiple colleges. Several Umbutu Community Colleges are Hispanic or
minority-serving institutions. The mission of the Umbutu Community Colleges is to provide
excellence in educational practices and access to all learning needs. The makeup of the college
system mirrors that of many other colleges around the nation with the student body reflecting the
following demographic data: 60% female, 40% male, 40% White, and 40% Hispanic. The
faculty body is 85% White and 20% minority. Of faculty who identify as minority, 5% identify
as Black.
Purpose of the Study and Research Questions
The purpose of the study is to explore full-time Black faculty (BF) belonging in the
workplace and explore how race factors influence SOB in the workplace for BF. The following
three research questions guided this study:
1. What levels of sense of belonging do Black community college faculty report?

4
2. What contributes to the sense of belonging experienced by Black community college
faculty?
3. How do race-related factors impact Black community college faculty’s sense of
belonging?
Importance of the Study
The importance of this research lies in the retention of BF as valued members, taking into
consideration that representation influences racial gaps in graduation rates among students of
color in HEI’s (Allen et al., 2000; Bowman & Denson, 2022; Bruce, 2011; Griffin, 2019). Most
HEI systems do not know how to actively support BF workplace sense of belonging (WSOB).
(Jones et al., 2021; Mickles-Burns, 2024). Research advocates for advancing efforts to enhance
WSOB within HEI systems (Filstad et al., 2019; Jaitli & Hua, 2013; McClure & Brown, 2008).
Therefore, due to the unique challenge of capturing perceptions, BF are less likely to sustain
their positions at PWIs than their White counterparts (Reddick et al., 2021; Palmer, 2019). It is
imperative to scrutinize the requirements necessary to foster a SOB within the workplace for BF
pursuing careers at PWIs (Haggins, 2020). Intentional focus on BF WSOB is critical because
racial disparities have been identified as a contributing factor to the ongoing challenge of
inadequate representation and lower academic status experienced by Black individuals within the
HEIs in the United States (Allen et al., 2000; Madyun et al., 2013; Unbach, 2006; Whittaker et
al., 2015).
WSOB, or personal acceptance, respect, inclusion, and support within an organizational
setting, strongly correlates with connections, opportunities, motivations, and perceptions (Allen
et al., 2021). Black professionals’ experiences influence their self-confidence and inclination to
establish connections, impacting their SOB (Allen et al., 2021). Analyzing experiences within

5
specific contexts offers insights into fostering a sense of belonging within workplace
environments (Jena & Pradhan, 2018), providing voice for ethnic groups.
The foundations of racism obstruct both faculty and student perceptions of belonging
within the institution (Griffin, 2019; Hurtado & Carter, 1997). Understanding one’s SOB
involves considering how perceptions of workplace belonging intersect with the real-life
experiences of people of color within institutions (Abrica et al., 2023; Allen et al., 2000; Unbach,
2006). Naturally, subgroups form among individuals with similar characteristics (Hurtado &
Carter, 1997; Madyun et al., 2013; Smith & Calasanti, 2005), requiring genuine inclusion and
sincere appreciation to maintain a presence within PWIs (Udah, 2019). While extensive research
has focused on the underrepresentation of faculty members from diverse ethnic backgrounds,
scholars need to pay more attention to the experiences of faculty of color and their contributions
to the value of higher education.
Cultivating a WSOB requires implementing inclusive practices within education,
contingent on a cultural shift that appreciates the inclusivity of all racial communities (Shore et
al., 2018; Unerman et al., 2020). Exploring race factors that contribute to racial fatigue which is
based on the premise that universities historically operate from a dominant White perspective
(Griffin et al., 2011), necessitates inclusiveness rooted in empathy, respect, and shared humanity
(Shore et al., 2018; Unerman et al., 2020). Examining BF perceptions in higher education
workplaces provides a window into understanding BF experiences for HEI to use for ensuring
equitable workplace experiences for all demographics (Allen et al., 2000).
Connections to BF create a space for student relationship-building practices that foster
comfort and support, enhancing students’ ability to communicate across cultures (Brooms, 2019;
Cole & Griffin, 2013). The visibility of similar characteristics contributes to perceptions and

6
feeling of SOB (Waller, 2021). BF prepare generations for a global society (Ferguson et al.,
2021; Jones et al., 2021; Madyun et al., 2013; Unbach, 2006); lending to improved retention
rates and outcomes for minority students result from having instructors and students from similar
racial backgrounds. BF significantly contribute to the student experience, fostering success
through engagement, mentoring, and retention efforts (Bowman & Denson, 2022; Brooms, 2020;
Madyun et al., 2013).
Overview of Theoretical Framework and Methodology
This dissertation employs critical race theory (CRT) as its theoretical framework to offer
valuable context for understanding the intricate layers of complexity and systemic challenges
affecting BF. Savas (2014) reinforced the definition provided by Matsuda (1991), which defined
CRT as a theoretical framework originating in U.S. law schools. CRT explains power imbalances
resulting from systemic issues related to power, race, and racism. Ladson-Billings (1998) further
emphasized the pervasiveness of systemic racism within U.S. society, cautioning that
overlooking racial differences contributes to persistent inequities for people of color. Crucially,
recognizing these power imbalances is essential for understanding the obstacles faced by BF in
achieving SOB within the workplace. It also helps identify potential solutions to address deeply
ingrained injustices within workplace institutions (Savas, 2014).
In order to explore the complexities of workplace belonging lived experiences and
perspectives of Black faculty, the study implemented a mixed method (quantitative and
qualitative), sequential explanatory design. This mixed method design supported conducting a
quantitative survey first, followed by qualitative interviews with 15 or fewer participants
(Merriam & Tisdell, 2016). The quantitative survey used Jena and Pradhan’s (2018) quantitative
scale to measure general sentiments of workplace belongingness among BF within the

7
organization. This self-reported scale is designed to capture individual employee perceptions of
belongingness within an organization (Jena & Pradhan, 2018) via 12 Likert items. Studies have
recorded Cronbach’s alpha for the 12 workplace belonging items between .86 and .92, pointing
to good internal consistency (Jena & Pradhan, 2018). Each survey participant had the
opportunity to participate in a qualitative interview used to provide in-depth insight into the
phenomenon of SOB within the workplace environment.
Definition of Terms
In this section, terms crucial for understanding the dissertation study will be defined.
• Black refers to individuals of African descent, embracing African Americans and
those belonging to the African movement across the globe.
• Faculty refers to any instructor in the institution.
• Full-time refers to any instructor employed full-time with the institution.
• Otherness refers to the state of difference imposed from those different from us
(Udah, 2019).
• Persistence level refers to the percent of students who return to college at any
institution for their second year (National Student Clearinghouse Research Center
(NSCRC, 2022).
• Retention refers to the rate that symbolizes the percent of students returning to the
same college year–over–year (NCHR, 2022).
• Sense of belonging (SOB) refers to an expansion in which one feels protected, valued,
provided for, and supported within a campus community (Goodnow & Grady, 1993;
Strayhorn, 2008).

8
• Workplace sense of belonging (WSOB), or the sense of belonging (SOB) in a
professional setting, is characterized by the extent to which an individual feels
personally accepted, respected, included, and supported by others within the
organizational environment. Numerous quantitative psychological scales, including
the Sense of Belonging Instrument-Psychological (SOBI-P) and the Psychological
Sense of Organizational Membership Scale (PSOM), have been developed to measure
this aspect (Lee, 2023). WSOB is used to differentiate between an employee feeling
an individual SOB and specifically a belonging within the workplace.
Organization of the Dissertation
The research has five chapters. Chapter One introduces the problem of practice and its
background. The organizational mission, purpose, research questions, theoretical framework,
methodology, and definitions are included. Chapter Two provides a review of the literature
relevant to the study’s topic, including a thorough analysis of workplace belonging in higher
education literature using CRT. Chapter Three provides details about the mixed method
methodology implemented in the study. Chapter Four presents the results, findings, and analysis
of the data. Chapter Five discusses the discussion of data and offers recommendations for
practice and future research.

9
Chapter Two: Review of the Literature
This literature review begins by providing an overview of WSOB, describing current
research available on workplace belongingness. It then explores its effects on organizations and
initiatives to foster an SOB. The chapter begins by elucidating the broader context of workplace
belonging, job satisfaction, inclusion, and well-being practices, distinguishing WSOB from a
general or community-based sense of belonging (CBSOB). This contextualization sets the stage
for understanding the importance of investigating belonging in specific environments. By
establishing a foundation that emphasizes the significance of this concept and ensuring a shared
understanding for all ethnic groups, the review creates a framework for analyzing how
organizational climates and workplace initiatives intersect within the subgroup of BF.
This foundational groundwork aligns perspectives and definitions, facilitating a coherent
examination of the organizational influences on belonging and the subsequent initiatives. The
next area is organizational barriers and racialized experiences, why they matter, and exposing the
hardship that lack of representation, bias, discrimination, and microaggressions have on
belonging for BF in higher education. Through this comprehensive approach, the review aims to
uncover the unique challenges within organizations that promote belonging within the BF
subgroup. The literature then explores general workplace initiatives compared to higher
education initiatives.
Finally, the chapter presents CRT to understand BF faculty’s SOB from lens of race,
racism, and power. The CRT framework offer perspectives to address the deficiency of SOB for
BF in the higher education workplace environment. Ultimately, these frameworks guide
forthcoming research and contribute to shaping the fundamental concepts within the conceptual
framework.

10
Overview of WSOB
WSOB is critical to employee satisfaction, inclusivity, and overall well-being. As
organizations undergo global expansion, it is essential to prioritize competencies, opportunities,
motivations, and perceptions to achieve workplace belonging (Allen et al., 2021), all critical
elements for employee retention. This consideration should also extend to the perceptions of
environmental support (Allen et al., 2021; Jaitli & Hua, 2013). This review section explores
foundational research of SOB, emphasizing the significance of individual, interpersonal
interactions, and their role in establishing influential connections with colleagues (Allen et al.,
2021; Baumeister & Leary, 1995; Hagerty et al., 1992; Jena & Pradhan, 2018; Maslow, 1958).
Defining Workplace Belongingness
Currently, definitions addressing nuances of racial disparities, specifically those referring
to racial-ethnic-cultural identity definitions, are limited in shared understanding (Komisarof,
2018; Waller, 2020). Andi Lee et al. (2023) highlighted that the literature on identity-based
belonging tied to one’s racial and ethnic identity is still a concept that needs to be explored. The
following sections approach workplace belonging through a general lens, shedding light on the
challenges Black individuals face regarding inclusion, job satisfaction, and overall well-being
within organizational efforts, as documented in the literature.
General Belonging Definitions
Understanding WSOB hinges on exploring general definitions. The definition of
belonging is a complex matrix within human experiences, encompassing human needs
(Baumeister & Leary, 1995; Maslow, 1943), social identity (Brewer, 2008), identification and
meaning (Wenger, 2009), and motivation (Ryan & Deci, 2000; Yeager & Dweck, 2020).
Neuroscientists assert that workplace belonging is a social connection imperative for well-being

11
(Waller, 2021). Defining WSOB is encapsulated by social psychologists who describe it as
experiences within a social environment where individuals feel essential to that environment
(McClure & Brown, 2008). Kohut (1984) suggested that belonging is an independent concept,
however, Lee and Robbins (1995) described belonging as a part of companionship, association,
and connectedness used to avoid feelings of loneliness and alienation (Lee & Robbins, 1995).
Baumeister and Leary (1995) hypothesized that motivation guides belonging, and
humans strive to sustain experiences where interpersonal attachments develop (Maslow, 1958).
From a philosophical perspective, belonging can be defined as a process of creating
identification within the social-relational material surroundings (Filstad et al., 2019; May &
Muir, 2015). Miller (2003) added that material surroundings could mean those within a social
community and geographic and regional places. From this perspective, individuals perceive
belonging as more complex than a binary “I do not feel I belong” versus “I belong” (Filstad et
al., 2019).
Social psychologists also posit that belonging underpins social identity (Brewer, 2008;
Filstad et al., 2019) to develop one social concept (Lee, 2020). Therefore, understanding one’s
identity is crucial, creating a feeling of a SOB within the community (Allen, 2019; McClure &
Brown, 2008). In this context, the perception of belonging means identifying socially with a
group that welcomes both belonging and uniqueness (Walton & Cohen, 2007). To belong entails
more than just being seen within an environment (Walton & Cohen, 2007); individuals have a
meaningful voice and the opportunity to develop and engage in social and cultural environments
(Reddick et al., 2021; Udah, 2019).
In education, workplace belonging is crucial for promoting positive student outcomes
(Allen et al, 2021; Randel et al, 2018; Waller, 2021, White & McCallum, 2022). Educators who

12
feel a WSOB are more likely to collaborate with colleagues, leading to improved teaching
practices and student learning. They are also more likely to be effective role models for their
students, fostering a positive and inclusive school culture. However, the order in which human
needs are satisfied may vary, underscoring the importance of exploring cultural nuances within
workplace settings (Jena & Pradham, 2018; Ryan & Deci, 2000). This exploration creates spaces
to discern belongingness connections to inclusion, job satisfaction, and overall well-being.
Fostering Belonging Through Inclusion
Research consistently affirms that fostering workplace inclusion is crucial for cultivating
a SOB among employees (Waller, 2021). This sense of inclusion is perceived as the
organization’s genuine acknowledgment of individuality, contributing to the development of
belonging (Ferdman, 2017; Randel et al., 2018). Inclusion, viewed as a deliberate practice,
entails engaging individuals with diverse backgrounds, respecting their voices, valuing varied
perspectives, and encouraging unique contributions (Nishii & Rich, 2013). Inclusive
conversations, representing the pinnacle of inclusion, involve accepting and celebrating
differences within a community (Ferdman, 2017), requiring openness, empathy, and recognition
of shared humanity (Pless & Maak, 2004). The overarching objective is to build an inclusive
community that promotes celebrating and accepting others while rejecting otherness associated
with hierarchy and power differentials (Motch-Ellis et al., 2019, Udah, 2019).
Employees in inclusive settings are more likely to experience a SOB, feeling valued and
welcomed for who they are (Randel et al., 2018; Shore et al., 2018). Despite formal team
membership, individuals may perceive exclusion or marginalization within any given
environment (Shore et al., 2018). In predominantly White spaces it places the responsibility on

13
the dominant group to dictate the implementation of inclusive practices (O’ Shea et al., 2016;
Pless & Maak, 2004; Reddick et al., 2021).
In the context of the post-pandemic workplace, literature on inclusion suggests that
transformative experiences have influenced practices for both employees and employers (Pal et
al., 2022; Randel et al., 2018; Turner et al., 2008). Approaching organizations with a humane and
compassionate mindset is identified as a means to reduce the likelihood of poor health and
absenteeism (Lee, 2023). Research further indicates that employees who experience WSOB are
more likely to express higher job satisfaction and exhibit fewer absences, attributing these
positive outcomes to the recognition and support received from colleagues and the organization
(Fisher, 2010; Skaalvik & Skaalvik, 2011).
Sense of Belonging as a Precursor to Job Satisfaction
Designing environments that foster SOB in the workplace is crucial for establishing a
cohesive and satisfying work environment that contributes to overall job satisfaction and
employee retention (Kegel, 2017, Waller, 2021). Existing literature underscores the
interconnectedness of job satisfaction and belonging as critical elements in retaining employees
(Findler et al., 2017; Skaalvik & Skaalvik, 2011). While acknowledging the importance of
leveraging diverse workforces in modern organizations there is a need for greater clarity in
distinguishing between job satisfaction and belonging in the scholarly discourse (Findler et al.,
2007; Shore et al., 2018; Skaalvik & Skaalvik, 2011).
The origins of job satisfaction definitions trace back to Hoppock (1935), encompassing
individual perspectives linked to psychological, physiological, and environmental factors (Aziri,
2011). Often described as a positive emotional response tied to the perceived fulfillment of job
duties, job satisfaction plays a pivotal role in employee retention (Aziri, 2011). The workplace

14
environment significantly influences psychological and physiological spaces, impacting
employee performance and retention (Carter & Craig, 2022; McCoy, 2022) Other researchers
connected job satisfaction to practical training, job embeddedness, and employee loyalty arising
from met needs and contentment with work performed for the organization (Fisher, 2010).
Given that organizations rely on job satisfaction for profitability, productivity, and
turnover reduction (Park & Shaw, 2013), leaders should tailor management approaches to
prioritize employee needs, fostering an inclusive environment without falling into the trap of
divisive practices (Feitosa et al., 2022). The foundational research on job satisfaction revolves
around human attitudes while belonging is rooted in perceptions (Dewi et al., 2020, Skaalvik &
Skaalvik, 2011). The interplay between job satisfaction and belonging influences interpersonal
relationships, impacting overall well-being and the perception of inclusion (Barak & Levin,
2002; Findler et al., 2007; Waller, 2021). Positive correlations between job satisfaction and
satisfaction with job duties indicate the mediating role of belongingness (Skaalvik & Skaalvik,
2011). Cultivating a SOB in the workplace can enhance job satisfaction (Jena & Pradhan, 2018),
thereby influencing employees’ overall well-being (Barak & Levin, 2002; Findler et al., 2008).
Sense of Belonging and the Promotion of Well-Being in the Workplace
The well-being and SOB among educators significantly impact their success and
productivity (McCallum & White, 2022). Educators with a strong SOB in the workplace
demonstrate heightened engagement and motivation (Skaalvik & Skaalvik, 2011; Strayhorn,
2008). Happiness serves as a foundational metric for assessing workplace belonging (Allen et al.,
2021, Ryan & Deci, 2000) and acts as an independent variable contributing to overall well-being
(WB) in belonging-to-work scales (Jena & Pradhan, 2018). Conversely, feelings of unbelonging

15
can lead to stress, worry, increased absenteeism (Thissen et al., 2023), reduced motivation and
job satisfaction, and contribute to mental health challenges (Malik et al., 2011).
Black and African American educators may experience diminished well-being, including
stress, unhappiness, and anxiety compared to their White counterparts, stemming from a reduced
WSOB rooted in organizational climate and culture (Hughes, 2015). Racial microaggressions
exacerbate distress, leading to increased reports of unprofessional behaviors in interactions with
staff, faculty, and administration contributing to diminished organizational satisfaction (Carr,
2017).
To enhance employee well-being, organizations must cultivate a welcoming and
inclusive atmosphere (Shore et al., 2018). Supporting well-being involves promoting diversity
and inclusion, providing opportunities for employee engagement, and acknowledging and
supporting employees’ contributions. Organizations should prioritize a culture of belonging,
integrating this vision into their daily missions (Findler et al., 2007; Unerman et al., 2020)
Importance of Workplace Belongingness
The relationship between mental health and WSOB is crucial to the overall well-being of
any human being. The importance of understanding factors that contribute to workplace
belonging has vast implications on performance within an organization. Research notes that
workplace belongingness impacts interpersonal relationships, perceptions of job satisfaction, and
employee retention (Dewi et al., 2020) while also altering mental health and performance
(Waller, 2021). Studies have investigated organizational belongingness as a variable that predicts
a range of mental health indicators including anxiety, depression, and burnout (Jansson &
Gunnarsson, 2018; Lee & Robbins, 1995). Being connected at work has been linked explicitly
with lower symptoms of anxiety and depression as well as enhanced quality of life (Cockshaw et

16
al., 2010, 2013). Studies also demonstrated that belongingness in the workplace can mitigate the
impact of negative organizational variables such as workload, moderating the well-being of
employees (De Costa et al., 2020). When people feel a high sense of workplace belongingness,
they feel needed, valued, and supported, which boosts job satisfaction and counteracts poor
mental health (Lee & Robbins, 1995; McClure & Brown, 2008; Pasca & Wagner, 2011).
Workplace belonging has been linked with happiness as it constitutes a core human need that
drives employees’ desires and behaviors (Baumeister & Leary, 1995; Ryan & Deci, 2000).
Studies show that belongingness enhances the meaning of life for employees and,
consequently, fuels their emotions and, by doing so, acts as a buffer against poor mental health
(Allen et al., 2021; Unerman et al., 2020). Humans have a fundamental and inherent need to
belong and foster lasting and positive relationships (Allen et al., 2021; Baumeister & Leary,
1995, Lee & Robbins). When belongingness is fostered in the workplace, employees are less
likely to experience the stressors that result in poor mental health (Cockshaw, 2010, Waller,
2020). Studies have revealed isolated employees experience impaired sleep, lower self-esteem,
and depression, along with poor physiological outcomes such as high blood pressure and
cholesterol (Wright, 2005).
The linkages between organizational belongingness and mental health are explained via
Baumeister and Leary’s (1995) belongingness hypothesis, which postulates that employees, as
individuals, have an inherent motivation to seek and perpetuate a SOB. Against this backdrop,
the hypothesis states that disruptions in the SOB will culminate in pathology or distress. On the
other hand, the satisfaction of the need to belong and experiences of connectedness foster
employee perceptions of belonging. According to scholars, satisfying the need to belong
necessitates pleasant interactions with cohorts, and this form of interaction needs to occur within

17
the context of a consistent or enduring relationship (Allen et al., 2022; Baumeister & Leary,
1995; Waller, 2021). Crucially, Allen et al, (2022) noted that the characteristics of such
interactions must reflect genuine care for employees’ well-being.
Furthermore, individuals require a sense of belonging in various domains, including the
workplace, which is a crucial area for this need (Allen et al., 2022; Baumeister & Leary, 1995).
Thus, in this context, a SOB and connection in the workplace constitutes a lens via which
individuals interpret their daily life events (Waller, 2020; Walton & Cohen, 2007). When people
feel a SOB within their organization, it influences their response to daily stressors and even
traumatic incidents which shapes the interpretation and processing of these events (Strayhorn,
2018; Walton & Cohen, 2007; Whittaker, 2015) Overall, belongingness has presented notable
negative correlate of mental health disorders and as a positive predictor of good mental health
and well-being (Baumeister & Leary, 1995; Cockshaw et al., 2010). Investigating the problem
through the lens of BF is essential to understanding factors that contribute to the retention of BF
in the higher education workplace setting (Brooms, 2019; Bowman & Denson, 2022, Dortch et
al., 2017; Strayhorn, 2009; Whitfield-Harris, 2016). Belonging is linked to positively relating to
job satisfaction, but systematic research on motivating factors still needs to be studied (Dewi et
al., 2020, Skaalvik & Skaalvik, 2011).
Faculty and staff in higher education experience mental health challenges (Price et al.,
2017). The pressure to publish research, teach effectively, and navigate administrative
responsibilities can contribute to stress and burnout (Price et al., 2017; Skaalvik & Skaalvik,
2011). Additionally, the competitive and high-pressure nature of academic culture impacts the
mental health of faculty and staff (Levecque et al., 2017). Mental health stigmas can also hinder
seeking support and treatment for mental health concerns in higher education. Students, faculty,

18
and staff may feel ashamed or embarrassed to seek help, leading to further isolation and adverse
mental health outcomes (Turner et al., 2008; Ward et al., 2009). The lack of WSOB can
negatively impact educators’ mental health. When educators feel excluded or marginalized in
their workplace community, they may experience stress, anxiety, and depression (Guthrie et al.,
2018). Employees may also struggle with feelings of inadequacy or imposter syndrome, leading
to decreased self-esteem and confidence in their abilities (Chakraverty, 2022; Hutchins, 2015;
Laux, 2018; Muradoglu et al., 2022). Moreover, the lack of support from colleagues and
administrators can contribute to a sense of isolation and further worsen mental health outcomes
(Guthrie et al., 2018). Without a supportive workplace community, educators may struggle to
cope with the challenges and pressures of their profession, leading to adverse mental health
outcomes (Kratt, 2018).
To address these challenges, institutions must prioritize workplace belonging and create a
supportive environment for their educators (Elraz, 2017). Organizations that foster a culture of
inclusivity and diversity encourage collaboration and communication among colleagues and
offer resources and support for mental health concerns (Mollah et al., 2018). By doing so,
institutions can promote positive mental health outcomes and enhance the well-being of their
faculty (Mollah et al., 2018). Employees who feel valued and supported in their workplace
community are more likely to have positive mental health outcomes (Pasca & Wagner, 2011).
Conversely, feeling excluded or marginalized in the workplace can negatively impact mental
health (Jansson & Gunnarsson, 2018).
Workplace belonging can promote positive mental health outcomes such as reduced
stress and anxiety. In addition, when employees feel supported and valued in the workplace, they
are more likely to have a positive self-image, enhanced self-worth, and excel in performance

19
Thissen et al., 2023). When institutions simply verbalize diversity, but fail to acknowledge dayto-day experiences, “individual employees may not change” (Unerman et al., 2020, p. xviii),
leaving an unchanged culture. Fostering a belonging culture begins with recognizing and using
unique abilities that contribute to a defined and measurable route, growing social capital (Block,
2018). Social capital is about acting on and valuing our interdependence and SOB (Block, 2018,
p. 7). Belonging involves those ready to collaborate, tackle obstacles, and establish a culture that
flourishes through authentic and enduring transformation (Unerman et al., 2020).
Measuring Workplace Belongingness
The development of a SOB within an organizational culture is a critical focus in
predicting student success and shaping DEIB initiatives (McKinsey & Company, 2022).
However, institutions need more institutional tools to measure workplace belonging experiences
to ensure institutions understand the impacts of these initiatives. This issue is critical as
education should offer a space where faculty are treated equitably, free from the prolonged
effects of social constructs, allowing them to pursue what matters to them as human beings
(Komisarof, 2022; Unerman et al., 2020).
While comprehensive theoretical frameworks for workplace belonging are not widely
adopted, several are relevant to this study. Lee Waller (2021) focused on the experience of not
belonging from a self-perception perspective. The feeling of exclusion prompted doubts about
their knowledge, abilities, and overall value. The emotional impact of this experience raised
uncertainties about their resilience and inner strength. In Waller’s study (2021) not belonging
hindered their ability to express their true selves at work, undermining their self-concepts.
Consequently, a paradox emerged as participants experienced a conflict between their authentic
selves and the personas adopted during the exclusionary experience; intensified the

20
psychological repercussions of not belonging in the workplace. The theoretical framework is
depicted in Figure 1.
Figure 1
Conceptual Framework of a Sense of Not Belonging in the Workplace
Note. From Fostering a Sense of Belonging in the Workplace: Enhancing Well-Being and a
Positive and Coherent Sense of Self, by L. Waller, 2021, in The Palgrave Handbook of
Workplace Well-Being by S. K. Dhiman (eds.), 2021 (https://doiorg.libproxy1.usc.edu/10.1007/978-3-030-30025-8_83). Copyright 2021 by Palgrave MacMillan,
Cham.

21
Similar findings from Waller’s (2021) research showed that organizational culture
typically provides the setting for the emergence of nonbelonging sentiments. These cultural
settings represent lasting and recurrent characteristics of the organization, which frequently
prevent people from expressing themselves freely or feeling aligned to the vision of the
organization. These cultures were viewed as hostile to free speech, brutal, misogynistic, or based
on power relations that perpetuate discrimination and inequality. Consequently, individuals
within such organizational cultures may feel marginalized, excluded, and unable to fully
participate or contribute their ideas and perspectives. As a result, the presence of nonbelonging
sentiments in these cultures can hinder creativity, collaboration, and overall organizational
effectiveness, ultimately leading to decreased employee satisfaction and engagement. Many of
these cultures were maintained by rigid hierarchies or uncaring leaders. See illustration in
Figures 2 and 3, which focus on the need to consider both the elements of workplace belonging,
the influence of organizational culture on such belonging, and the frequently recurring impact of
belonging on one’s self-concept (Dhiman, 2021).

22
Figure 2
Organizational Model of Fostering a Sense of Belonging at Work
Note. From Fostering a Sense of Belonging in the Workplace: Enhancing Well-Being and a
Positive and Coherent Sense of Self, by L. Waller, 2021, in The Palgrave Handbook of
Workplace Well-Being by S. K. Dhiman (eds.), 2021 (https://doiorg.libproxy1.usc.edu/10.1007/978-3-030-30025-8_83). Copyright 2021 by Palgrave MacMillan,
Cham

23
Figure 3
Individual Model of Fostering a Sense of Belonging at Work
Note. From Fostering a Sense of Belonging in the Workplace: Enhancing Well-Being and a
Positive and Coherent Sense of Self, by L. Waller, 2021, in The Palgrave Handbook of
Workplace Well-Being by S. K. Dhiman (eds.), 2021 (https://doiorg.libproxy1.usc.edu/10.1007/978-3-030-30025-8_83). Copyright 2021 by Palgrave MacMillan,
Cham.
Measurement instruments, such as the Sense of Belonging Instrument (SOBI-P)
developed by Hagerty and Patusky (1995), and the General Belongingness Scale (GBS)
introduced by Malone et al. (2012), have been employed to assess various viewpoints. In Figure
4 Allen (2021) presented the most recent measure proposing an integrative framework to
conceptualize belonging measure that depicts belonging to be a feeling and experience that

24
becomes visible when one’s competencies (skills and abilities), opportunities, motivators and
perceptions of belonging connect. These tools serve to collect belongingness-related data from
different segments within organizations, including ethnicity. They provide avenues for gauging
belonging across diverse groups.
Figure 4
An Integrative Framework for Understanding, Assessing, and Fostering Belonging
Note. From “Belonging: A Review of Conceptual Issues, An Integrative Framework, and
Directions For Future Research,” by K. Allen, M. L. Kern, C. S. Rozek, D. M. McInerney, and
G. M. Slavich, 2021, Australian Journal of Psychology, 73, Article 1, 87–102
(https://doi.org/10.1080/00049530.2021.1883409). Copyright 2021 by the Australian
Journal of Psychology.

25
However, Jena and Pradhan (2018) identified the necessity for a workplace
belongingness scale and proceeded to create a workplace belongingness assessment consisting of
12 questions. This assessment employed a 5-point Likert scale response system and was
developed after an exhaustive analysis of belongingness constructs and consultations with
experts in the field. However, certain limitations persist, and subsequent studies are imperative to
further validate the scale across ethnic populations.
This study used Jena and Pradhan’s quantitative measure (2018) to conceptualize and
validate the workplace belongingness scale. This self-reported scale was designed to capture
individual employee perceptions of belongingness within an organization (Jenn & Pradhan,
2018). The scale seeks to capture and measure belongingness in the workplace by separating it
from pre-existing and general measures of the construct. In addition, the scale seeks to measure
and operationalize specific features of workplace belongingness that have not been captured in
other scales (Jena & Pradhan, 2018). Existing studies point to the internal validity and reliability
of the scale, recording a Cronbach’s alpha for the 12 workplace belonging items of between .86
and .92, pointing to good internal consistency (Enwereuzor, 2021).
Organizational Impact on Workplace Belongingness
Organizational studies examining workplace belonging have explored various
dimensions, focusing on the political dimension aligned with Hagerty et al.’s, 1992,
characteristics of belonging (Thissen et al., 2023). McClure and Brown (2008) identified six
constituents of workplace (un)belonging, encompassing elements such as connection with
colleagues, recognition, and feelings of exclusion. Filstad et al. (2019) delved into the visual
aspects of belonging through photo analysis, revealing the significance of social interactions,

26
materiality, emotions, and aesthetics in defining belonging. However, there is a gap in
understanding the specific interconnections between these dimensions when viewed through the
lens of Black individuals in the workplace (Thissen et al., 2023).
Federal Affirmative Action and Anti-Discrimination Laws
Affirmative action and anti-discrimination laws aim to address the historical and present
discrimination faced by minority groups, especially in allocating jobs and opportunities (Leiter &
Leiter, 2011). Originating in the 1950s and 1960s during the civil rights movements, these laws
evolved to include various policies promoting opportunities for underrepresented groups (Ciszek,
2020). Studies such as the one by the Office of Planning, Evaluation and Policy Development
(Secretary U.S. Department of Education, 2016) emphasize the role of these policies in guiding
institutions toward fair hiring and employment practices, particularly benefiting Black faculty
(BF) (Griffin, 2019). Despite addressing systemic disadvantages, some critiques argue that these
laws are not implemented effectively, leading to persistent diversity issues, and negatively
impacting BF members’ SOB (Griffin, 2019; Katchanovski et al., 2015; Mwangi, 2014; Sanchez
et al., 2018). Yang and Liu (2021) cautioned that federal anti-discrimination laws may leave
vulnerable workers without adequate civil rights protections.
Research incorporating the perspectives of Black individuals, such as Walters (2018),
highlights the commitment of these policies to creating pathways for access to higher education.
However, challenges persist, with ongoing discrimination and racism, indicating that these
measures may not offer a universally applicable solution. Moreover, there is evidence that White
faculty members may view these laws negatively, perceiving them as providing unfair
advantages to BF (Bowman & Denson, 2022)

27
Organizational Workplace Structures as a Barrier to WSOB for Black Faculty
Organizational workplace structures are defined by the “Economic Times” as the
information movement in between corporate divisions. Contracting to a decentralized
organization, which has a freer distribution of decision-making authority, a centralized structure
will have a top-down decision-making tree (Economic Times, 2023). An organizational structure
presents how the decisions connected to operations and how they achieve a company’s goals.
Clear organizational structures define each employee’s function and how the employee fits into
the overall system (Economic Times, 2023). However, overly centralized structures can obstruct
an environment within which employees feel valued, included, respected, and accepted,
undermining SOB (Bartel et al., 2012). Organizational workplace structures can contribute to
unsafe work environments forming in and out-group dichotomies that impact employee
relationships and connections (Cohen, 2022; McCluney et al., 2021). BF involvement in
organizations and situations where BF feel valued and where they can bring their real to the
workspace, system, or environment (Hagerty et al., 1992) has indicated a closure in racial gaps in
graduation rates among students of color (Bowman & Denson, 2022). Faculty have direct access
to students and where faculty are involved, they can work together to close student gaps and
support students. Colleges and universities must review how their traditional faculty-governance
structures may drive potential faculty members away from organizations that have limited
diversity within workforce (Brown, 2017).
Fostering workplace diversity necessitates a profound transformation in an organization’s
culture, a task easier said than done. Traditionally, the American workforce has been dominated
by Caucasian, middle-to-upper-class men, shaping the deep-rooted cultural layers of educational
organizations, including artifacts, espoused values, and basic assumptions (Allison, 2007;

28
Assensoh, 2003; Fraser & Hunt, 2011; Turner et al., 2008). To navigate this complexity, a
strong, empathetic leader who engages with employees’ intricate beliefs is indispensable for
facilitating a successful cultural shift (Abrica et al., 2023).
Leadership within an organization plays a vital role in shaping and propagating
workplace culture. Employees naturally look up to leaders to define the context in which they
operate. Creating an environment mirroring the organization’s desired values necessitates more
than mere verbal declarations; it demands consistent action and embodiment of these principles
(Abrica et al., 2023; Unerman et al., 2020). If leaders profess specific values but engage in
actions contradicting them, employees quickly discern the hypocrisy, eroding trust and
prompting them to seek organizations truly embodying their desired culture (Freeman et al.,
2019; Katsaros, 2022). Authenticity becomes paramount, especially concerning workplace
diversity, as a genuine atmosphere is vital for attracting and retaining talented individuals
(Hughes, 2015). This authenticity gains particular significance when addressing workplace
diversity, where leaders must adopt behaviors and initiatives that genuinely promote inclusivity
in their organization (Hughes, 2015; Riner, 2022), fostering trust and openness (Hofhuis et al.,
2016).
In the modern landscape, educational institutions labeled PWIs can no longer endorse
practices perpetuating systemic oppression and social injustice, hindering equality, and adversely
impacting employees’ mental health and performance (Filstad et al., 2019; Udah, 2019). This
change in practice calls for a radical departure from the past, where organizations must actively
work to dismantle existing barriers, promote inclusivity, and champion diversity, fostering a
workplace environment where every individual feels valued and empowered.

29
Organizational Policies and Practices and How They Undermine WSOB for Black Faculty
The underrepresentation of BF members in academia persists, posing a significant
challenge to achieving DEIB initiatives. Organizational policies and practices related to hiring
BF and committee selection contribute to BF’s experiences of racial discrimination and
undermine their SOB in the workplace (Bowman & Denson, 2022). Workplace organizational
practices, procedures, and policies can undermine the SOB for BF members by hindering the
establishment of equitable and inclusive environments. Although historically, HEIs identified as
white have sought to address the composition of their faculty to reflect diverse backgrounds,
organizational policies such as preferential hiring and quotas for staff and practices hinder such
efforts (Whittaker et al., 2015).
Research studies, such as the one conducted by Brooms in 2019, highlight BF members’
positive impact on students. These educators excel in providing care, support, engagement, and
mentorship, fostering a positive and inclusive learning environment. Meaningful relationships
between faculty and students play a vital role in shaping students’ self-perceptions and SOB
within academic institutions (Brooms, 2019; Bowman & Denson, 2022; Strayhorn, 2008).
Many strategies that seek to enhance faculty diversity focus on increasing the number of
BF in the context of traditional campuses (Whittaker et al., 2015; Zambrana et al., 2015).
However, the current representation of this demographic still needs to be improved. Studies
show that representation of BF is low because HEIs have tended to focus on recruitment instead
of retaining BF (Bowman & Denson, 2022). Despite affirmative action initiatives and antidiscrimination legislation, BF are underrepresented because tenure and promotion contribute to
the lack of retention (Whittaker et al., 2015).

30
Academic Barriers to Tenure and Promotion
Tenured faculty, predominantly White males and females, primarily influence academic
quality within universities (Constantine et al., 2008). To succeed in the demanding tenure and
promotion processes, BF must establish their credibility as scholars through research and writing
(Kelly et al., 2017). Cornel West’s 1993 article, “The Dilemma of the Black Intellectual 13,”
emphasizes the importance of understanding the experiences of BF members at PWIs regarding
their professional relationships within the institution. West highlights the crucial need to explore
how BF perceive their primary role as scholars within the academic community and whether they
view themselves primarily as scholars (West, 1993). Joseph and Hirshfield’s (2011) qualitative
study of BF further confirms the significant barriers to collegiality within HEIs. It sheds light on
the structural and implicit racism present in these institutions. Specifically, the study reveals that
PWIs often use BF to fulfill diversity goals rather than provide adequate support for their
scholarly pursuits during tenure and promotion (Joseph & Hirshfield, 2011).
Recruiting BF members has posed challenges for colleges and universities, influenced by
factors such as institutional location and the struggle of faculty members to establish a SOB and
community (Grandison et al., 2022). The professor and associate professor positions associated
with tenure provide job security, as termination can only occur with just cause (Stanley, 2006).
In many instances, the proportion of Black students at PWIs is significantly higher than the
representation of BF. The ratio may suggest that BF members may shoulder additional service
responsibilities on their path to tenure that their non-Black counterparts do not necessarily have
to undertake (Grandison et al., 2022).
Allen et al. (2000) conducted a study focusing on the challenges faced by BF faculty
members and the barriers hindering their recruitment, retention, and success within academia.

31
The research exposed significant disparities between African American and White faculty
members regarding tenure status, academic rank, and academic reputation. BF faculty members
were less likely to achieve tenure, held lower academic ranks, and had lower academic standing
than their White counterparts.
Barriers to the promotion and tenure of BF include organizational practices and policies
such as covert discrimination, marginalization of research, unfair review processes, exclusion, a
discriminatory institutional climate, and a lack of personal time (Strayhorn, 2012). These
practices and policies disrupt the ability of BF to take on essential roles that influence their
progression toward promotion and tenure (Bowman & Denson, 2022). Furthermore, incidents of
academic bullying limit the opportunities for BF to access promotion and tenure on traditional
campuses, adversely affecting their SOB and exacerbating feelings of isolation and invisibility
(Bowman & Denson, 2022), contributing to psychological discomforts.
Obstacles to Establishing a Psychologically Safe Environment
In higher education, BF often grapple with an amplified sense of surveillance and
scrutiny due to their role in representing their racial or ethnic groups. This heightened feeling of
surveillance and scrutiny has been linked to diminished psychological safety, resulting in
increased stress and adverse impacts on research productivity and health (Waller, 2021).
Challenges to psychological safety fundamentally undermine individuals’ innate desire to
experience a SOB. Existing studies (Edmondson, 2018; Frazier et al., 2016; May et al., 2004)
suggest that psychological safety acts as a buffer between the experience of mere survival and a
genuine SOB, thereby significantly influencing outcomes in the workplace. Psychological safety
revolves around employees’ confidence that their peers will not reject or isolate them based on
their identity markers, such as race or ethnicity (Abdul-Raheem, 2016). It is important to note

32
that psychological safety does not imply universal likability within a workplace or protection
from differing opinions or beliefs (Frazier et al., 2016). Instead, it pertains to an open and
confident workplace culture where individuals are not isolated based on identity markers.
Healthy, diverse, and inclusive teams prioritize psychological safety as a vital indicator of
organizational success, surpassing other factors such as the quality of diversity policies or
performance levels (Waller, 2021). Employees in such workplaces engage consistently and
empathetically with one another, regardless of their racial or ethnic backgrounds.
Psychological safety is connected to teaming, which fosters a unique form of interemployee engagement, promoting collaboration and inclusion (Newman et al., 2015). Within this
context, team leaders play a crucial role in actively inspiring and encouraging psychological
safety, given the power dynamics that exist in the workplace (Newman et al., 2015). Team
leaders inherently possess authority that may hinder organic engagement among lower-ranking
faculty members (Edmondson, 2018), making it imperative to address identity dynamics to
maintain psychological safety. Practical strategies for safeguarding psychological safety include
creating an open environment for feedback, critiques, observations, ideas, opinions, and
challenges (Edmondson, 2018). Thus, training department heads in the principles of
psychological safety become crucial to ensuring its cultivation within academic institutions.
Another psychological challenge BF face is difficulty finding mentors within HEIs who
can openly discuss their feelings of not belonging and isolation (Brooms, 2019; Unerman et al.,
2020). BF members have also expressed challenges in finding mentors with whom they can
discuss experiences of microaggressions, racism, and shared interests (Strayhorn & Saddler,
2009). As a result of these trends, BF often seek mentoring opportunities outside of their
respective departments or institutions, further intensifying their feelings of isolation (Davis et al.,

33
2022; Walker, 2016). Such institutions can harness mentoring as a strategic approach to foster
BF’s SOB while instilling institutional accountability for their opportunities and success (Davis
et al., 2022; Stucky et al., 2019). Effective mentoring relationships should involve mentors
genuinely committed to serving in this capacity and dedicated to nurturing the professional
growth of BF, thereby increasing their chances of attaining tenure and promotion (Walker,
2021). Studies examining BF’s formal and informal mentoring experiences have consistently
revealed challenges stemming from the scarcity of Black senior faculty members available as
mentors (Brooms, 2019; Strayhorn, 2012). These findings underscore the potential of mentoring
as a valuable tool for enhancing the representation of BF and strengthening their recruitment,
promotion, and retention within PWIs.
Lack of Minority Representation: Where Are Black Professors?
Diversity and representation for faculty are crucial in higher education to address the
needs of diverse student populations in the contemporary context, and a significant contributor to
faculty representation is the recruitment and retention of underrepresented faculty members
(Allen et al., 2000; Umbach, 2006). The research, however, shows that racial barriers are still
evident in universities, engendering the marginalization of BF (Griffin, 2019; Hirshfield &
Joseph, 2012), a point supported by research that also points out institutional shortfalls in
understanding the talents within a diverse workforce and the impacts that bias, microaggressions,
and inequities have on Black workplace belonging perceptions as a result of this lack of
representation (Ferguson et al., 2021; Griffin et al., 2011; Louis et al., 2016).
Data demonstrate that BF remains the most underrepresented in private and public
universities or research institutions (Abrica et al., 2023, Allen et al., 2000; Turner et al., 2008).
These data point to the imperative of research emphasizing faculty diversity and deliberating on

34
practices that can promote and enhance the hiring and retention of BF in HEIs. Studies that have
examined employee positions within HEIs have highlighted that most tenured faculty are White.
Recurring patterns of underrepresentation have been recorded by studies at the national and local
levels, displaying significant variances between specific racial categories (Li & Koedel, 2017).
Li and Koedel (2017) found that institution type, tenure status, position, and program impede
racial representation. Other studies suggest a trend of lower diversity in private institutions
characterized by highly selective policies compared to public institutions (Hearn, 2014).
Moreover, full-time BFs at public institutions are more likely to be employed in assistant
professor positions and are primarily represented in part-time faculty or non-tenure track
positions (Carter & Craig, 2022; Denaro et al., 2022; Ferguson et al., 2021).
Across a myriad of studies, there is evidence that history reveals that leadership positions
in educational institutions remain predominantly White, with Black women underrepresented in
the area of college presidency (Gause, 2021; Sue et al., 2007) have linked the poor representation
of BF in leadership positions to shortages in minority faculty with the requisite backgrounds and
experiences required to assume upper-level leadership positions (Findler et al., 2007). These
dynamics encapsulate the glass ceiling effect, inhibiting BF from moving up the occupational
ladder, although they may have the same productivity and qualifications as their White cohorts
(Lee, 2023; Sue et al., 2007). The underrepresentation of BF is also inextricably linked to the
need for more sponsorship and mentoring opportunities for this demographic and challenges
concomitant with the tenure process. Empirical studies by scholars such as Bowman and Denson
(2022) and Li and Koedel (2017) pointed to disparities in representation but need to critically
discuss the role of retention or recruitment policies in shaping these trends.

35
While BF retention and recruitment significantly impact the educational experiences of
Black and minority student populations, BF’s opportunity to tap into the mentoring opportunities
offered by representation is limited by lack of presence. Strayhorn and Saddler (2009) have
highlighted the importance of representation for Black students in developing a sense of self,
while Bowman and Denson (2022) found that same-race representation and the representation of
faculty members and students from racial minority groups engender racial equity in graduation
outcomes. In Bowman and Denson’s (2022) study, no gaps in educational outcomes were
recorded, with Black students comprising approximately half of the undergraduates at an
institution where racial minority faculty members were represented. The underrepresentation of
BF is indicative of systemic racism and discrimination; however, BF also experiences workplace
biases and discrimination firsthand, based on historical racial perceptions of them, which impact
their belongingness.
Biases and Discrimination for Black Faculty in the Workplace
BF in PWIs encounter a myriad of challenges in the field of higher education. Aside from
the data, which points to their lack of representation in HEIs, they also encounter other issues,
such as bias and discrimination rooted in prevailing stereotypes (Carter & Craig, 2022; Griffin et
al., 2011). Studies have described female BF are too often ascribed characteristics linked
historically with the matriarch or sapphire stereotype, whereby they are perceived as quicktempered, loud, dominating, argumentative, strong, and tough when compared to their White
counterparts, pointing to their unique experiences (Louis et al., 2016). BF face racialized
stereotypes that shape expectations about their behaviors, with female BF facing pressures to
introduce humor as part of their presentations, for example, in order to counteract perceptions of
them as overly serious (Walters, 2018).

36
Stereotypes are also manifested in classroom experiences, where students sometimes
question and challenge the authority of BF, particularly that of women (Laux, 2018; Walters,
2018). Studies show that it is not uncommon for female BF to consistently receive negative
course evaluations because such evaluations are predominantly made within the context of
dominant cultural norms that privilege the authority of White male faculty members (Carter &
Craig, 2022; Griffin, 2019). Compared to White faculty members, BF are often criticized for
lacking scholarly integrity, introducing pressures to manage these biases (Thompson & Louque
2023). Male BF are often made invisible in leadership roles or may serve as the token Black
male in an institution, leading them to experience a reduced sense of community and belonging
(Griffin, 2019; Louis et al., 2016; Turner et al., 2008; Zambrana et al, 2017). Further, there are
additional implications in the area of job dissatisfaction and limited satisfaction with interactions
with White faculty members. Male BF may also experience less satisfaction in the organizational
climate and culture due to their isolation and a reduced SOB, as compared to their White
counterparts (Griffin et al, 2011; Thompson & Louque, 2023). As noted by Baumeister and
Leary (1995), feeling a SOB, which constitutes a sense of connectedness with other individuals,
constitutes a primary human objective or desire. Belongingness shapes how individuals engage
with and react to others in specific social contexts (Baumeister & Leary, 1995). In HEIs,
belongingness has been linked to impact faculty members’ perceptions of group membership,
connection with cohorts, and sense of value in educational contexts (Museus & Saelua, 2017).
Evidence shows that BF experience discrimination and is often made invisible, so they
form subgroups in workplace settings, converging with their cohorts with similar characteristics
(DeCuir & Gunby, 2016; Kossinets & Watts, 2009; Zambrana et al., 2017). In their study,
Kossinets and Watts (2009) investigated workplace homophily or love of sameness in the

37
context of a large university community based on network data that recorded attributes,
affiliations, and interactions. This research found that pairs of individuals who are highly similar
have a greater propensity for establishing new ties based on these similarities. However, tie
formation is significantly biased by focal and triadic closure, limiting the opportunities.
Kossinets and Watts (2009) observed that to counter a lack of belongingness, tie formation based
on triadic closure ensues, shaped by a combination of structural proximity and individual-level
preferences. Homophily in the workplace is informed by choice, but it is also induced against
workplace isolation and discrimination. Homophily among BF is induced partly due to
structurally proximate positions in the workplace, which enhance preferences for similar
individuals because of the experience of being marginalized and excluded (Kossinets & Watts,
2009).
Workplace Microaggressions: The “M” Word
Education institutions must realize the physical, emotional, psychological, and
physiological costs concomitant with racism and discrimination. In educational institutions that
historically constitute White spaces, BF are underrepresented in racial and ethnic categories and
continue to be perceived as outsiders who are treated in stereotypical and racist ways (Griffin et
al., 2019; Zambrana et al., 2017). The resultant racial microaggressive conditions are
concomitant with specific psychological, emotional, and physiological distress, including racial
battle fatigue (Smith et al., 2011). For many BF, historically White educational institutions are
characterized by racial climates that undermine opportunities available to them and produce
environmental stress (Jashnani, 2024). Some studies have found that BF academic achievement
makes them vulnerable to increased distress in this context (Jashnani, 2024). Racial
microaggressions that BF may experience can be in the form of subtle or implicit verbal and

38
nonverbal insults targeted at them and made predominantly unconsciously or automatically.
They may also present as layered insults that directly reference race, gender, or other identity
markers. Finally, they may also be in the form of cumulative insults designed to limit BF while
privileging their White cohorts (Pittman, 2012; Sue et al., 2007; Walters, 2018).
The resultant effect is that BF must, daily, deflect these microaggressions as well as
experiences of racism, discrimination, and stereotypes (Louis et al., 2016). Aside from the fact
that microaggressions have been linked with a reduced sense of community and belonging for
BF, microaggressions contribute to experiences of racial battle fatigue, which encapsulates a
myriad of emotional, mental, and physical strains that produce specific psychophysiological
symptoms (Torres et al., 2019). These psychophysiological symptoms linked with racial battle
fatigue include suppressed immunity, tension headaches, chronic pain, increased blood pressure,
anxiety and trembling, a pounding heartbeat, and increased sickness (McGee & Stovall, 2015). In
addition, when BF experience racial biases or racially motivated microaggressions, they may
experience racial battle fatigue manifested in constant anxiety, rapid breathing, increased
sweating, ulcers, insomnia, rapid mood swings, stress, difficulties in speaking and thinking
coherently, frequent urination, emotional as well as social withdrawal (McGee & Stovall, 2015)
Studies proclaim that BF members may also experience imposter syndrome resulting from
their experiences of microaggressions (Allison, 2007; Hutchins, 2015). Imposter syndrome causes
BF to feel as if they are intellectual or professional frauds. They experience imposter syndrome
because they feel they do not belong or are not good enough due to their inability to internalize
their successes. Subsequent studies have found that imposter syndrome emanates from and
interacts with racial discrimination to affect BF by making them feel as if they are not genuinely
successful, shaped by workplace interactions (Laux, 2018; Mickles- Burnes, 2024). When BF

39
receive daily messages that they do not belong, BF develop feelings of otherness that adversely
impact their confidence and prevent them from acting on their ambitions (Udah, 2019).
Indeed, imposter syndrome has been linked to the underrepresentation of BF in leadership
positions (Chakraverty, 2022). It is shaped not only by prejudicial attitudes in the workplace but
also by performance expectations. Studies show that BF reports the need to work harder than their
White cohorts to advance professionally (Allison, 2007; Reddick, 2020). BF also often lack
support, which limits their access to professional development resources. The result is a vicious
cycle whereby imposter syndrome feeds into under-representation and wage inequalities.
Evidence shows that workplace environments in educational institutions are often built around
pre-existing and dominant White identities and norms, making it difficult for BF to integrate
socially (Griffin et al., 2019; Mickles- Burnes, 2024; Turner et al., 2008). Some institutions are
implementing workplace belongingness initiatives to counteract these dynamics, which are
discussed in the next section of this chapter.
Workplace Belongingness Initiatives
To counter the highly racialized experiences of BF members in the workplace, employers
have sought to foster workplace belonging through various schemes. The ensuing sections
discuss these schemes comprehensively. First, initiatives are discussed from a general point of
view, after which those in the higher education setting are critically evaluated.
WSOB Initiatives in General
Belonging encompasses a range of complexities within human experiences, including
human needs, social identity, identification, meaning, and motivation (Baumeister & Leary,
1995; Brewer, 2007; Maslow, 1943; Molden & Dweck, 2020; Wenger, 2009). Organizations
have pursued various strategies to foster workplace belonging, such as promoting interpersonal

40
interactions and creating stable frameworks for expressing affective concerns (Brooms, 2018).
Research suggests that these initiatives, such as recognition programs and bonding guidelines,
enhance organizational support, visibility, self-concept, and employee engagement. For example,
one study implemented a “warm fuzzies” activity to promote team bonding and enhance
employees’ SOB (Blenkhorn & Gaber, 1995). These types of efforts aim to facilitate emotional
connections and celebrate each employee’s unique characteristics and skills, fostering WSOB
(Blenkenhron & Gaber, 1995).
WSOB Initiatives in Higher Education
In higher education, efforts to foster WSOB predominantly focus on hiring a diverse staff
population, yet Black faculty remain underrepresented despite these endeavors (Brooms, 2018).
Some institutions have introduced interventions encouraging diverse thinking and rewarding
innovation and creativity (Whittaker et al., 2015). Mandatory training in equity, diversity,
inclusion, and belonging concepts for faculty has become popular, aiming to demonstrate
institutional commitment to workplace inclusion (Brownell & Tanner, 2012). Such training is
seen as a proactive strategy to challenge biases and foster positive attitudes and behaviors,
ultimately creating a more inclusive environment (Brownell & Tanner, 2012).
In 2023, studies on diverse climates emerged, building on decades of research into the
concept (Cox et al., 1991; Kossek & Zonia, 1993; Sakr et al., 2023). Positive diversity climates
in workplaces correlate with higher job satisfaction, reduced turnover intentions, and decreased
perceptions of discrimination (Boehm et al., 2014; Chrobot-Mason & Aramovich, 2013; Hofhuis
et al., 2016). However, challenges persist in defining diversity climate, with overlapping
constructs such as inclusion and justice climate complicating interpretation (Gross-Gotacka et
al., 2022).

41
Higher education institutions collaborate with academic staff and administration to foster
system-wide change, aiming to remove participation barriers and ensure equal engagement and
value for all faculty members (Turner et al., 2008). Group-oriented programs, personal
development initiatives, and mindfulness skills training support minority faculty members and
promote a SOB (Fraser & Hunt, 2011; Williams & Lee, 2015). Resource provision and
supportive spaces within institutions amplify marginalized voices and challenge stereotypes
(Turner et al., 2008; Williams & Lee, 2015). These initiatives align with Maslow’s love and
belonging stage, addressing the innate human need to feel safe and included within their
environment (Maslow, 1958).
Overview of Critical Race Theory (CRT)
CRT serves as the foundational framework for this study. Developed by legal scholars,
including Bell and Delgado, in the 1970s, CRT focuses on transforming racial discrimination
through laws to improve the lives of minorities. The goal of CRT is to acknowledge, analyze,
and dismantle structures of racism rooted in the historical experiences of African Americans in
the United States (Delgado & Stefancic, 2023; McGee & Stovall, 2015; Yosso & Solórzano,
2005). Grounded in the lived experiences of minorities, CRT recognizes the intercentricity of
race and racism with other forms of subordination, challenges dominant ideologies in education,
and promotes social justice by acknowledging and valuing experiential knowledge (Delgado &
Stefancic, 2023; McGee & Stovall, 2015; Yosso & Solórzano, 2005).
In education, CRT comprises five key elements: (a) recognizing how race intersects with
other forms of oppression; (b) challenging dominant ideologies in colleges and universities; (c)
promoting social justice by addressing racism and other forms of oppression; (d) valuing the
experiential knowledge of POC; and (e) adopting a transdisciplinary perspective to identify and

42
confront racist structures and practices (Pérez Huber & Solorzano, 2015; Solorzano & Yosso,
2002). This framework seeks to examine and reconstruct organizational and cultural aspects of
education to address and mitigate the domination and subordination experienced by minorities.
In Figure 5, Strayhorn (2013) derived an instructional SOB model where numerous
“promising practices” demonstrated the potential outcomes when campus leaders implement
intentional, strategic institutional change. Next, Figure 6 illustrates the three main constructs for
CRT.
Figure 5
Promising Practices for Sense of Belonging at Institutions
From Sense of Belonging: Changing Institutions, Not Just Individuals, by Terrell Strayhorn,
2023 (https://medium.com/@terrell.strayhorn/sense-of-belonging-changing-institutions-not-justindividuals-6c66627e2060). In the public domain.

43
Figure 6
Three Main Constructs of Critical Race Theory (CRT)
From Theoretical Models for Teaching and Research: Critical Race Theory, by S. E. Movius,
n.d., WSU Pressbooks.
(https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/critical-race-theory/).
The conceptual framework of this study proposes that BF members at PWIs lack the
necessary support to achieve a SOB in the workplace and will explore workplace belonging
perceptions among faculty capturing lived experiences from Black faculty. Figure 7 illustrates a
hypothesized relationship between workplace belonging and CRT for BF.

44
Figure 7
Relationship Between Workplace Belonging and CRT for Black Faculty
Chapter Four delves into Black faculty’s perceptions of the workplace and how race
influences these perceptions. Using individual interviews and data analysis, Figure 7 provides an
illustration for how components of CRT influence the sense of belonging in the workplace for
Black faculty.
Conclusion
The literature shows that employees who experience factors that support their WSOB
have a higher longevity rate than those who perceive a lack of WSOB (Thissen et al., 2023).

45
Educators who feel a sense of belonging in their workplace are more engaged and motivated to
perform their duties (Skaalvik & Skaalvik, 2011). WSOB may be supported in several ways,
including encouraging diversity and inclusion, enabling chances for employee engagement and
participation, and recognizing and supporting employees’ efforts (Allen, 2021; Thissen et al.,
2023). This is because studies have investigated organizational belongingness as a variable that
predicts a range of mental health indicators, including anxiety, depression, and burnout (Allen,
2021; Thissen et al., 2023). Present studies show that belongingness in the workplace can
mitigate the impact of negative organizational variables such as workload, moderating the wellbeing of employees (Basit & Nauman, 2023), while also highlighting the disadvantages of
African Americans, pointing out the need for situated analysis considering race (Abrica et al.,
2023). Affirmative action and anti-discrimination laws represent attempts to rectify the impact of
present and historical discrimination against minority groups via the allocation of jobs and
opportunities to BF, yet this demographic remains underrepresented in higher education settings
(Abrica et al., 2023; Allen et al., 2000). Organizational policies and practices related to hiring BF
and committee selection and tenure contribute to their experiences of racial discrimination and
undermine their SOB in the workplace (Carter & Craig, 2022). Studies focusing on BF’s formal
and informal mentoring experiences show that issues arise in this area due to the limited number
of Black senior faculty members. Consequently, BF is typically paired with White faculty as
their mentors (Carter & Craig, 2022; Davis et al., 2022). Such pairings are dichotomous and
paradoxical because White faculty invariably plays a role in their isolation and participate in
racial microaggressions (Brewer, 2007; Sue et al., 2007). Evidence shows that because BF
experiences discrimination and are often made invisible, they form subgroups in workplace

46
settings, converging with their cohorts with similar characteristics (Frazier et al., 2016; Griffin,
2019).

47
Chapter Three: Methodology
The research methodology employed in this study followed a mixed methods approach,
encompassing both quantitative and qualitative research methodologies. This chapter will present
the research questions, detail the methodology, clarify the researcher’s position, outline data
origins, explain the data analysis methods, and address ethical considerations. The purpose of
this study is to explore BF belonging in the workplace and the influence of race factors on the
workplace experiences for BF. Grant and Osanloo (2014) emphasized that theoretical framework
serves as the cornerstone for the research study, shaping the construct of analyses and
methodologies.
Research Questions
The research questions that guided the study are the following:
1. What levels of sense of belonging do Black community college faculty report?
2. What contributes to the sense of belonging experienced by Black community college
faculty?
3. How do race-related factors impact Black community college faculty’s sense of
belonging?
Overview of Methodology
The conceptual foundation for investigating the concept of WSOB is rooted in CRT. The
study employed a mixed methods approach, incorporating quantitative surveys and qualitative
semi-structured interviews to address the research questions comprehensively. This design
utilizes the intermixing method, which combines multiple data collection techniques to enhance
the robustness of evidence (Johnson & Christensen, 2015).

48
The initial research method involved a quantitative survey, aiming to gauge BF’s general
sentiments regarding levels of WSOB. This survey also explores factors influencing WSOB,
such as ethnicity, role, tenure, and influential elements. Surveys, or questionnaires, are selfreported instruments that participants complete (Johnson & Christensen, 2015). Surveys are
well-suited for capturing participants’ sentiments, feelings, and opinions that might need to be
more readily available in existing data sources (Robinson & Leonard, 2019). The survey’s
findings offered valuable insights into the levels of WSOB among BF at a broader scale. These
insights informed the snowball sampling approach for subsequent interviews, enabling a more
targeted and comprehensive exploration of the subject. Surveys also aid in understanding the
distribution of variables across a population or phenomenon, facilitating the prediction of similar
future events (Merriam & Tisdell, 2016).
The second research method involves qualitative interviews, where interviewers ask
participants questions directly (Johnson & Christensen, 2015). Qualitative designs,
recommended by experts for investigating complex concepts or phenomena, delve deeply into
participants’ thoughts, beliefs, knowledge, motivations, and opinions about WSOB in the
workplace (Creswell & Creswell, 2018). Given the exploratory nature of the research on BF’s
workplace experiences, qualitative interviews are essential for conducting a thorough
investigation (Creswell & Creswell, 2018). Researchers identify patterns, categories, and themes
through interviews to address the core research questions (Creswell & Creswell, 2018).
Participants for the qualitative interviews were snowball selected from those who selfidentified in the survey as Black within the community college. The initial survey phase serves
as a pre-screening tool, identifying potential candidates for more in-depth interviews.
Furthermore, the survey results informed the focus areas of the interviews, helping to uncover

49
factors contributing to the diminishment of SOB and generating potential recommendations. In
Table 1, each research question is outlined according to the research method.
Table 1
Data Sources
Research questions Interviews Survey
RQ1: What levels of sense of belonging do
Black community college faculty report?
X
RQ2: What contributes to the sense of
belonging experienced by Black
community college faculty?
X
RQ3: How do race-related factors impact
Black community college faculty’s sense
of belonging?
X

50
The Researcher
As a Black researcher, my journey into exploring WSOB stems from a deeply rooted
passionate quest to ensure that all faculty know they are worthy and belong in academia. I would
often look around, only to see that I was the only BF in the space and wonder where I could find
other BF. Belonging in the workplace is not a one-size-fits-all concept; it’s a rich perspective
woven with threads of identity, culture, power dynamics, and history. As a Black individual, the
layers of my identity are even more pronounced in environments where diversity often intersects
with systemic disparities. I have often found myself in workspaces where my presence was
wanted, but my voice was not.
Navigating these complexities demands created a curiosity in my spirit, wondering if
other BF questioned belonging. I began to discuss workplace belonging with leaders and
colleagues to understand workplace belonging for Black faculty only to find that no one really
knew how BF felt. I recognize the urgent need to address systemic barriers hindering belonging,
as the workplace deeply intertwines with broader societal structures. Candid conversations about
equity, representation, and dismantling ingrained biases are often needed to understand the
various perspectives of our colleagues.
My research endeavors are to contribute to these vital discussions by illuminating
pathways for organizations to actively dismantle barriers and foster inclusive environments
where all employees feel a SOB. As a Black professor, scholarly inquiry and lived experiences
enrich my perspective. Through my research, I aim to enrich the ongoing dialogue on building
inclusive workplaces where everyone, regardless of their identity, can thrive and feel a profound
SOB. I have witnessed the transformative power of spaces where Black employees gather to
share experiences, offer support, and amplify their voices. I have seen organizations where Black

51
employees express feelings of connection and value within their workspace. My research is
dedicated to unveiling additional strategies that organizations can strategically implement to
empower marginalized employees and cultivate inclusive workplace cultures. By contributing to
this body of work, I aspire to foster environments where every individual feels valued, respected,
and truly at home.
Data Sources
I utilized two primary data sources for this study. The initial approach involved
quantitative surveys, while the second involved qualitative interviews. By employing both data
sources, triangulation can be achieved by integrating two methodologies. This approach
enhanced the credibility and internal validity of the study (Creswell & Creswell, 2018; Merriam
& Tisdell, 2016).
I gathered quantitative and qualitative data to explore BF’s sentiments and experiences
regarding their WSOB. Each section of this chapter is structured around a research question,
presenting the corresponding theme and insights from each data collection method. The survey
yielded insights for Research Question 1 (RQ1), whereas the interviews provided insights for
Questions 2 and 3 (RQ2, RQ3). The survey spanned approximately 2 months, from December
2023 to February 2024. I analyzed the survey data to identify common themes, which informed
the refinement of qualitative interview questions and facilitated a deeper exploration of the lived
experiences of BF, thereby enabling data triangulation for Research Question 1 and Research
Question 2. The 12 qualitative interviews extended over a month, from January 2024 to February
2024.

52
Survey
I employed a structured questionnaire, incorporating Likert-scale questions. The survey
aimed to elicit BF insights about their perspectives and experiences. The survey instrumentation
process was conducted using the online platform Qualtrics, ensuring anonymous data collection.
The survey questions derived from the existing scale created by Jena and Pradhan (2018)
designed to encapsulate a person’s SOB within the workplace environment. This approach
bolstered the instrument’s reliability and validity and ensured its alignment with the study’s
objectives. The survey commenced with an introduction outlining the study’s purpose and use of
research data, accompanied by contact details for any survey-related inquiries. I also included a
pre-qualifying question to determine participants’ BF status before allowing them to enter the
survey population.
Participants
This study’s participants consisted of BF members who play roles in serving students
within the higher education context. To ensure an effective participant selection, I employed
voluntary sampling. This method, suitable for both quantitative and qualitative research, is
appropriate because of its applicability to the unique characteristics of the studied subgroup. For
this mixed-method study, quantitative methods served the purpose of gathering data about the
participants’ reported SOB derived from the established conceptual model by Jena and Pradhan
(2018). Additionally, I used purposeful sampling to form subgroups comprised of individuals
occupying specific roles with well-defined responsibilities (Creswell & Creswell, 2018). The
decision to utilize purposeful sampling allowed me to focus on this subgroup within the broader
demographic, specifically emphasizing a role that substantially influences student achievement.

53
This approach guaranteed the involvement of field experts with firsthand experience with
students (Creswell & Creswell, 2018).
In recruiting BF for survey research within PWIs, building trust and conveying the
research’s significance to participants were pivotal. I approached the recruitment process with
the utmost sensitivity and a genuine commitment to amplifying their voices and capturing their
experiences. My recruitment strategy involved engaging all faculty members and catering to BF
individuals within academic circles within the community college system. Additionally, I
established communication with department chairs and the faculty association to facilitate
outreach and engagement. By employing these strategies, I fostered meaningful connections and
encouraged participation among BF members in the survey research at the respective PWIs.
Instrumentation
The data collection tool was an online survey administered via Qualtrics. I formulated the
survey questions and structured them to cater to the respondents’ needs rather than prioritizing
ease of analysis (Robinson & Leonard, 2019). The survey instrument is included in Appendix A.
The online survey began with inquiries about demographic information (Questions 1–5) to gain
insight into participants’ backgrounds. Subsequently, the survey assessed the participants’
existing sense of belonging within the organization, gauges any changes in this sense, identifies
the primary contributors and obstacles, and presents five sentiment statements to be rated on an
agree-disagree Likert scale, which collectively influence their sense of belonging (Questions 6–
12). Questions 1–5 provided a quantifiable evaluation of the state of SOB among BF and directly
address Research Question 1 concerning the levels of SOB reported by BF. The survey delved
into and examined recurring themes such as attitudes, ownership, connections, perceptions, and
perceived interactions within the organization.

54
Data Collection Procedures
The data collection process initiated with soliciting peer reviews about the Qualtrics
survey to guarantee accuracy before engaging actual participants. After the peer review stage,
participants were approached via an email through Black affinity group president to faculty
within the organization. The outreach strategy involved a detailed communication plan,
including a survey link, the scope of the study, the research purpose, and the benefits of
participation. The survey remained open for from January to February due to limited
participation college winter break. I issued a reminder each week to affinity leaders, indicating a
deadline of February 16th. I personally contacted BF leaders via email within the affiliate groups
to boost participation.
Data collection was executed through Qualtrics, with exclusive access to the results
limited to me. The survey ensured anonymity by abstaining from collecting participants’ names
and/or email addresses. A subsequent section at the survey’s conclusion guided participants to a
separate link for those who wished to express interest in the qualitative interview. This prevented
any linkage between participant identification and responses. The collected data was stored
within Qualtrics and secured via password protection using my USC login. Furthermore, a
duplicate of the Qualtrics results was exported to my personal, password-protected drive, serving
as a contingency plan in case of data retrieval issues or Qualtrics system malfunctions. For added
precaution, I backed up the results on my computer every 24 hours. Once BF completed the
surveys, I invited survey participants to participate in the qualitative interview process.
Data Analysis
Robinson and Leonard (2019) underscored the significance of collecting valuable data
and stressed that gathering information serves only a purpose if it can be effectively analyzed. In

55
the case of the survey, data collection and analysis were executed using Qualtrics. As outlined by
Creswell and Creswell (2018), descriptive analysis entails examining means, standard deviations,
and the range of scores for all the variables within the study. The spreadsheet format offered
flexibility, enabling the creation of multiple charts and graphs to elucidate trends in respondents’
answers to the survey questions when viewed collectively.
The data analysis process yielded several important outcomes. Firstly, it facilitated the
development of a quantitative index about the SOB for BF. Furthermore, the data analysis shed
light on the severity of considerations among BF regarding potentially leaving the field of
education. In summary, the quantitative data analysis served as a valuable tool to assess the
numerical pulse of SOB among BF, providing insights that informed the critical focus themes for
the subsequent qualitative interviews.
Validity and Reliability
The survey used an existing, 12–item scale by Jena and Pradhan (2018). The reliability of
the scale in the original study was 0.86 (Jena & Pradhan, 2018). Cronbach’s alpha is a measure
of the reliability or consistency of a scale or measurement tool. It indicates the degree to which
the items in a scale or test consistently measure the same construct or concept. A high alpha
value (usually above 0.7) suggests good reliability, meaning that the items are closely related to
each other.
Interviews
Interviews played a significant role in data collection, providing BF with a platform to
express their experiences genuinely, in their own words. While the survey presented the
participants with pre-determined items with which they agree or disagree, the interview. This
method allowed for a thorough exploration of their collective narratives and viewpoints,

56
explicitly focusing on the theme of belonging. This method encouraged an in-depth exploration
of the subject, providing a qualitative avenue to delve into profound discussions and nuances
surrounding the concept of workplace belonging. Given the intangible nature of a SOB,
interviews allow researchers to uncover insights beyond direct observation (Patton, 2002). To
complement this, the survey provided quantitative analysis, pinpointing key focus areas and
themes that were refined and enhanced in the interview process. The interviews adopted a semistructured format, offering the flexibility needed to explore specific subjects of interest to each
participant in greater depth (Morgan, 2014).
Participants
The interview study focused on BF members in higher education at PWIs. The primary
objective was to gain insights into these BF members’ perspectives, thoughts, behaviors, and
intentions (Patton, 2002). This research centered on addressing issues faced by BF, which makes
them the appropriate group for investigating the research questions and study focus. Merriam and
Tisdell (2016) highlighted that purposeful sampling is most effective when the aim is to
discover, understand, and gain deep insights.
Following this principle, the sampling and recruitment strategy employed purposeful
sampling. Initially, the target group was BF members who responded to the quantitative survey
and expressed interest in participating in interviews. The goal was to conduct 15 interviews with
BF members holding full-time faculty positions, but I conducted eight. The recruitment of 15
interviewees from the quantitative survey respondents required substantial effort, leading to
snowball sampling to obtain additional BF participants. This approach ensured that the study
captured the valuable perspectives and experiences of BF members in higher education at PWIs,

57
shedding light on their unique challenges and insights to comprehensively understand these
intricacies within their organization.
Instrumentation
An interview protocol serves as a valuable tool for conducting qualitative interviews, as it
guides the process of asking questions and documenting responses (Creswell & Creswell, 2018).
In essence, it acts as a scripted framework that the interviewer follows when engaging with the
interviewee, a framework meticulously developed by the researcher (Johnson & Christensen,
2015). This protocol encompasses the core questions, supplementary probing inquiries, and a
dedicated section for notetaking. The inclusion of probing questions is particularly important as
it allows for a deeper and clearer exploration of the interviewee’s perspectives (Johnson &
Christensen, 2015).
Furthermore, it is worth noting that the interview questions adopted a semi-structured
approach. Highly structured interviews are characterized by predetermined wording, questions,
and sequencing, which can be overly rigid for qualitative studies, potentially limiting the
richness of lived experiences (Merriam & Tisdell, 2016). The semi-structured approach strikes a
balance by incorporating some structured questions while maintaining flexibility in both wording
and order.
Moreover, the interview protocol establishes a standardized sequence of questions to
ensure a smooth flow of the conversation while also accommodating the dynamic nature of
interviews. As the interviews unfolded, there was room for flexibility in the questions asked.
Morgan (2014) underscored the significance of induction, allowing interview topics to naturally
emerge during the dialogue. The initial set of 12 semi-structured questions served as a starting
point but was adjusted as necessary to delve deeper into critical inquiries.

58
These interview questions were thoughtfully designed to align with the research question
and encompass the essential concepts outlined earlier. They were tailored to address all three
research questions effectively. The complete interview protocol is presented in Appendix B.
Data Collection Procedures
The logistical process for collecting interview data commenced with the scheduling of
interviews. Each interviewee received a $25 Amazon gift cards as an expression of gratitude.
Before receiving consent from the participants, I sent a calendar invite and a Zoom video link.
Each participant also received a reminder email approximately 24 hours before their interview.
Before delving into the interview, I initiated the session by introducing myself, providing
insights into the dissertation’s purpose, discussing the problem of practice under exploration and
reading the information sheet for exempt studies (presented in Appendix C). I shared the study
information, which outlines the study information, purpose of the study, participant needs, data
collection procedures to include privacy and confidentiality disclosures. Furthermore, I sought
renewed consent to proceed with the recording, which aligned with Patton’s (2002)
recommendation regarding the importance of employing a reliable recording mechanism, such as
a tape recorder, to capture valuable quotations. I documented verbal consent during this phase,
allowing participants to pose any lingering questions. Once all questions were addressed and the
participant was comfortable, I commenced the recording, which documented the entire interview,
subsequently facilitating the transcription process. I utilized transcription, defined as converting
audio-recorded statements into a written format such as notes (Bokhov & Downey, 2018). I
focused attentively throughout the interview, making minimal notes on key points and
observable emotions. This approach allowed me to remain attuned to the participants’ voices and
gain a deeper understanding of their verbatim statements (Bokhov & Downey, 2018).

59
Each interview lasted approximately 45 minutes, although I allocated a 15–minute buffer
on the calendar invites in case discussions ran over the scheduled time. The interview protocol
questions were addressed individually, with periodic pauses to ensure participants have sufficient
time to process and respond. When deemed appropriate, probing questions were deployed to
delve deeper into specific topics. Importantly, all conversations were conducted in English,
negating the need for translation procedures.
Upon concluding each interview, I thanked the participant for their time and underscored
the potential benefits of the research for BF. Participants were also informed that transcribed
notes were shared with them for accuracy verification, and that they would be able to receive a
copy of the completed dissertation. Following the interview, I embarked on a comprehensive
review of my notes, synthesizing insights and cross-referencing them with the recording to
ensure the transcription’s accuracy. As Merriam and Tisdell (2016) advocated, verbatim
transcription of recorded interviews served as the optimal database for subsequent analysis. The
8 qualitative interviews extended over a month, from January 2024 to February 2024.
Data Analysis
The analysis of interview data is an ongoing process that unfolds during the interviews
themselves. Initially, note-taking was kept to a minimum as the interviews were recorded. This
approach is rooted in the understanding that nothing can truly substitute the actual words spoken
by the interviewees, as Patton (2002) emphasized.
Following the completion of each interview, a two-step quality check was conducted to
ensure the accuracy and privacy of the collected data. Firstly, I conducted a thorough review of
the notes to clean up any inconsistencies or errors, with a particular focus on redacting personally
identifiable information. Secondly, I revisited the interview recording to ensure the notes

60
accurately captured the content. During this phase, I documented themes and initial conclusions,
and I provided participants with pseudonyms to protect their anonymity. The final step in this
process was sharing the notes with the participant, providing them with 24 hours to confirm the
accuracy of the notes, thereby ensuring the trustworthiness of the collected data through the
meticulous examination of both transcribed notes and the recording.
The research analysis remained firmly grounded in the conceptual framework throughout
the interview data analysis process. The subsequent step involved labeling themes, specifically
documenting common themes that positively or negatively contribute to WSOB. Additionally,
volume counts were calculated for each common theme, facilitating a stack ranking that
highlighted the percentage of times each theme was mentioned across the interviews. This
approach allowed for identifying similarities and differences among the interviewees.
As Patton (2002) underscored, it is imperative to make sense of what interviewees express,
identify patterns, and integrate the perspectives of different individuals. Consequently, patterns
discerned across the data were meticulously examined and linked to the conceptual framework
and the overarching research questions. Ultimately, the aim was to achieve coherence by
weaving together the individual pieces of the study into a cohesive narrative that functions as a
unified whole, in line with Warren’s (2002) perspective.
Trustworthiness and Credibility
Trustworthiness, synonymous with dependability, is rooted in the research process’s
consistency, traceability, and logical coherence (Nowell et al., 2017). Ensuring trustworthiness
involves recording interviewer notes and cross-referencing them with the interview recordings.
Moreover, reliability in this context pertains to the extent to which research findings can be
replicated (Merriam & Tisdell, 2016). Ensuring replicability involves documenting the sampling

61
process, the interview protocol, and other pertinent conditions, thereby enhancing the
trustworthiness of the research process (Merriam & Tisdell, 2016).
Credibility, as defined by Lincoln and Guba (1985), encompasses whether a researcher
presents data and findings that are plausible but also believable and accurate. To ascertain the
accuracy of notes, researchers should engage in taking notes and subsequently reviewing the
recordings, thereby ensuring alignment. Triangulation, involving the integration of various data
collection methods such as interviewer notes, interviewee feedback, and video recordings, was
employed to enhance the precision of the study’s findings (Merriam & Tisdell, 2016). The
credibility of the research was also fortified through respondent verification, a process involving
sharing interview notes with participants before finalization. This respondent verification
procedure allows participants to provide feedback on the accuracy of interview notes, which is
sometimes referred to as interview transcript verification.
Ethics
When embarking on research involving human subjects, a central focus is on upholding
their rights to safety and autonomy is paramount. The following steps were taken to ensure the
ethical treatment of participants. First, informed consent was the primary consideration. Before
agreeing to participate, participants were given the opportunity to seek clarifications and fully
comprehend all aspects of the study. Each participant willingly and knowingly provided
informed consent after receiving a comprehensive briefing about the study’s purpose, nature, and
potential risks (Polit & Beck, 2011). Following that, every participant had the absolute right to
withdraw from the study without any negative consequences. Their involvement was entirely
voluntary based on their choice, and any decision to participate or decline was thoroughly
respected, regardless of external influences (World Medical Association, 2013). Next, I

62
rigorously upheld the confidentiality of participants. A solid commitment to protecting their
privacy and information served as the cornerstone of the investigation. I enacted stringent
measures to ensure that participants’ identities and involvement remained confidential
throughout data collection and storage. Only I could access the data, and I handled reporting and
publishing the results with great care to maintain participants’ anonymity (Wiles et al., 2008).
Furthermore, I sought prior permission from participants before recording as part of the
data collection process. Via the Information Sheet for Exempt Studies customized for this study,
participants received detailed information about the purpose and usage of the recordings, and
their rights in this context were made clear. I assured participants they had the right to decline
video recording if they chose to do so.
Lastly, the utmost emphasis was placed on secure data storage and protection. Data was
stored in encrypted electronic files, accessible only to me, the researcher. All necessary measures
were taken to ensure that any identifying information about participants remained separate from
the rest of the research data. This approach adhered to established ethical principles,
safeguarding the rights, well-being, and privacy of human participants (Polit & Beck, 2011)

63
Chapter Four: Results and Findings
This chapter presents results and findings from the study aimed at understanding WSOB
among BF in community colleges, focusing on their lived experiences and perspectives. This
mixed-methods investigation began with a quantitative survey involving 19 participants who
completed the entire questionnaire. It concluded with seven virtual qualitative interviews. First,
this chapter outlines the quantitative results obtained from a survey, shedding light on general
sentiments of belonging among all BF members within the workplace setting. The data reveals a
positive connection between overall levels of belonging among BF. Next, the chapter delves into
factors influencing the WSOB experiences among BF, particularly highlighting the impact of
organizational culture, encompassing themes such as collaborative engagement, unity in
diversity, and support networks. Lastly, the chapter discusses how race-related factors impact
WSOB for BF. Race factors encompassed a range of aspects tied to racial experiences within the
organization and their impact on various facets of life, including social and work spheres. These
factors may include racial discrimination, racial identity development, access to resources and
opportunities based on race, disparities in the institution, and experiences of racial prejudice or
bias. This chapter aims to demonstrate the quantitative outcomes derived from the survey and the
qualitative insights gleaned from the interviews, all in alignment with the specified research
questions:
1. What levels of sense of belonging do Black community college faculty report?
2. What contributes to the sense of belonging experienced by Black community college
faculty?
3. How do race-related factors impact Black community college faculty’s sense of
belonging?

64
As explored in Chapter Two, contextualization of WSOB is crucial for comprehending the
significance of examining belonging within distinct environments. I aimed to assess the
importance of belonging within the workplace of community colleges, particularly for Black
faculty members. The themes I identify in this study encapsulate the shared experiences of
respondents who self-identify as Black and hold faculty positions within the community college
context.
Participants
This study involved two groups of participants. The first group consisted of survey
participants who volunteered through recruitment efforts with Black affinity groups, using
voluntary sampling methods. The second group comprised voluntary interview participants who
showed interest in a separate survey after their initial survey participation, and additional
interview participants were recruited through snowball sampling. The subsequent section
outlines the demographics of both participant populations.
Survey Participants
All survey faculty participants were employed by within the Umbutu community college
environment. The survey was publicly accessible on Qualtrics and advertised through Umbutu
Black affinity community college group. A prequalification question was included to confirm
that participants belonged to the study’s intended population as Black faculty members, with a
definition of SOB as the focus of the study provided. Participants were informed that they had
the option to halt the survey at any point, resulting in approximately 19 individuals completing it
in its entirety.
All survey participants identified as Black or African American. Among them, 5.3% had
worked for the institution for five years or less, 26% for 6–10 years, 52% for 11–12 years, and

65
15.8% for over 20 years. Of these participants, 36.8% reported tenured status, while 63.2%
reported being probationary or adjunct faculty. Figure 8 illustrates the years the participants
worked, and Figure 9 illustrates reported classification of participants.
Figure 8
Survey Participants’ Years Worked
5.3
26.3
52.6
15.8
1
5
10
3
0
10
20
30
40
50
60
0 to 5 6 to 10 11 to 20 More than 20
Percentage of Participants Count

66
Figure 9
Survey Participants Classification Status
Interview Participants
The survey invited all participants to volunteer for the interview portion of the study by
submitting their contact information via an independent link, leaving their survey responses
anonymous. The link invited participants to provide their email information and check agreement
with the Information Sheet for Exempt Studies. Each participant affirmed their eligibility as fulltime faculty members who identified as Black and were over 18 years old. The primary
researcher contacted each participant individually to schedule a 45–to–60–minute interview.
Table 2 presents survey demographics including role classification, years of experience and the
specific community college pseudonym.

67
Table 2
Demographics of Black Faculty Interview Participants
Interviewee
pseudonym
Classification Years worked Umbutu Community College
pseudonyms
Sailor Tenured 20+ Prairie Hills Community College
Carter Tenured 15+ Fountainhead Community College
Beck Tenured 30+ National Health Polytechnic
Dallas Probationary 4+ Southern Public Community College
Blue Tenured 10+ Dixon State Community College
Justice Tenured 20+ Bright Bay Community College
Fendi Tenured 30+ Cedar Forrest Community College
Ash Tenured 15+ Twin Pines Community College
Note. Each participant and their specific community college of employment was assigned a
pseudonym.
Sailor
Sailor is a Black male with over 20 years of experience in education. He began his career
in graphic design and later expanded into engineering and communication, where he excelled in
supporting faculty and staff development. I will not disclose Sailors’ specific discipline to
maintain identity confidentiality. Transitioning into a faculty position within an occupational
program, Sailor merged technical proficiency with a passion for teaching, shaping the minds of
future professionals. Throughout his tenure, Sailor has navigated the organization as one of the
few people of color, fostering strong camaraderie among colleagues.
Carter
Carter, a Black woman with extensive education experience, recently joined Umbutu
Community Colleges. To protect confidentiality, I will not disclose Carter’s specific discipline;
however, her expertise resides within the broader realm of humanities. Carter embarked on her

68
journey as an educator with the initial aspiration of revolutionizing the educational landscape.
She found fulfillment in witnessing students respond positively to her presence as a Black
teacher. Motivated to counteract her negative experiences as a student, Carter committed herself
to making a difference. Carter reported she deliberately chose to work at a community college
characterized by its diverse student body, encompassing individuals from Hispanic, Somali,
Sudanese, and other cultural and religious backgrounds.
Beck
Beck is a Black woman with a PhD who has devoted over 30 years of her professional
life to Umbutu colleges. To ensure confidentiality, I will not divulge Beck’s specific discipline;
however, she operates within the broader scope of humanities. Throughout her extensive tenure
within the college system, Beck has assumed numerous roles within the faculty ranks,
showcasing her dedication and scholarly prowess. Beck openly shares that she has remained a
faculty member at the same college throughout her career.
Dallas
Dallas is a Black woman who shares her journey as the trailblazer in her family, being the
first to attend college, graduate school, and pursue a PhD. Initially, she obtained a master’s
degree in the student service area and later pursued a second master’s in counseling. To respect
confidentiality, I will not disclose Dallas’s specific discipline; however, she is within the broader
Social Science domain. Dallas values the community college’s emphasis on student support and
teaching excellence, free from the pressures of grant acquisition or publication demands. Despite
acknowledging the existence of inefficiencies and barriers within the system, she remains
steadfast in her commitment to supporting marginalized students, finding profound fulfillment in
her role.

69
Blue
Blue, a Black man, self-reported that he hails from a family where education was deeply
valued, laying the foundation for a successful career in technology and law within higher
education. Reflecting on his upbringing, he fondly recalls the pivotal role education played, a
sentiment shared by both his maternal and paternal grandparents, who, as veterans, received
support from the federal government for their educational pursuits. Additionally, Blue’s veteran
father pursued education up to the master’s level, establishing a robust tradition of academic
achievement within the family. To maintain confidentiality, I will not disclose Blue’s specific
discipline. Blue encountered numerous relocations throughout his journey before settling in his
current location.
Justice
Justice, a Black woman from California, proudly identifies herself as a “product of public
schools.” Recounting her educational journey, Justice pursued her undergraduate degree in
California. Having received her education in the late 1960s, Justice recalls her inspiration from
her undergraduate experience, highlighting the significance of enriched teaching methods that
valued student voice and choice. Justice self-reports that upon relocating to Arizona, she
encountered differences in educational approaches, recognizing a need for more emphasis on
critical thinking and collaborative learning. Justice notes that this academic transition prompted
her to prioritize professional development, realizing the importance of instilling student-centered
approaches to pedagogy within the classroom. To maintain confidentiality, I will not disclose
Justice’s specific discipline.

70
Fendi
Fendi is a Black woman with an extensive background in social science spanning over 50
years. Her expertise encompasses social psychology, community research, and programming,
culminating in her PhD from a university in the 1980s. Throughout her career, Fendi reports
having held diverse roles, including program development for migrant farmworkers in Arizona,
organizing mental health services in Chicago, and facilitating women’s small business
development in Florida, particularly focusing on those labeled as displaced homemakers. Fendi
shared that, driven by familial obligations, she relocated to Arizona to support her family. She
reported that despite being recruited as part of a program to diversify faculty representation, she
was the first and only Black residential faculty member at one of the colleges for many years.
Fendi shares that her experience underscores the persistent challenges faced in achieving
diversity and inclusion within HEIs.
Ash
Ash is a Black male who shares he had a challenging upbringing in a predominantly
Black community affected by drug epidemics, absent parents, and the struggle for education.
Personal experiences inspired Ash to become a college professor to help marginalized
individuals navigate life’s challenges. Ash finds fulfillment in impacting students’ lives
positively, though they face bureaucratic challenges. Despite facing adversity, including family
struggles with addiction and a lack of positive role models, they recognized the importance of
education and sought refuge on the college campus. Their passion for advocacy and mentorship
stems from a desire to support marginalized individuals, particularly young Black men and
women, in navigating life’s challenges and achieving success. They became a college professor
to serve as a bridge for those seeking higher education and to help individuals escape cycles of

71
poverty, addiction, and incarceration. Their journey, marked by resilience and determination, led
them through various educational and career paths, ultimately guiding them to their current role.
I will not disclose Ash’s specific discipline to maintain identity confidentiality.
Research Question 1: What Levels of Sense of Belonging Do Black Community College
Faculty Report?
WSOB is a crucial aspect of the academic experience for faculty members, particularly
within diverse educational environments such as community colleges. Understanding the levels
of SOB of Black faculty members can provide valuable insights into their experiences and
perceptions within these institutions. This research question aims to capture and quantify the
WSOB reported by Black community college faculty members.
Based on preliminary findings, Black faculty members demonstrate a moderate SOB as
indicated by an average score exceeding three on relevant measures. Figure 10 depicts the
distribution of reported SOB scores among participants, providing insights into the overall trend
and variability within this demographic group. The descriptive analysis reveals noteworthy
details regarding Item number 12, which explores overall satisfaction with the college as a
workplace.

72
Figure 10
Item 12 Overall Satisfied or Dissatisfied With College as a Place to Work
Figure 11 presents the key results on the average belonging scores for different groups,
categorized by their tenure at the college. Notably, the data is divided into four groups based on
years worked: 0–5 years, 6–10 years, 11–20 years, and more than 20 years. It provides the
average score for each group and the degree of variation from the average, offering a
comprehensive overview of the data.
The average belonging score in the first group (0–5 years) is below moderate at 2.77.
There’s no standard deviation since there’s only one person in this group. In the second group
(6–10 years), the average belonging score is 3.66, with a standard deviation of 0.93. Group 3
(11–20 years) has a slightly lower average score of 3.53. The highest average belonging score is
in Group 4 (more than 20 years) at 3.88, with a standard deviation of 0.66.

73
Figure 11
Survey Participants’ Belonging Average
This analysis suggests a positive association between tenure length and WSOB, although
with fluctuations. Notably, as tenure or years worked increase, so does the reported WSOB.
Additionally, comparing belonging scores across role classifications, Adjunct faculty members
tend to score higher (3.66) compared to probationary (3.53) and tenured faculty (3.88), though
these data were not subjected to statistical significance analysis. These data underscore a
pressing need for further inferential investigation, particularly using correlation tests to explore
the relationship between tenure and belonging more rigorously. Furthermore, the descriptive
analysis of satisfaction scores grouped by tenure status (tenured, adjunct, probationary) reveals
nuanced differences. For example, tenured faculty reported a mean satisfaction score of 11.29
with a standard deviation of 1.604. Adjunct faculty exhibited a slightly lower mean satisfaction
score (10.80) with a standard deviation of 0.919. Probationary faculty showed the highest mean
0
1
2
3
4
5
6
0 to 5 6 to 10 11 to 20 More than 20
Belonging Average
Years
Belonging Average
Mean N Std. Deviation

74
satisfaction score at 11.50. While the differences in satisfaction scores may appear modest and
were not subjected to statistical significance analysis, they could hold significant implications for
faculty satisfaction. In summary, the data analysis indicated that tenure and role classifications
may shape WSOB and satisfaction among Black community college faculty members. This
suggests avenues for deeper statistical exploration and implications for institutional support and
engagement strategies.
Figure 12, which analyzes Black faculty’s satisfaction with the college as a workplace
provides insights into the levels of satisfaction in each group. The data is divided into three
groups: tenured, adjunct, and probationary. According to the analysis, the average satisfaction
score for the tenured group is 11.29, with a standard deviation of 1.604. For the adjunct group,
the average satisfaction score is 10.80, with a standard deviation of 0.919. The probationary
group has the highest satisfaction score of 11.50, but it is important to remember that there was
only one probationary participant in the study. Since the satisfaction scores are close, further
study is needed to determine whether the difference is essential. Based on the similar scores and
the number of people in each group, the difference seems unimportant. To be sure, more
exploration is needed with a larger sample and appropriate statistical tests.

75
Figure 12
Survey Participants’ Satisfaction at Work
Research Question 2: What Contributes to The Sense of Belonging Experienced by Black
Community College Faculty?
This research question explores the multifaceted nature of WSOB experienced by Black
community college faculty through the lens of CRT. The findings are presented within three
concrete themes. Theme 1 contributes to the vital connection between an individual’s sense of
self and workplace community. Based on my data analysis, it is evident that employees who feel
valued, understood, and accepted within their professional environment develop stronger
connections and attachments to their workplace. All participants emphasized the pivotal role of
supportive relationships within collaborative groups, highlighting how a solid understanding of
identity fosters empowerment. Theme 2 explores how celebrating Black faculty members’
diverse identities and backgrounds fosters a sense of belonging within the college community. It
7
10
2
1.604 0.919 2.121
0
2
4
6
8
10
12
14
Tenured Adjunct Probationary
Years with Organization
Faculty Status
Overall, how satisfied or dissatisfied were you with this
college as a place to work
Mean N Std. Deviation

76
underscores the importance of promoting social justice, cultural competency, education, and
offering growth opportunities, all of which emerged as critical factors in fostering WSOB. By
creating an environment where all faculty members feel valued and respected and where
diversity is embraced and celebrated, the college community strengthens its WSOB. Lastly,
Theme 3 further develops the WSOB concept by focusing on experiences participants reported
as fostering community building. It also underscores the importance of collaborative leadership
and decision-making processes, ensuring that Black faculty members have a voice and
representation in steering the college’s trajectory. Through this theme, interviewees depict an
environment where Black faculty members feel empowered to not only thrive personally but also
contribute significantly to the success of the college.
Theme 1: Faculty Cultivating Belonging Through Collaborative Engagement
Five of the eight interview participants highlighted the significance of collaborative
engagement in cultivating a WSOB. Beck and Justice identified positive interactions within peer
collaboration as crucial contributors to enhancing WSOB. Additionally, participants Sailor,
Fendi, and Ash noted peer groups could have a dual impact, either strengthening or undermining
their workplace experience.
The participant responses contributed collaborative work opportunities as a means that
fostered connection providing a space to engage in a meaningful way. Beck self-reported
experience on the transformative power of empowerment within academic institutions, “I would
attend the diversity meetings. I felt heard, I felt seen. Like I had something to contribute.”
Beck continued by describing how a sense of validation and inclusivity led faculty members of
color to act, “Collaborating with others, we decided to develop a college-wide committee,
working in conjunction with the forward-thinking president at the time.” Under the umbrella of

77
the president’s support, Beck self-reported how she and her colleagues worked together to create
a set of standards aimed at addressing the lack of diversity within various departments, “We
started this committee to create changes we wanted to see within the college.” Beck explained
that this proactive approach exemplified the importance of empowered individuals coming
together and collaborating to drive institutional change and foster a more inclusive environment
for all faculty members.
Beck holds a PhD in the field of social science and described experiences of individuals
involved in efforts to promote meaningful work to other individuals with vested interest and
create change within their academic institution. At this college, Beck noted that the President
fostered the role of “grassroots activism” and institutional support in advancing diversity and
inclusion efforts within educational settings. Beck reported that actions demonstrated by
leadership showed that the leader prioritized making changes, gaining support from Black
faculty and those involved in the project, demonstrating willingness to work together on a
common goal. This description suggests that the leader actively collaborates by seeking input,
building support, and working collaboratively with relevant stakeholders toward a common goal.
Justice shared a story to illustrate the significance of focusing on a common goal within
the academic community. “I collaborated with two other faculty members to bring our classes
together for a panel during Black History Month as part of our focus on high-impact practices,”
Justice recounted. Justice emphasized the importance of prioritizing initiatives that yield
meaningful outcomes, which fosters a shared understanding of the work’s importance,
reinforcing a sense of cohesion and camaraderie among all involved. Justice continued by
providing specifics where she described a panel, predominantly consisting of African American
women, providing a platform for sharing powerful stories that enriched everyone present. Justice

78
further reflected on the impact of receiving recognition from peers outside the institution who
appreciated the dedication to developing quality educators. “It makes me feel like an ally”
Justice notes. Justice emphasized, highlighting how such recognition strengthens their sense of
belonging, particularly when collaborating with the campus community to benefit partners
invested in the development of others.
The narratives of BF research participants underscore the pivotal role of collaborative
engagement in fostering a sense of belonging within academic environments. Two interviewees
highlighted collaborative work opportunities as meaningful ways to foster connection and
engagement. Beck’s experience exemplifies the strength that comes from active involvement in
initiatives to create institutional change, supported by a forward-thinking president who
encouraged grassroots activism. Similarly, Justice’s story demonstrates how prioritizing common
working goals instills a sense of purpose and collective commitment among individuals,
reinforcing cohesion and camaraderie within the academic community. These narratives
illustrate the transformative potential of collaborative engagement in advancing belonging within
meaningful work within educational settings, ultimately enhancing the sense of belonging for
Black faculty and stakeholders alike.
Theme 2: Organizational Equity and Inclusion Initiatives: Promoting Belonging and Unity
in Diversity
Five of the eight participants mentioned the pursuit of fostering organizational equity and
inclusion initiatives to promote unity in diversity. Voices such as those of Dallas, Fendi, and Ash
shed light on the imperative need for systemic approaches and intentional actions within
educational institutions. For example, Dallas described advocating for a systemic approach to
learning from successful practices in other colleges and universities to promote equity and

79
inclusion within their institution. She emphasized the importance of researching the experiences
of Black leaders and faculty to address retention challenges and hold accountable those
responsible for fostering an inclusive environment, saying, “Why don’t we operate like a system
and sit and see what other college systems are doing well and spread that across the ones that are
not doing so?” Fendi suggested that there should be increased opportunities to engage in training
programs that prioritize dialogue. She self-reported skepticism about increasing inclusiveness
and belonging without learning to communicate with those outside our usual circles, referred to
as echo chambers. She shared, “Simply hearing what we’re accustomed to won’t suffice. We
need to establish a system where it’s expected and normalized to engage in conversations with
people who bring different cultural backgrounds and viewpoints.”
Participants such as Ash emphasized the significance of cultural humility and equity
literacy courses for new faculty members when discussing initiatives to promote equity and
inclusion within the organizational structure. Ash asserted that all new employees on the faculty
side must take a cultural humility course, highlighting the necessity of understanding diverse
cultural perspectives within educational environments. Additionally, Ash emphasized the
importance of faculty members spending time in marginalized communities surrounding their
workplace, stating, “You need to log a certain number of hours in the communities that are
marginalized near the school [where] you work.”
This directive underscores the significance of building empathy and understanding by
engaging directly with the communities served, as emphasized by Ash. Furthermore, cultural
competence and humility promote understanding and respect, which are foundational for strong,
collaborative teams, thereby enhancing WSOB.

80
Theme 3: Organizational Support Networks: Building Community as a Way of Supporting
Workplace Belonging
In exploring the factors contributing to the WSOB experienced by BF, one pivotal aspect
that emerges as a positive association between a sense of belonging and organizational factors is
networks. All participants mentioned the importance of networks; more explicitly, Dallas, Blue,
and Fendi described their experiences of networks and their impacts on their workplace
belonging. For example, Dallas advocated for support for affinity groups, particularly
highlighting the significance of the BF and staff affinity group as a valuable resource for
fostering belonging and community among new employees:
If they really want to do what’s best for the future and Black folks, I think it’d be nice if
the campus knew more about the Black faculty and staff affinity group. If that was
supported and encouraged. I learned about it from my coworkers here. You know,
someone’s coming in as a new employee and they are, you know, Black or they have
disabilities or they’re queer or whatever, share here’s a resource, here’s this group we can
belong to.
Reflecting on his own experiences, Blue highlighted the intentional efforts made by directors to
nurture networking among faculty members, irrespective of their backgrounds. Blue recounted
how his director strategically positioned themselves within the institution to engage with faculty
members on a personal level, demonstrating a commitment to fostering meaningful relationships:
The thing that my director used to do was very intentional; she sent out all the emails for
all of the events for Blacks within the organization, sharing information. I think sharing
information among each other with various opportunities also are the types of things that
really do help bring about [a] sense of belonging.

81
Blue also explained he self-reported that he feels that these proactive efforts help ensure BF
members “feel included and valued within the institution.”
Fendi emphasized the urgent need for increased dialogue within the organization. She
believes that participation in training programs facilitating conversations is essential for fostering
inclusivity and belonging. Reflecting on decades of social justice work, Fendi recognized the
inherent challenges in dismantling systemic barriers. She stressed the importance of “breaking
out of echo chambers” and engaging with diverse perspectives to drive meaningful change. “I’ve
been looking through the lens of social justice and doing social justice work for 50 years,” Fendi
shared. “To expect much different results when we’re up against a system built by rich White
men is naive.” Continuing to share that “the lack of diversity in leadership positions is a systemic
issue that requires proactive measures to address.”
Fendi advocated for creating a culture where conversations with individuals holding
different cultural backgrounds and viewpoints are normalized. “We have to create a system
where it becomes the expectation to engage with those who don’t share our perspectives,” she
asserted. While recognizing the value of employee affinity groups in providing comfort and
understanding, Fendi emphasized the necessity of collaboration across diverse groups within the
organization. Drawing on Allport’s contact hypothesis included in Pettigrew and Tropp’s work
(2005), Fendi highlighted the importance of meaningful interactions between different groups to
foster understanding and collaboration. “We need to move away from a scarcity mindset and
recognize that there’s enough pie for everyone,” she metaphorically suggested, “instead of
fearing scarcity, let’s focus on creating abundance and diversity in our resources.”

82
Research Question 3: How Do Race-Related Factors Impact Black Community College
Faculty’s Sense of Belonging?
All participants were prompted to articulate the influence of race on their sense of
belonging, which encompassed aspects such as microaggressions, colorblind attitudes, and
affirmations from other Black faculty colleagues. Narratives were carefully chosen from
participants’ responses to align with specific themes, thus capturing diverse perspectives on the
role of race in shaping their experiences within the academic environment.
In examining BF experiences, Research Question 3 delved into the nuanced impact of
race-related factors on their WSOB within the academic environment. As faculty navigated their
roles within the college community, interview participants shared narratives depicting personal
perceptions around race factors that impact their sense of belonging in the workspace. Theme 4
sheds light on the subtle yet pervasive forms of marginalization and identity challenges faced by
faculty members. These “papercuts” as interview participant Fendi names, represent everyday
experiences of discrimination, microaggressions, and systemic inequities that collectively
contribute to the erosion of the sense of belonging and well-being of Black community college
faculty. Next, Theme 5 explores institutional structures and ideologies perpetuating systemic
inequities within academic environments. Interviewees discussed how race shapes educational
institutions’ power dynamics, policies, and practices. Lastly, Theme 6 highlights the significance
of communal support and solidarity among BF members within the academic setting. While all
interview participants noted the influence of race-related factors, it is important to consider
additional findings connected to their background experiences in Theme 6.

83
Theme 4: College Culture Papercuts: Faculty Navigating Marginalization and Identity
Impacting Belonging
All eight participants shared their experiences of managing marginalization dynamics
while negotiating their identities in the workplace. Marginalization refers to the social process by
which individuals or groups are systematically excluded, disadvantaged, or relegated to a
subordinate position within society based on various factors such as race, ethnicity, gender,
sexuality, socioeconomic status, or other characteristics (Aguirre Velasco et al., 2020). Identity
impacting belonging refers to how one’s sense of self, including race, gender, sexuality,
ethnicity, culture, and other personal characteristics, influences one’s feeling of acceptance,
inclusion, and connection within a particular social or organizational context. Sailor and Blue
identified themselves as rare, Blue self-reported that he is “rare in general as an educated Black
male.” In three instances, participant responses highlighted the consequences of incongruent
behaviors and words, underscoring the importance of mutual respect. Reflecting on her
experiences, Carter self-reported the challenge of perceptions, noting instances where
commentators remarked on her attire. She explains the following event:
For instance, one lady said, oh, someone dressed up today and I said, well, I always dress
up. I hadn’t even known that woman or knew that she had been watching me. So, I think
maybe she had her own expectations of Black people and how they should dress or
women. I don’t I don’t know I had a pantsuit on, and a jacket and I dress like that just
because I like to. I feel like it changes their behavior when they see me and see the color
of my skin.
Justice also shared an event around remarks on her hair, noting, “I’m okay if someone says
things like, oh, your hair is different the first time, however, continuous remarks can become

84
intrusive, especially if you have known me for a long time with my hair in a certain way.” Justice
self-reported that these interactions reflect broader issues of respect and boundaries in the
workplace, highlighting the need for greater awareness and sensitivity to BF members’ diverse
experiences and identities.
Both Beck and Fendi self-reported questions about their educational degree. Beck shared,
“I have had my PhD for over 20 years and people still look at me and say, oh, you have your
PhD.” Similarly, Fendi shared,
It took almost 15 years before folks would start calling me Dr. Many of them were like,
well, you don’t “act” like a doctor, and would say to me, how was I supposed to know to
put doctor in the listing and I would ask. Well, you know you’re calling this person and
that person doctor in this document. Do you think that that should apply for me? And it
was like, well, you don’t act like a doctor.
As institutions strive to foster inclusive environments, addressing these “papercut” moments
becomes essential for promoting WSOB.
Theme 5: Unveiling Systematic Inequities: Black Faculty Challenging the Illusion of
Colorblindness
The “illusion of colorblindness” refers to the belief or stance that one does not see or
consider differences in race or ethnicity when interacting with others. It suggests that a person
claims to treat everyone equally regardless of race or ethnicity, often asserting that they are
“blind” to these factors. Critics argue that ignoring or downplaying racial or ethnic differences
fails to address underlying issues of discrimination, privilege, and unequal treatment based on
race or ethnicity. Instead, they advocate for acknowledging and addressing these differences to
promote equality and justice (Lara, 2021). In challenging the illusion of colorblindness, five of

85
the eight interview participants self-reported recognizing race’s systemic role in society and
within academic institutions. Fendi asserted, “race absolutely plays a part.” Also, Fendi selfreported concepts that lead to the enduring influence of racial stereotypes that perpetuate
inequalities. Sailor emphasized the importance of representation, stating, “I don’t like to be the
only person who looks like me as perspectives matter.” Ash pointed out the fallacy of adopting a
colorblind lens, stating, “When you have a colorblind lens, you think you have an equality lens,
you don’t. It’s an easy way out when you adopt a colorblind lens.” These perspectives challenge
the notion of colorblindness and advocate for a more nuanced understanding of race and its
impact on systemic inequities within academic settings.
Theme 6: Faculty Affirmations: The Power of Acceptance for Black Faculty in Community
Colleges
All eight participants illustrated the efficacy of the community by exemplifying what I
term “belonging acceptance,” denoting the acknowledgment and inclusion of individuals or
groups within a specific community or social context. The interviewees Sailor, Justice, Ash, and
Fendi explained how faculty self-resilience and determination in the face of challenges or
adversities support individuals belonging in community colleges. Sailor underscored the
significance of acceptance in by stating, “knowing as many people as I do and being comfortable
with who I am, I think that allows me to have a stronger sense of belonging.” While Justice, Ash,
and Fendi described positive relationships between a sense of resilience and determination in the
face of challenges or adversities with the following excerpts. Specifically, Justice said, “We have
the opportunity, and we know we’ve earned the right at the table then you know, we will be kind
we will be solid, we will be collaborative, but we’re not going to be disrespected.” Ash noted, “I
just don’t get into it. I just, I smile, and be respectable, but I know at any given time you were

86
trying to take me down.” Finally, Fendi shared, “my sense of belonging is fine, because I’m
going to be where I’m going to be because that’s me.” Blue and Justice attributed the influence
of backgrounds to fostering a sense of strength and community in the workplace, sharing
statements such as: “We still had a village aspect and I had Black love” (Blue) and “Watching
my mother continue to strive and instill in us that sense of striving, really, I think, contributed to
my sense of self” (Justice). The participant narratives underscored how acceptance of oneself and
one’s background and supportive relationships contribute to a sense of belonging and strength in
the workplace.
Additional Findings
During our interviews, a significant pattern in participant behavior and preferred
interview settings emerged. Notably, three out of eight participants (40%) expressed reluctance
to use their cameras during virtual interviews. One participant even insisted on conducting the
interview in the parking lot, away from the institutional building. This preference for camera-off
interactions could be attributed to various factors, including privacy concerns, a desire for
anonymity, and a discomfort with visual recording. This behavior challenges existing literature,
which suggests that individuals may feel more at ease and less scrutinized by researchers who
share characteristics (Joseph et al., 2021).
The research uncovered a fascinating aspect of participant behavior – the choice of
unconventional interview locations, such as parking lots. This unexpected setting choice, while
initially surprising, reflects a need for privacy and a controlled environment away from their
usual surroundings, such as their homes or workplaces. Interviewing in a parking lot likely
provided a secluded space where participants could speak freely without fear of being overheard
or interrupted. This practice highlighted the importance of offering flexible interview settings to

87
accommodate participants’ comfort and privacy needs. Moreover, it suggested a potential
relationship between the interview setting and the quality of responses, as participants in these
controlled environments may feel more secure in sharing candid insights (Oliffe et al., 2021).
The findings underscored a crucial ethical consideration in research: the importance of
respecting participant preferences for anonymity and control over their interview environment. It
is imperative that future research takes these factors into account when designing interview
protocols. By prioritizing participant comfort and security, we can enhance the authenticity and
depth of the data collected, thereby strengthening the robustness and insightfulness of our
research.
Summary of Results and Findings
The study had three main questions. First, it aimed to understand the levels of workplace
belonging among Black faculty members within the colleges. Second, it aimed to determine what
factors provided elements for Black faculty to feel like they belonged at the community college.
Third, it explored how race-related factors affected BF members’ WSOB. The survey had 19
participants and although 15 people were projected to be interviewed for the study’s interview
portion, only eight were interviewed.
The survey results revealed that a majority of Black faculty members reported a moderate
level of connection to the college. Interestingly, those who had been part of the institution for
over 20 years expressed the strongest WSOB. A possible relationship emerged between the
number of years worked and the sense of belonging, except for those who had worked for 11–20
years. The analysis found little difference in satisfaction between the tenured, adjunct, and
probationary groups. Due to limited participants, it is unclear whether this slight difference was
important statistically.

88
The findings from the study highlighted the crucial role of belonging and satisfaction
within the workplace, as they significantly impact employees’ productivity, work behavior, and
retention decisions. Extensive research consistently demonstrates that employees who experience
a sense of belonging, and satisfaction tend to exhibit higher productivity levels and are less
inclined to leave their positions. The study identified three key themes within the first question.
Firstly, fostering collaboration was recognized as instrumental in helping individuals feel
connected to themselves and their community, thereby enhancing the overall enjoyment of work.
Secondly, I observed that organizations prioritizing fairness and inclusivity cultivated unity
among employees, bolstering their sense of belonging in the workplace. Lastly, empowering
employees and fostering collaboration emerged as critical strategies for creating a supportive
community environment. Regarding the third question, three key themes surfaced from the
responses. Firstly, some individuals experience a notable sense of marginalization, which
impacts teamwork dynamics and potentially results in attrition. Secondly, the importance of
implementing inclusive policies emerges as a crucial avenue for addressing racial challenges in
the workplace, fostering a greater sense of acceptance among Black faculty members. These
findings empower us, as a community, to enhance the overall work environment and bolster
organizational performance.
Overall, the mixed study findings yielded three inferences:
1. Black faculty members exhibit a significant sense of belonging and higher
satisfaction levels, suggesting an inclusive and cooperative faculty environment,
whether by design or unintentional.
2. There is a positive correlation between years worked and a sense of belonging,
indicating that faculty members are familiar with this concept and how it can be

89
influenced. The data suggests collaboration, empowerment, fairness, and inclusivity
enhance this sense of belonging.
3. Marginalization may exist among faculty members, posing challenges to the
inclusive work environment that need immediate attention.

90
Chapter Five: Discussion and Recommendations
This study investigated the sense of belonging experienced by Black faculty members in
the workplace. The results and findings highlighted the importance of promoting collaboration,
fairness, and inclusivity and establishing supportive community structures to enhance this sense
of belonging. Furthermore, the research identified racial factors that may hinder workplace
belonging, offering valuable insights for organizations to consider and address.
This research aimed to explore WSOB among BF members in their organizational
environments, specifically within community colleges, which are PWIs. The results unveiled BF
members’ perceptions of their sense of belonging in these PWI workplaces, providing insights
into their lived experiences, and allowing them to share their voice within this context. Black
faculty also highlighted race-related factors that hinder their sense of belonging in the workplace.
CRT served as a lens for understanding the social constructs that contribute to divisive
perceptions, often pitting Black faculty against their White counterparts. The results and findings
demonstrated that factors such as time and tenure influence the likelihood of faculty members
feeling integrated with and valued by the college. Collaborative engagement and advocacy for
programs fostering equity and inclusion have the potential to positively influence the WSOB of
Black community college faculty.
Discussion of Findings and Results
The sections below provide a discussion of key findings and results. The first subsection
discusses the survey results, revealing a potential positive correlation between tenure length and
the sense of belonging among Black community college faculty. Next, the satisfaction levels
among different categories of faculty, such as tenured, adjunct, or probationary, are examined

91
and compared to previous literature. The last section addresses broader issues related to systemic
barriers and racial discrimination within predominantly white institutions (PWIs).
Positive Relationship Between Tenure Length and Sense of Belonging
The survey results offer hope, revealing the resilience of Black community college
faculty. They show a possible positive relationship between tenure length and the sense of
belonging, aligning with existing literature indicating that longer-serving faculty members tend
to feel more integrated and valued within their institutions (Stanley, 2006). The conclusion of the
study supports the notion that tenure stability can significantly contribute to creating a supportive
environment for Black faculty, emphasizing the potential for institutional commitment to longterm faculty retention and support. The study also discovered that satisfaction levels among
Black faculty, whether tenured, adjunct, or probationary, were relatively similar, contrary to
expectations based on previous literature (Hesli & Lee, 2013; Ott & Cisneros, 2015). This
divergence suggests unique institutional factors and highlights the need to investigate
environmental, cultural, or administrative influences on faculty experiences. The
disproportionate challenges faced by Black faculty in terms of workplace belonging and
experiences of discrimination resonate with broader academic literature addressing systemic
barriers and racial discrimination within PWIs (Reddick et al., 2020; Joseph & Hirshfield, 2011).
These results underscore persistent issues within higher education that disproportionately affect
Black faculty, emphasizing the urgent need for institutional reform beyond superficial diversity
efforts.
Importance of Collaborative Engagement and Support Networks
The study interviews also highlighted the importance of collaborative engagement in
fostering the workplace sense of belonging (WSOB) among Black community college faculty,

92
aligning with literature emphasizing positive interpersonal interactions and organizational
inclusion initiatives (Allen et al., 2021; Randel et al., 2018). Personal narratives from study
participants underscore the transformative effects of active involvement and empowerment
through collaborative projects on feelings of inclusion and belonging. Moreover, the study’s
emphasis on support networks echoes existing literature emphasizing their role in developing
WSOB (Shore et al., 2018; Skaalvik & Skaalvik, 2011). These findings underscore the critical
need for robust support systems within organizational strategies to improve faculty retention and
satisfaction.
This study’s key finding is the transformative effects of collaborative engagement in
developing WSOB among Black community college faculty. This finding is consistent with
Allen et al. (2021) who emphasize the importance of positive interpersonal interactions in
fostering a sense of belonging. Personal narratives from study participants, such as Beck and
Justice, vividly illustrate the transformative effects of active involvement and empowerment in
collaborative projects, leading to heightened feelings of belonging and inclusion. The
experiences of Black faculty in community colleges align with organizational behavior theories
emphasizing the role of engagement and inclusion in cultivating a deep sense of belonging
(Allen et al., 2021). This study supports the notion that collaborative efforts contribute to
personal empowerment, identity development, collective identity, and mutual respect in the
workplace. Additionally, this study underscores the importance of teamwork and shared
organizational goals in fostering supportive work environments, reflecting established theoretical
frameworks.
The study’s emphasis on organizational equity and inclusion programs resonates with
existing literature advocating for such initiatives to build a sense of belonging (Ferdman, 2017;

93
Randel et al., 2018). This alignment suggests that strategies promoting equity and inclusivity are
effective across educational settings, including community colleges. The findings underscore the
need for systemic and strategic approaches to foster inclusivity within organizations.
The importance of support networks highlighted in Theme 3 of the study corresponds with
literature emphasizing the role of networks in developing WSOB (Shore et al., 2018; Skaalvik &
Skaalvik, 2011). For instance, Dallas’s support for Black faculty and the staff affinity group
demonstrates how structured support systems can address challenges and strengthen faculty’s
sense of belonging. Organizational strategies identify these networks as critical elements for
improving retention and satisfaction among faculty, aligning theoretical expectations with
pragmatic experiences. The study’s findings regarding collaborative engagement, organizational
equity initiatives, and support networks align with broader research indicating the effectiveness
of these strategies in fostering a sense of belonging among faculty members (Allen et al., 2021;
Randel et al., 2018; Shore et al., 2018; Skaalvik & Skaalvik, 2011). This consistency across
studies highlights the robustness of these approaches and underscores their importance in
creating inclusive and supportive work environments.
The investigative emphasis on decentralized decision-making processes aligns with the
literature suggesting that such approaches can mitigate feelings of exclusion and enhance
belonging among Black faculty. This critical overlap underscores the detrimental effects of subtle
exclusions, or “papercuts,” on individuals’ sense of belonging, echoing concerns raised by
existing literature (Nittle, 2018, p. 9). This linkage underscores the complex interplay between
individual identity and institutional culture, emphasizing the need for inclusive cultures that go
beyond policy changes to address daily interactions and recognize personal identity struggles
within academic environments. By highlighting the importance of decentralized decision-

94
making, the study encourages the audience to consider the role of institutional structures in
fostering a sense of belonging.
This study advances the discourse by providing firsthand accounts of Black faculty
experiencing the consequences of color-blind policies, challenging institutions to recognize racial
identity as a significant aspect of organizational dynamics and individual experiences. This
discourse aligned with critiques in the literature highlighting the limitations of color-blind
policies in addressing systemic racial inequities (Bowman & Denson, 2022; Skaalvik &
Skaalvik, 2011). Furthermore, the analysis emphasized the importance of communal support and
affirmations from fellow Black faculty as essential sources of strength and belonging in the
workplace. This finding aligned with literature highlighting the critical role of networks and
support systems in fostering workplace belonging (DeCuir-Gunby & Gunby Jr., 2016; Hagerty et
al., 1992). It underscored the significance of institutions supporting and promoting affinity
groups and networks to provide vital support in the face of pervasive marginalization and
discrimination. Based on these findings, organizations must prioritize creating decentralized
decision-making structures and fostering inclusive cultures that recognize and affirm diverse
identities. Institutions should actively support affinity groups and networks to provide essential
communal support for faculty members facing marginalization.
Recommendations for Practice
As articulated by BF, recommendations offer valuable insights to guide leaders in
shaping their organizational culture. The critical reflection makes clear that every effort to help
improve the feeling of workplace belonging amongst BF in community colleges should be
objectively focused on the systemic policies that perpetuate the ability to keep creating personal
experiences of racism and marginalization. This includes the enormous changes in structure at a

95
policy level and recommendations on establishing and maintaining robust networks to support
and embed these essential practices in everyday academic activity. Therefore, effective strategies
to address overt and subtle challenges in their professional settings by Black faculty required
insight into nuanced ways that make race impact belonging. These policy changes and training
efforts may better enable the community college to support their Black faculty in supportive
efforts that, in turn, better enable improved senses of belonging and overall job satisfaction. Such
efforts would be of great benefit to the faculty and could then improve the educational climate
for all who are members of the community.
Recommendation 1: Empower Black Faculty: A Three-Team Mentoring Program Informed
by Institutional Research Data
Survey data indicated that increased tenure relates to a stronger sense of belonging. Due
to this finding, I recommend implementing a structured mentorship program for incoming Black
faculty where faculty are paired with a mentor, meet sponsors, and connect with allies in the
work. This program will pair new Black faculty members with seasoned faculty who will serve
as mentors, sharing their experiences and institutional knowledge. Research has shown that
mentorship can significantly enhance the sense of belonging and job satisfaction, particularly in
diverse academic environments (Graham & McClain, 2019; Mickles-Burns, 2024). Additionally,
the slight mean difference in satisfaction scores among faculty groups suggests the need for
periodic review and feedback sessions for all faculty. These sessions will help identify and
address issues specific to each tenure group. Program activities should be thoughtfully crafted to
foster inclusive environments, ensuring that all faculty members, irrespective of rank, feel valued
and included (Thompson & Louque, 2023). Institutions that actively engage in regular feedback

96
mechanisms tend to better support their faculty, thereby enhancing overall job satisfaction and
belongingness.
The survey results also show that a longer tenure is associated with a stronger sense of
belonging, particularly among Black faculty at community colleges. For example, those with
over 20 years of tenure had an average sense of belonging score. To sustain and enhance this
positive trend, a tri-team approach to mentorship is strongly recommended, grouping faculty by
tenure length. Each group will participate in diversity initiatives and face challenges appropriate
to their experience levels, promoting knowledge sharing and mutual comfort among first-year
and experienced faculty alike (Naidoo et al., 2021).
Studies support the benefits of diverse working groups, including improved problemsolving capabilities, employee satisfaction, and retention (DeCuir-Gunby & Gunby Jr., 2016).
Using faculty at different tenure stages ensures the inclusion of diverse perspectives in decisionmaking processes, leading to improved organizational effectiveness and employee engagement
(Cenkci et al., 2019). This structured, inclusive approach aligns with best practices for leveraging
diversity to enhance institutional culture and effectiveness.
Recommendation 2: Develop an Onboarding Program for Black Faculty to Enhance
Workplace Sense of Belonging
The survey results indicated that Black community college faculty members with over 20
years of service reported the highest sense of belonging within the college community. This data
suggests that veteran faculty experience a more profound connection to the institution. It is
essential to develop a targeted onboarding program to address the sub-optimal sense of
belonging among less-tenured Black faculty (Cheffen, 2017).
The recommended onboarding program should incorporate several vital components:

97
1. Orientation sessions should be designed to introduce new faculty to the college's
culture and policies comprehensively. This will ensure that new faculty members are
well-informed about the institution's operational framework and expectations.
2. The program should facilitate access to essential resources and networks. Providing
new faculty with detailed information about available resources and how to access
them will empower them to navigate the institution effectively.
3. Establishing connections with existing networks within the college will support new
faculty in building professional relationships crucial for their career development.
Moreover, creating spaces for sharing stories and histories will play a vital role in onboarding.
These spaces will allow new faculty members to learn from the experiences of their peers,
fostering a sense of community and continuity within the institution (Filstad, 2019).
Research has demonstrated that targeted onboarding programs significantly enhance new
employees' sense of belonging, job satisfaction, and retention (Palmer-Roberts, 2020). Such
programs are particularly beneficial in academic settings as they help new faculty navigate the
complex institutional culture and establish essential professional networks. These elements are
paramount for their career success and overall job satisfaction (Palmer-Roberts, 2020).
Implementing a structured onboarding process for Black faculty can accelerate their integration
into the college community. The institution can foster a positive and inclusive atmosphere by
providing a supportive environment that recognizes and addresses the unique challenges they
may face. This approach will enhance the sense of belonging among new Black faculty and
contribute to their long-term retention and success.

98
Recommendation 3: Build Community Through “Belonging Acceptance” Straight Talk
Conversations
All eight participants expressed the importance of acceptance within the workplace
community, highlighting the importance of authentic dialogue and creating spaces to connect as
human beings. Being valued in relationships increases the likelihood of acceptance and access to
desired social outcomes (Baumeister & Leary, 1995; Leary, 2010). Individuals enhance their
prospects of forming relationships and gaining acceptance into groups when perceived as
possessing desirable group member characteristics (Leary, 2010). However, Black Faculty
interview participants revealed challenges related to physical appearance and pre-existing biases,
categorizing them as out-group members in the work environment. While relationships evolve
and deepen as individuals share more intimate information, perceptions within the environment
can hinder these connections, impacting workplace belonging for Black Faculty (Allen et al.,
2021; Jaitli & Hua, 2013; Leary, 2010). This study suggests that creating spaces for all faculty to
have real conversations to learn about one others interest, cultures, communication styles can aid
in creating workplace belonging.
Limitations and Delimitations
There were limitations in the research as it relied on participants’ honesty and accuracy in
providing information. Despite creating a secure and non-judgmental environment, participants
may still have shared inaccurate or biased data, undermining the quality of the collected
information. Considering the clear concerns about confidentiality, there were concerns about
whether participants fully and truthfully shared their lived experiences. Additionally, limitations
in the study’s scope and available resources restricted the extent of the study’s sample size and,
consequently, the applicability of the findings. Interestingly, more detailed insights from the

99
target demographic emerged from a smaller sample subset. Moreover, time restrictions imposed
on data collection and analysis curtailed the comprehensiveness and depth of the investigation.
These time limitations prevented a thorough exploration of all crucial variables and aspects.
As a delimitation, the study’s data-gathering strategy was based on answering the study’s
research questions. Because of their narrow nature, research questions overlooked potentially
vital details or angles outside the study’s purview. Data-gathering techniques captured only some
facets of the study issue (such as interviews, questionnaires, and observations). The chosen
methodologies favored some data over others, resulting in biased results and restricting
knowledge. The research issues were viewed through a particular theoretical lens, represented by
the conceptual framework that guided the investigation. Different theoretical or conceptual
lenses would have illuminated the same phenomenon from a unique perspective.
Recommendations for Future Research
The recommendation section discusses future research implications and includes a
recommendation to further explore workplace sense of belonging for Black faculty in higher
education, including factors related to workplace sense of belonging. Additionally, the study
recommends investigating the impact of race-related factors on Black faculty workplace sense of
belonging. Future research must address the microaggressions most frequently encountered by
Black faculty members and their direct effect on job satisfaction and career development
(Cooper et al., 2019). Further qualitative research could describe the lived experiences of Black
faculty more precisely and provide more actionable insights for institutional policy changes and
the success of diversity initiatives through narrative data collection (Cooper et al., 2019). An
intersectional perspective on how gender and age interact with race to influence the workplace
sense of belonging would significantly enhance this area of work.

100
The literature reviewed highlights the diversity of organizational structures and
leadership positions as essential for inclusivity (Abrica et al., 2023; Freeman et al., 2019).
Similarly, the interview research findings offer a nuanced understanding of individual
experiences of marginalization and how personal interactions influence a person's sense of
belonging. There is a need for more selective research that emphasizes organizational policies
and individual experiences concerning race. Studying the impact of personal interactions within
these structures on Black faculty—whether they reinforce or mitigate the intended effects of
policies—could yield valuable insights for enhancing inclusivity in academic settings.
A gap exists in understanding how race-related factors affect the development of a sense
of belonging due to differences in the general discussion in the literature on organizational
structure and specific Black faculty personal experiences. The literature emphasizes structural
and systemic changes (Ford & Airhihenbuwa, 2018), whereas the findings from this study focus
on day-to-day human interactions and individual experiences. Investigating how systemic
changes affect individual experiences and how these individuals become instrumental in
changing the systemic structures in their ways remains an area needing further exploration.
Future research should investigate the differences observed among faculty types regarding the
workplace sense of belonging. Specific areas to research include job satisfaction and exploring
potential cultural or institutional factors contributing to these variations. Additionally, studying
the direct impact of psychological safety and experiences of microaggressions on faculty
belonging and satisfaction would provide comprehensive insights into the challenges faced by
Black faculty in higher education.
Existing literature underscores the role of organizations in fostering inclusion, but
emerging findings highlight the significance of individual agency and grassroots activism within

101
these frameworks, offering a fresh conceptual perspective. Exploring how organizational
initiatives intersect with individual actions to foster a sense of belonging among Black faculty
can highlight the dynamic interplay between institutional structures and personal agency.
Delving deeper into the specific impacts of "college culture papercuts" on workplace dynamics
and exploring practical strategies for addressing these issues within community college settings
would be valuable. Studying the effectiveness of decentralized decision-making processes in
promoting workplace belonging among Black faculty could provide insights into organizational
policies and practices. Reflecting on these areas helps identify actionable recommendations and
areas for further research to promote a more inclusive and supportive environment for Black
community college faculty.
In light of the ongoing discourse on diversity and inclusion, understanding the sense of
belonging for White faculty within academic settings is imperative. It can provide insights into
how inclusivity is perceived and enacted across the board. Exploring these dynamics can uncover
potential biases and areas for improvement in fostering an environment where all faculty
members, irrespective of their race, feel valued and connected. A dual focus can help bridge gaps
in understanding and enhance collaborative efforts towards a truly inclusive academic
community.
Implications for Connection to the Rossier Mission
My research investigated workplace sense of belonging for BF within community
colleges, aligning closely with the mission of the University of Southern California Rossier
(USC) School of Education. By amplifying the voices of BF participants, I aimed to share their
compelling stories and shed light on the factors influencing their sense of belonging. Through
critical analysis of these narratives, I revealed the persistent barriers and structural inequalities

102
faced by BF in their work environments. This study provided a nuanced understanding of the
workplace experiences of BF, emphasizing factors contributing to their sense of belonging.
Furthermore, I aimed to offer evidence-based insights into how racial factors impact BF’s
experiences within college cultures, highlighting systemic inequities and the importance of
fostering a sense of belonging within a workplace setting.
These research aspirations align with Rossier’s mission, particularly in uncovering and
addressing oppressive organizational systems while promoting workplace belonging for all
faculty (Beal, 2024). The findings and recommendations from this study provided valuable
insights for promoting WSOB in academic institutions by highlighting experiences Black
Faculty encounter within community colleges. Specific programs, such as formal mentoring
initiatives and inclusive orientation, are recommended to reduce belonging and satisfaction gaps
for faculty from underrepresented groups, who often face these challenges due to differences in
tenure. Each recommendation aimed to create an equitable environment where all faculty
members feel valued and supported through targeted support and community-building efforts
(Museus & Chang, 2021).
Conclusion
This study highlights the experiences of Black faculty members at community colleges
and underscores the powerful impact of tenure on their workplace sense of belonging. It calls for
immediate action to create more inclusive environments that support collaborative engagement
and supportive networks for educators, thus enriching the entire academic community.
Understanding the crucial link between tenure and workplace sense of belonging (WSOB) is
essential for overall well-being and organizational performance. Extensive research demonstrates
that a strong WSOB enhances job satisfaction, relationships, and retention while reducing race-

103
related factors. Fostering a connected and inclusive work environment is pivotal for promoting
WSOB for faculty, improving the quality of workplace relationships, and effectively managing
workplace stress. Failure to establish a strong WSOB can lead to many adverse health outcomes
and negative perceptions related to race. Cultivating WSOB requires unwavering support to
build a supportive and inclusive work environment that benefits individuals, organizations, and
humanity.
The study presents actionable solutions by addressing racial microaggressions and
proposing structured mentoring and inclusive onboarding programs. It urges the reader to break
down systemic barriers and promote fairness actively. It is essential to support such initiatives to
ensure that Black faculty voices are heard and valued, creating a supportive educational
environment for the entire community college culture, regardless of color. This research stands
as a beacon of hope, advocating for a just and inclusive society by advancing an understanding
of WSOB within higher education settings for faculty of color.

104
References
Abrica, E. J., Hatch-Tocaimaza, D., & Rios-Aguilar, C. (2023). On the impossibilities of
advancing racial justice in higher education research through reliance on the campus
climate heuristic. Journal of Diversity in Higher Education, 16(2), 144–156.
https://doi.org/10.1037/dhe0000323
Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The
Black academic: Faculty status among African Americans in U.S. higher education. The
Journal of Negro Education, 69(1/2), 112–127. http://www.jstor.org/stable/2696268
Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging:
A review of conceptual issues, an integrative framework, and directions for future
research. Australian Journal of Psychology, 73(1), 87–102.
https://doi.org/10.1080/00049530.2021.1883409
Allen, K.-A., Gray, D. L., Baumeister, R. F., & Leary, M. R. (2022). The need to belong: A deep
dive into the origins, implications, and future of a foundational construct. Educational
Psychology Review, 34(2), 1133–1156. https://doi.org/10.1007/s10648-021-09633-6
Allen, K. A., Walsh, L., Chan, T., McGlinchey, C., Wong, D., Lu, Y., & Keller, M. (2023).
Putting the “we” in wellbeing through belonging research. In New Research and
Possibilities in Wellbeing Education (pp. 341–369). Springer Nature Singapore.
Allison, D. C. (2007). Free to be me? Journal of Black Studies, 38(4), 641–662.
https://doi.org/10.1177/0021934706289175
Assensoh, A. B. (2003, September). Trouble in the promised land. Journal of Black Studies,
34(1), 52–62. https://doi.org/10.1177/0021934703253686

105
Alex-Assensoh, Y. M. (2023). Passage two: Safety in the academy. In The SOULS of Black
Faculty and Staff in the American Academy (pp. 57–64). Springer Nature Switzerland.
https://doi.org/10.1007/978-3-031-39229-0_7
Aziri, B. (2011). Job satisfaction: A literature review. Management Research and Practice, 3(4),
77–.
Bartel, C. A., Wrzesniewski, A., & Wiesenfeld, B. M. (2012). Knowing where you stand:
Physical isolation, perceived respect, and organizational identification among virtual
employees. Organization Science, 23(3), 743–757. http://www.jstor.org/stable/23252086
Barak, M. E. M., & Levin, A. (2002). Outside of the corporate mainstream and excluded from
the work community: A study of diversity, job satisfaction and well-being. Community,
Work & Family, 5(2), 133–157. https://doi.org/10.1080/13668800220146346
Basit, A. A., & Nauman, S. (2023). How workplace loneliness harms employee well-being: A
moderated mediational model. Frontiers in Psychology, 13, 1086346–1086346.
https://doi.org/10.3389/fpsyg.2022.1086346
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal
attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–
529. https://doi.org/10.1037/0033-2909.117.3.497
Bell, D. (1991). Racial realism. Connecticut Law Review, 24, 363–380.
Blenkhorn, D. L., & Gaber, B. (1995). The use of ‘warm fuzzies’ to assess organizational
effectiveness. Journal of General Management, 21(2), 40–51.
https://doi.org/10.1177/030630709502100204
Block, P. (2018). Community: The structure of belonging. Berrett-Koehler Publishers.

106
Boehm, S. A., Kunze, F., & Bruch, H. (2014). Spotlight on age-diversity climate: the impact of
age-inclusive HR practices on firm-level outcomes. Personnel Psychology, 67(3), 667–
704. https://doi.org/10.1111/peps.12047
Bokhov, C., & Downey, C. (2018). Automated generation of ‘good enough’ transcripts as a first
step to transcription of audio-recorded data. Methodological Innovations, 11(2).
Bowman, N. A., & Denson, N. (2022). Institutional racial representation and equity qaps in
college graduation. The Journal of Higher Education (Columbus), 93(3), 399–423.
https://doi.org/10.1080/00221546.2021.1971487
Bracey, E. N. (2017). The significance of Historically Black Colleges and Universities (HBCUs)
in the 21st century: Will such institutions of higher learning survive? The American
Journal of Economics and Sociology, 76(3), 670–696. https://doi.org/10.1111/ajes.12191
Brewer, M. B. (2007). The importance of being we: Human nature and intergroup relations. The
American Psychologist, 62(8), 728–738. https://doi.org/10.1037/0003-066X.62.8.728
Brooms, D. R. (2019, November 13). Helping us think about ourselves: Black males’ sense of
belonging through connections and relationships with faculty in college. International
Journal of Qualitative Studies in Education, 33(9), 921–938.
https://doi.org/10.1080/09518398.2019.1687956
Brooms, D. R. (2018). Exploring Black male initiative programs: Potential and possibilities for
supporting Black male success in college. The Journal of Negro Education, 87(1), 59.
https://doi.org/10.7709/jnegroeducation.87.1.0059
Brownell, S. E., & Tanner, K. D. (2012, December). Barriers to faculty pedagogical change:
Lack of training, time, incentives, and tensions with professional identity? CBE—Life
Sciences Education, 11(4), 339–346. https://doi.org/10.1187/cbe.12-09-0163

107
Bruce, D. (2011). Intent to leave the professoriate: The relationship between race/ethnicity and
job satisfaction for pre-tenured professors in doctorate-granting universities.
https://core.ac.uk/download/213396578.pdf
Carr, S. E. (2017). Racial microaggressions, faculty motivation, and job satisfaction in
southeastern universities. ProQuest Dissertations Publishing.
Carter, T. J., & Craig, M. O. (2022, March 16). It could be us: Black faculty as “threats” on the
path to tenure. Race and Justice, 12(3), 569–587.
https://doi.org/10.1177/21533687221087366
Cenkci, A. T., Zimmerman, J. M., & Bircan, T. (2019). The effects of employee resource groups
on work engagement and workplace inclusion. The International Journal of
Organizational Diversity, 2, 18. https://doi.org/10.18848/2328-6261/CGP/v19i02/1-19
Chakraverty, D. (2022, December). Faculty experiences of the impostor phenomenon in STEM
fields. CBE—Life Sciences Education, 21(4). https://doi.org/10.1187/cbe.21-10-0307
Ciszek, M. P. (2020). Moving from diversity to equity and inclusion with social justice as the
goal. Diversity, Equity, and Inclusion in Action: Planning, Leadership, and
Programming, 1–12.
Cheffen, J. E. (2017). On-boarding and staying: Experiences of faculty of color at a Midwestern
Community College [Doctoral Dissertation, Texas Tech University]. https://ttuir.tdl.org/server/api/core/bitstreams/fe5aaf94-7ff5-4cc9-b184-99323ce500ee/content
Chrobot-Mason, D., & Aramovich, N. P. (2013). The psychological benefits of creating an
affirming climate for workplace diversity. Group & Organization Management, 38(6),
659–689. https://doi.org/10.1177/1059601113509835
Cockshaw, W. D., Shochet, I. M., (2010). The link between belongingness and depressive

108
symptoms: An exploration in the workplace interpersonal context. Australian
Psychologist, 45(4), 283–289. https://doi.org/10.1080/00050061003752418
Cockshaw, W. D., Shochet, I. M., & Obst, P. L. (2013). General belongingness, workplace
belongingness, and depressive symptoms. Journal of Community & Applied Social
Psychology, 23(3), 240–251. https://doi.org/10.1002/casp.2121
Cohen, H. R. (2022). Beyond the Metrics: Understanding The Importance of Belonging in
Creating More Equitable Workplaces (Doctoral dissertation, University of Southern
California).
Cole, D., & Griffin, K. A. (2013). Advancing the study of student-faculty interaction: A focus on
diverse students and faculty. In Higher Education: Handbook of Theory and Research:
Volume 28 (pp. 561–611). Springer Netherlands National.
Conner, L. R., Dyson, Y., Jones, V. N., & Drew, V. (2023). Black experiences matter:
Reflections of Black faculty experiences with Black administrators. Journal of Social
Work Education, 59(2), 372–390.
Cooper, H., Hedges, L. V., & Valentine, J. C. (2019). Potentials and limitations of research
synthesis. The Handbook of Research Synthesis and Meta-analysis, 517–525.
https://shorturl.at/boyT3
Cox, T. H., Lobel, S. A., & McLeod, P. L. (1991). Effects of ethnic group cultural differences on
cooperative and competitive behavior on a group task. Academy of Management
Journal, 34(4), 827–847.
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approach (4th ed.). Sage Publications.

109
Da Costa, S., Martínez-Moreno, E., Díaz, V., Hermosilla, D., Amutio, A., Padoan, S., Méndez,
D., Etchebehere, G., Torres, A., Telletxea, S., & García-Mazzieri, S. (2020). Belonging
and social integration as factors of well-being in Latin America and Latin Europe
organizations. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.604412
Davis, T. M., Jones, M. K., Settles, I. H., & Russell, P. G. (2022). Barriers to the successful
mentoring of faculty of color. Journal of Career Development, 49(5), 1063–1081.
DeCuir-Gunby, J. T., & Gunby Jr., N. W. (2016). Racial microaggressions in the workplace: A
critical race analysis of the experiences of African American educators. Urban
Education, 51(4), 390–414. https://doi.org/10.1177/0042085916628610
Delgado, R., & Stefancic, J. (2023). Critical race theory: An introduction (Vol. 87). New York
University Press.
Denaro, K., Dennin, K., Dennin, M., & Sato, B. (2022). Identifying systemic inequity in higher
education and opportunities for improvement. PloS one, 17(4), e0264059.
Dewi, S. R., Suryamarta, R., & Kurnia, D. (2020, October). Sense of belonging and job
satisfaction on employee performance. In International Conference on Community
Development (ICCD 2020) (pp. 634-638). Atlantis Press.
Dhiman, S. K. (2021). The Palgrave Handbook of Workplace Well-Being: With 80 Figures and
92 Tables. https://doi.org/10.1007/978-3-030-30025-8
Dortch, D. & Patel, C. (2017). Black undergraduate women and their sense of belonging in
STEM at predominantly White institutions. NASPA Journal About Women in Higher
Education, 10(2), 202–215. https://doi.org/10.1080/19407882.2017.1331854
The Economic Times. (2023). What is organizational structure.
https://economictimes.indiatimes.com/definition/organizational-structure

110
Elraz, H. (2017). Identity, mental health, and work: How employees with mental health
conditions recount stigma and the pejorative discourse of mental illness. Human
Relations, 71(5), 722–741. https://doi.org/10.1177/0018726717716752
Edmondson, A. C., & Mogelof, J. P. (2005). Explaining psychological safety in innovation
teams: Organizational culture, team dynamics, or personality? In Creativity and
Innovation in Organizational Teams (pp. 109–136).
https://doi.org/10.4324/9781410615732
Edmondson, A. C., Kramer, R. M., & Cook, K. S. (2004). Psychological safety, trust, and
learning in organizations: A group-level lens. Trust and distrust in organizations:
Dilemmas and approaches, 12, 239–272.
Escobar, M., Qazi, M., Majewski, H., & Jeelani, S. (2023). Barriers and facilitators to obtaining
external funding at Historically Black Colleges and Universities (HBCUs). Journal of
STEM Education, 24(1), 42–50.
Feitosa, J., Hagenbuch, S., Patel, B., & Davis, A. (2022). Performing in diverse settings: A
diversity, equity, and inclusion approach to culture. International Journal of Cross
Cultural Management, 22(3), 433–457. https://doi.org/10.1177/14705958221136707
Ferdman, B. M. (2017). Paradoxes of inclusion: Understanding and managing the tensions of
diversity and multiculturalism. The Journal of Applied Behavioral Science, 53(2), 235–
263. https://doi.org/10.1177/0021886317702608
Ferguson, T. L., Berry, R. R., & Collins, J. D. (2021). “Where is our space within this ivory
tower?” The teaching experiences of Black women faculty in education
programs. Journal of Research on Leadership Education, 16(2), 140–157. https://doiorg.libproxy2.usc.edu/10.1177/19427751211002229

111
Filstad, C., Traavik, L. E., & Gorli, M. (2019). Belonging at work: The experiences,
representations and meanings of belonging. Journal of Workplace Learning, 31(2), 116–
142.
Fisher, C. D. (2010). Happiness at Work. International Journal of Management Reviews, 12(4),
384–412. https://doi.org/10.1111/j.1468-2370.2009.00270.x
Findler, L., Wind, L. H., & Barak, M. E. M. (2007). The challenge of workforce management in
a global society. Administration in Social Work, 31(3), 63–94.
https://doi.org/10.1300/j147v31n03_05
Fraser, G. J., & Hunt, D. E. (2011, September). Faculty diversity and search committee training:
Learning from a critical incident. Journal of Diversity in Higher Education, 4(3), 185–
198. https://doi.org/10.1037/a0022248
Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2016).
Psychological safety: A meta-analytic review and extension. Personnel Psychology,
70(1), 113–165. https://doi.org/10.1111/peps.12183
Freeman Jr., S., Krier, K., A Al-Asfour, A., & Thacker, R. (2019). An examination of the
barriers to leadership for faculty of color at U.S. universities. Issues in Informing Science
and Information Technology, 16, 361–376. https://doi.org/10.28945/4373
Gause, S. A. (2021). White privilege, Black resilience: Wome of color leading the academy.
Leadership, 17(1), 74–80. https://doi.org/10.1177/1742715020977370
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values
to academic motivation among urban adolescent students. The Journal of Experimental
Education, 62(1), 60–71. http://www.jstor.org/stable/20152398

112
Gosztyla, M. L., Kwong, L., Murray, N. A., Williams, C. E., Behnke, N., Curry, P., Corbett, K.
D., DSouza, K. N., Gala de Pablo, J., Gicobi, J., Javidnia, M., Lotay, N., Prescott, S. M.,
Quinn, J. P., Rivera, Z. M. G., Smith, M. A., Tang, K. T. Y., Venkat, A., & Yamoah, M.
A. (2021). Responses to 10 common criticisms of anti-racism action in STEMM. PLoS
Computational Biology, 17(7), e1009141–e1009141.
https://doi.org/10.1371/journal.pcbi.1009141
Graham, J., & McClain, S. (2019). A canonical correlational analysis examining the relationship
between peer mentorship, belongingness, impostor feelings, and Black collegians’
academic and psychosocial outcomes. American Educational Research Journal, 56.
https://doi.org/10.3102/0002831219842571
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical
framework in dissertation research: Creating the blueprint for your “house.”
Administrative Issues Journal: Education, Practice, and Research, 4(2), 12–.
https://doi.org/10.5929/2014.4.2.9
Griffin, K. A. (2019). Redoubling our efforts: How institutions can affect faculty diversity. Race
and Ethnicity in Higher Education: A Status Report. American Council on Education.
https://diversity.ucdavis.edu/sites/g/files/dgvnsk731/files/inlinefiles/InstitutionalBarriersStrategies2020.pdf
Griffin, K. A., Pifer, M. J., Humphrey, J. R., & Hazelwood, A. M. (2011). (Re)defining
departure: Exploring Black professors’ experiences with and responses to racism and
racial climate. American Journal of Education, 117(4), 495–526.
Gross-Gołacka, E., Kupczyk, T., & Wiktorowicz, J. (2022). Towards a better workplace
environment—empirical measurement to manage diversity in the workplace.

113
International Journal of Environmental Research and Public Health, 19(23), 15851–.
https://doi.org/10.3390/ijerph192315851
Guthrie, S., Lichten, C. A., Van Belle, J., Ball, S., Knack, A., & Hofman, J. (2018).
Understanding mental health in the research environment: A rapid evidence
assessment. Rand Health Quarterly, 7(3), 2.
Hagerty, B. M., Lynch-Sauer, J., Patusky, K. L., Bouwsema, M., & Collier, P. (1992). Sense of
belonging: A vital mental health concept. Archives of Psychiatric Nursing, 6(3), 172–
177. https://doi.org/10.1016/0883-9417(92)90028-h
Haggins, A. N. (2020). To be seen, heard, and valued: strategies to promote a sense of belonging
for women and underrepresented in medicine physicians. Academic Medicine, 95(10),
1507–1510.
Hearn, J. C. (2014). Socioeconomic diversity in selective private colleges: An organizational
analysis. Review of Higher Education, 38(1), 71–104.
https://doi.org/10.1353/rhe.2014.0043
Herdman, A. O., & McMillan-Capehart, A. (2010). Establishing a diversity program is not
enough: Exploring the determinants of diversity climate. Journal of Business and
Psychology, 25(1), 39–53. https://doi.org/10.1007/s10869-009-9133-1
Hesli, V. L., & Lee, J. M. (2013). Job satisfaction in academic: Why are some faculty members
happier than others? Political Science & Politics, 46(2), 339–354.
https://doi.org/10.1017/S1049096513000048
Hofhuis, J., van der Rijt, P. G. A., & Vlug, M. (2016). Diversity climate enhances work
outcomes through trust and openness in workgroup communication. SpringerPlus, 5(1),
714–714. https://doi.org/10.1186/s40064-016-2499-4

114
Hoppock, R. (1935). Job satisfaction. Harper.
Hughes, B. (2015). Recruiting, retaining, and benefiting from a diverse community college
faculty: A case study of one college’s successes. Community College Journal of Research
and Practice, 39(7), 659–672. https://doi.org/10.1080/10668926.2014.885401
Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus
racial climate on Latino college students’ sense of belonging. Sociology of Education,
70(4), 324. https://doi.org/10.2307/2673270
Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among
higher education faculty. New Horizons in Adult Education and Human Resource
Development, 27(2), 3–12. https://doi.org/10.1002/nha3.20098
Jaitli, R., & Hua, Y. (2013). Measuring sense of belonging among employees working at a
corporate campus: Implication for workplace planning and management. Journal of
Corporate Real Estate, 15(2), 117–135.
Jashnani, G. (2024). ‘Built on my B(l)ack’: Racial capitalism and anti-Blackness in
predominantly white institutions of higher education. Race, Ethnicity and Education.
https://doi.org/10.1080/13613324.2024.2327026
Jansson, I., & Gunnarsson, A. B. (2018). Employers’ views of the impact of mental health
problems on the ability to work. Work, 59(4), 585–598. https://doi.org/10.3233/wor182700
Jena, L. K., & Pradhan, S. (2018). Conceptualizing and validating workplace belongingness
scale. Journal of Organizational Change Management, 31(2), 451–462. https://doiorg.libproxy2.usc.edu/10.1108/JOCM-05-2017-0195

115
Johnson, R. B., & Christensen, L. B. (2015). Educational research: Quantitative, qualitative,
and mixed approaches (5th ed.). Sage.
Johnson, R. M. (2022). A socio‐ecological perspective on sense of belonging among
racially/ethnically minoritized college students: Implications for equity‐minded practice
and policy. New Directions for Higher Education, 2022(197), 59–68.
https://doi.org/10.1002/he.20427
Jones, S. R., Cobb, C., Asaka, J. O., Story, C. R., Stevens, M. C., & Chappell, M. F. (2021).
Fostering a sense of community among Black faculty through a faculty learning
community. Adult Learning, 32(4), 165–174.
Joseph, F. I., Earland, J., & Ahmed, M. A. (2021). Experience of conducting sensitive qualitative
research as a cultural outsider: Formulation of a guide for reflexivity. International
Journal of Qualitative Methods, 20. https://doi.org/16094069211058616
Joseph, T. D., & Hirshfield, L. E. (2011). “Why don’t you get somebody new to do it?’ Race and
cultural taxation in the academy. Ethnic and Racial Studies, 34(1), 121–141.
https://doi.org/10.1080/01419870.2010.496489
Katchanovski, I., Nevitte, N., & Rothman, S. (2015). Race, gender, and affirmative action
attitudes in American and Canadian universities. Canadian Journal of Higher Education,
45(4), 18–41. https://doi.org/10.47678/cjhe.v45i4.184556
Katsaros, K. K. (2022). Exploring the inclusive leadership and employee change participation
relationship: the role of workplace belongingness and meaning making. Baltic Journal of
Management, 17(2), 158–173. https://doi.org/10.1108/BJM-03-2021-0104

116
Kegel, P. (2017). The impact of the physical work environment on organizational outcomes: A
structured review of the literature. Journal of Facility Management Education and
Research, 1(1), 19–29.
Kelly, B. T., Gayles, J. G., & Williams, C. D. (2017). Recruitment without retention: A critical
case of Black faculty unrest. The Journal of Negro Education, 86(3), 305–317.
https://doi.org/10.7709/jnegroeducation.86.3.0305
Kohut, H. (2009). How does analysis cure? University of Chicago Press.
Komisarof, A. (2018). A new framework of workplace acculturation: The need to belong and
constructing ontological interpretive spaces. Journal of Intercultural Communication, 21,
15–37.
Komisarof, A. (2022). A new framework of workplace belonging: Instrument validation and
testing relationships to crucial acculturation outcomes. Journal of International and
Intercultural Communication, 15(3), 311–332.
Kondonijakos, B. K. (2021). A Social Constructivist Approach to Understanding Belonging in
the Workplace. ProQuest Dissertations Publishing.
Kossek, E. E., & Zonia, S. C. (1993). Assessing diversity climate: A field study of reactions to
employer efforts to promote diversity: Summary. Journal of Organizational
Behavior, 14(1), 61–81.
Kratt, D. (2018). Teachers’ perspectives on educator mental health competencies: A qualitative
case study. American Journal of Qualitative Research, 2(1), 22–40.
https://doi.org/10.29333/ajqr/5792

117
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field
like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
https://doi.org/10.1080/095183998236863
Ladson-Billings, G. (2021). We need to do a better job talking about race. The Learning
Professional, 42(5), 11–12. https://www.proquest.com/scholarly-journals/we-need-dobetter-job-talking-about-race/docview/2605304116/se-2
Laux, S. E. (2018). Experiencing the imposter syndrome in academia: Women faculty members’
perception of the tenure and promotion process [Doctoral dissertation, Saint Louis
University].
https://www.proquest.com/openview/2bb48f8ee24af8dd8e1436eab240f9d6/1?pqorigsite=gscholar&cbl=18750
Lee, B. A., Maghsoodi, A. H., Ruedas-Gracia, N., & Williams, C. D. (2023). Measures of racialethnic-cultural (rec) belonging: A systematic review of the literature. Identity, 23(2), 170–
192. https://doi.org/10.1080/15283488.2022.2127725
Lee, J. (2023). “We belong”: Women of color in technology (WOCT) [Doctoral dissertation,
University of Southern California]. https://www.proquest.com/dissertations-theses/webelong-women-color-technology-woct/docview/2838459839/se-2
Lee, R. M., & Robbins, S. B. (1995). Measuring belongingness: The social connectedness and
the social assurance scales. Journal of Counseling Psychology, 42(2), 232–241.
https://doi.org/10.1037/0022-0167.42.2.232
Leary, M. R. (2010). Affiliation, acceptance, and belonging. Handbook of Social Psychology, 2,
864–897.

118
Leiter, W. M., & Leiter, S. (2011). Affirmative action in antidiscrimination law and policy: An
overview and synthesis (2nd ed.). State University of New York Press.
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work
organization and mental health problems in PhD students. Research Policy, 46(4), 868–
879. https://doi.org/10.1016/j.respol.2017.02.008
Li, D., & Koedel, C. (2017). Representation and salary gaps by race-ethnicity and gender at
selective public universities. Educational Researcher, 46(7), 343–354.
https://doi.org/10.3102/0013189x17726535
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Louis, D. A., Rawls, G. J., Jackson-Smith, D., Chambers, G. A., Phillips, L. L., & Louis, S. L.
(2016). Listening to our voices. Journal of Black Studies, 47(5), 454–474.
https://doi.org/10.1177/0021934716632983
Mackie, S. A., & Bates, G. W. (2018, December 15). Contribution of the doctoral education
environment to PhD candidates’ mental health problems: A scoping review. Higher
Education Research & Development, 38(3), 565–578.
https://doi.org/10.1080/07294360.2018.1556620
Madyun, N., Williams, S. N., McGee, E. O. & H. Milner, R. IV. (2013). On the importance of
African American faculty in higher education: Implications and recommendations.
Educational Foundations, 64–85. https://files.eric.ed.gov/fulltext/EJ1065656.pdf
Malik, S. A., Iqbal, M. Z., Khan, M. M., Nasim, K., Yong, J., & Abbasi, M. M. H. (2011).
Measuring job satisfaction, motivation, and health issues of secondary school teachers in
Pakistan. African Journal of Business Management, 5(33), 12850–12863.
https://doi.org/10.5897/AJBM11.1702

119
May, V., & Muir, S. (2015). Everyday belonging and ageing: Place and generational change.
Sociological Research Online, 20(1), 1–11. https://doi.org/10.5153/sro.3555
Maslow, A. H. (1958). A Dynamic Theory of Human Motivation.
Matsuda, M. J. (1991). Voices of America: Accent, antidiscrimination law, and a jurisprudence
for the last reconstruction. Yale Law Journal, 1329–1407.
May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of
meaningfulness, safety and availability, and the engagement of the human spirit at work.
Journal of Occupational and Organizational Psychology, 77(1), 11–37.
https://doi.org/10.1348/096317904322915892
McClure, J. P., & Brown, J. M. (2008). Belonging at work. Human Resource Development
International, 11(1), 3–17. https://doi.org/10.1080/13678860701782261
McCoy, H. (2021). What do you call a Black woman with a PhD? A N*****: How race trumps
education no matter what. Race and Justice, 11(3), 318–327.
https://doi.org/10.1177/2153368720988892
McGee, E. O., & Stovall, D. (2015). Reimagining critical race theory in education: Mental
health, healing, and the pathway to liberatory praxis. Educational Theory, 65(5), 491–
511. https://doi.org/10.1111/edth.12129
McKay, P. F., & Avery, D. R. (2015). Diversity climate in organizations: Current wisdom and
domains of uncertainty [Monograph]. Research in Personnel and Human Resources
Management, 33, 191–233.
McKinsey & Company. (2022). Racial and ethnic equity in U.S. higher education.
https://www.mckinsey.com/industries/education/our-insights/racial-and-ethnic-equity-inUS-higher-education

120
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). Langara College.
Mickles-Burns, L. (2024). Voices of Black faculty at predominantly White institutions: Coping
strategies and institutional interventions. Journal of Applied Social Science, 18(1), 136–
153.
Mollah, T. N., Antoniades, J., Lafeer, F. I., & Brijnath, B. (2018, June 20). How do mental health
practitioners operationalize cultural competency in everyday practice? A qualitative
analysis. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-
3296-2
Morgan, D. L. (2014). Integrating qualitative and quantitative methods. Sage Publications.
Motch-Ellis, W. B., Wilkening, J., Giles, M., Jackson, M., Musser, S., Patchett, E., & O’Sullivan,
E. (2019). Equity, diversity & inclusion: A resource guide for leaders in collegiate
recreation. NIRSA Commission on Equity, Diversity & Inclusion,
https://resources.equityinitiative.org/handle/ei/235
Muradoglu, M., Horne, Z., Hammond, M. D., Leslie, S. J., & Cimpian, A. (2022). Women—
particularly underrepresented minority women—and early-career academics feel like
impostors in fields that value brilliance. Journal of Educational Psychology, 114(5),
1086–1100. https://doi.org/10.1037/edu0000669
Museus, S. D., & Chang, T. H. (2021). The impact of campus environments on sense of
belonging for first-generation college students. Journal of College Student Development,
62(3), 367–372. https://doi.org/10.1353/csd.2021.0039

121
Mwangi, G. C. A. (2014). Complicating Blackness: Black immigrants & racial positioning in
U.S. higher education. Journal of Critical Thought and Praxis, 3(2).
https://doi.org/10.31274/jctp-180810-41
Naidoo, K., Yuhaniak, H., Borkoski, C., Levangie, P., & Abel, Y. (2021). Networked mentoring
to promote social belonging among minority physical therapist students and develop
faculty cross-cultural psychological capital. Mentoring & Tutoring: Partnership in
Learning, 29(5), 586–606. https://doi.org/10.1080/13611267.2021.1986794
National Center for Education Statistics (NCES). (2020). Retrieved from the Library of
Congress. https://lccn.loc.gov/2003557390
National Center for Education Statistics (NCES). (2021). Retrieved from the Library of
Congress. https://lccn.loc.gov/2003557390
Newman, C.B., Wood, L. J. & Harris, F. III. (2015). Black men’s perceptions of sense of
belonging with faculty members in community colleges. The Journal of Negro
Education, 84(4), 564. https://doi.org/10.7709/jnegroeducation.84.4.0564
Newman, A., Donohue, R., & Eva, N. (2017). Psychological safety: A systematic review of the
literature. Human Resource Management Review, 27(3), 521–535.
https://doi.org/10.1016/j.hrmr.2017.01.001
Nishii, L. H., & Rich, R. E. (2013). Creating inclusive climates in diverse organizations. In B.
Ferdman & B. Deane (Eds.), Diversity at Work: The Practice of Inclusion (pp. 330–363).
John Wiley & Sons.
Nittle, N. (2018). Recognizing microaggressions. Enslow Publishing, LLC.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to
meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1).

122
Oliffe, J. L., Kelly, M. T., Gonzalez Montaner, G., & Yu Ko, W. F. (2021). Zoom interviews:
Benefits and concessions. International Journal of Qualitative Methods, 20,
https://doi.org/16094069211053522
O’Shea, S., Lysaght, P., Roberts, J., & Harwood, V. (2016). Shifting the blame in higher
education - social inclusion and deficit discourses. Higher Education Research and
Development, 35(2), 322–336. https://doi.org/10.1080/07294360.2015.1087388
Ott, M., & Cisneros, J. (2015). Understanding the changing faculty workforce in higher
education: A comparison of non-tenure track and tenure line experiences. Education
Policy Analysis Archives, 23, 90–. https://doi.org/10.14507/epaa.v23.1934
Palmer, R. T. (2019). Teaching while Black my experience as a faculty member at a
predominantly White institution. In Racial Battle Fatigue in Faculty (pp. 30–42).
Routledge.
Palmer-Roberts, C. O. (2020). Utilization of onboarding activities by leaders on employee
engagement, performance, and retention: A qualitative delphi study [Doctoral
dissertation, Northcentral University].
https://www.proquest.com/openview/6d58e1657d481a50eb79cd4c28ca52cd/1?pqorigsite=gscholar&cbl=18750&diss=y
Park, T.-Y., & Shaw, J. D. (2013). Turnover rates and organizational performance: A metaanalysis. Journal of Applied Psychology, 98(2), 268–309.
https://doi.org/10.1037/a0030723
Pasca, R., & Wagner, S. L. (2011). Occupational stress, mental health, and satisfaction in the
Canadian multicultural workplace. Social Indicators Research, 109(3), 377–393.
https://doi.org/10.1007/s11205-011-9907-5

123
Pasman, E., Lee, G., Kollin, R., Broman, M. J., Aguis, E., & Resko, S. M. (2022). Emotional
exhaustion and workplace belongingness among peer recovery coaches during COVID–
19. Journal of Social Work Practice in the Addictions, 1–13.
https://doi.org/10.1080/1533256X.2022.2156670
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
Pérez Huber, L., & Solorzano, D. G. (2015). Visualizing everyday racism: Critical race theory,
visual microaggressions, and the historical image of Mexican banditry. Qualitative
Inquiry, 21(3), 223–238. https://doi.org/10.1177/1077800414562899
Pettigrew, T. F., & Tropp, L. R. (2005). Allport’s intergroup contact hypothesis: Its history and
influence. In Dovidio, J. F., Flick, P., & Rudman, L. A. (Eds.). (2008). On the nature of
prejudice: Fifty years after Allport (pp. 262–277). John Wiley & Sons.
Pittman, C. T. (2012). Racial Microaggressions: The Narratives of African American Faculty at a
Predominantly White University. The Journal of Negro Education, 81(1), 82–92.
https://doi.org/10.7709/jnegroeducation.81.1.0082
Pless, N. M., & Maak, T. (2004). Building an inclusive diversity culture: Principles, processes,
and practice. Journal of Business Ethics, 54(2), 129–147. https://doi.org/10.1007/s10551-
004-9465-8
Polit, D. F., & Beck, C. T. (2011). Nursing research: Generating and assessing evidence for
nursing practice. Walters Kluwer.
Price, M., Salzer, M. S., O’Shea, A., & Kerschbaum, S. L. (2017). Disclosure of mental
disability by college and university faculty: The negotiation of accommodations,
supports, and barriers. Disability Studies Quarterly, 37(2).
https://doi.org/10.18061/dsq.v37i2.5487

124
Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., &
Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through
belongingness and being valued for uniqueness. Human Resource Management
Review, 28(2), 190–203. http://dx.doi.org/10.1016/j.hrmr.2017.07.002
Raza, M., Wisetsri, W., Chansongpol, T., Somtawinpongsai, C., & Ramírez-Asís, E. H. (2020).
Fostering workplace belongingness among employees. Polish Journal of Management
Studies, 22(2), 428–442.
Reddick, R. J., Bukoski, B. E., & Smith, S. L. (2020). (Cultural) Taxation without
Representation? How Educational Developers Can Broker Discourse on Black Faculty
Lives in the #BlackLivesMatter Era. To Improve the Academy: A Journal of Educational
Development, 39(1), 31–. https://doi.org/10.3998/tia.17063888.0039.103
Reddick, R. J., Taylor, B. J., Nagbe, M., & Taylor, Z. W. (2021). Professor beware: Liberating
faculty voices of color working in predominantly White institutions and geographic
settings. Education and Urban Society, 53(5), 536–560.
Riner, A. N., Upchurch, G. R., & Trevino, J. G. (2022). Sponsorship to improve diversity and
inclusion in surgical leadership. The American Journal of Surgery, 223(4), 817–818.
https://doi.org/10.1016/j.amjsurg.2021.09.022
Robinson, S. B., & Leonard, K. F. (2019). Designing quality survey questions. Sage.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and
new directions. Contemporary Educational Psychology, 25(1), 54–67.
https://doi.org/10.1006/ceps.1999.1020
Sakr, N., Son Hing, L. S., & González-Morales, M. G. (2023). Development and validation of
the marginalized-group-focused diversity climate scale: Group differences and outcomes.

125
Journal of Business and Psychology, 38(3), 689–722. https://doi.org/10.1007/s10869-
022-09859-3
Savas, G. (2014). Understanding critical race theory as a framework in higher educational
research. British Journal of Sociology of Education, 35(4), 506–522.
Secretary U.S. Department of Education. (2016). Advancing diversity and inclusion in higher
education. Office of Planning, Evaluation, and Policy Development Office of the Under
Secretary U.S. Department of Education.
https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
Schuck, P. H. (2002). Affirmative action: Past, present, and tuture. Yale Law & Policy Review,
20(1), 1–96.
Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and
model. Human Resource Management Review, 28(2), 176–189.
https://doi.org/10.1016/j.hrmr.2017.07.003
Skaalvik, E. M., & Skaalvik, S. (2011, July). Teachers’ feeling of belonging, exhaustion, and job
satisfaction: the role of school goal structure and value consonance. Anxiety, Stress &
Coping, 24(4), 369–385. https://doi.org/10.1080/10615806.2010.544300
Smith, J. W., & Calasanti, T. (2005, May). The influences of gender, race, and ethnicity on
workplace experiences of institutional and social isolation: An exploratory study of
university faculty. Sociological Spectrum, 25(3), 307–334.
https://doi.org/10.1080/027321790518735
Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the miseducation of
Black men: Racial microaggressions, societal problems, and environmental

126
stress. Journal of Negro Education, 80(1), 63–82.
https://www.muse.jhu.edu/article/806860
Solórzano, D. G., & Yosso, T. J. (2002). A critical race counterstory of race, racism, and
affirmative action. Equity & Excellence in Education, 35(2), 155–168.
Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in
predominantly White colleges and universities. American Educational Research Journal,
43(4), 701–736. https://doi.org/10.3102/00028312043004701
Strayhorn, T. L. (2008, January 8). The role of supportive relationships in facilitating African
American males’ success in college. NASPA Journal, 45(1).
https://doi.org/10.2202/0027-6014.1906
Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for
all students (2nd edition.). Routledge. https://doi.org/10.4324/9781315297293
Strayhorn, T. L. (2012, February 29). Satisfaction and retention among African American men at
two–year community colleges. Community College Journal of Research and Practice,
36(5), 358–375. https://doi.org/10.1080/10668920902782508
Strayhorn, T. L. (2013, January 16). What role does grit play in the academic success of Black
male collegians at predominantly White institutions? Journal of African American
Studies, 18(1), 1–10. https://doi.org/10.1007/s12111-012-9243-0
Strayhorn, T. L., & Saddler, T. N. (2009). Gender differences in the influence of faculty–student
mentoring relationships on satisfaction with college among African Americans. Journal
of African American Studies, 13, 476–493.
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., &

127
Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical
practice. The American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-
066X.62.4.271
Thissen, L., Biermann-Teuscher, D., Horstman, K., & Meershoek, A. (2023). (Un)belonging at
work: An overlooked ingredient of workplace health. Health Promotion International,
38(3), 1–11. https://doi.org/10.1093/heapro/daad061
Thompson, G. L., & Louque, A. C. (2023). Exposing the “culture of arrogance” in the academy:
A blueprint for increasing Black faculty satisfaction in higher education. Taylor &
Francis. https://doi.org/10.4324/9781003444749-1
Torres, M. B., Salles, A., & Cochran, A. (2019). Recognizing and reacting to microaggressions
in medicine and surgery. JAMA Surgery, 154(9), 868.
https://doi.org/10.1001/jamasurg.2019.1648
Turner, C. S. V., González, J. C., & Wood, J. L. (2008, September). Faculty of color in academe:
What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139–
168. https://doi.org/10.1037/a0012837
Udah, H. (2019). Searching for a place to belong in a time of othering. Social Sciences (Basel),
8(11), 297–. https://doi.org/10.3390/socsci8110297
Umbach, P. D. (2006, May). The contribution of faculty of color to undergraduate education.
Research in Higher Education, 47(3), 317–345. https://doi.org/10.1007/s11162-005-
9391-3
Unerman, S., Jacob, K., and Edwards, M. (2020). Belonging: The key to transforming and
maintaining diversity, inclusion, and equality at work. Bloomsbury Business.

128
Waller, L. (2021). Fostering a sense of belonging in the workplace: Enhancing well-being and a
positive and coherent sense of self. In S. Dhiman (eds.) The Palgrave Handbook of
Workplace Well-Being (pp. 341–367). Springer International Publishing.
https://doi.org/10.1007/978-3-030-30025-8_83
Walters, N. M. (2018). Trump’s America is making microaggressions an even greater reality for
women faculty of color: An African American faculty member’s lived
experiences. Women, Gender, and Families of Color, 6(1), 63–68.
https://doi.org/10.5406/womgenfamcol.6.1.0063
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and
achievement. Journal of Personality and Social Psychology, 92(1), 82–96.
https://doi.org/10.1037/0022-3514.92.1.82
Warren, C. A. (2002). Qualitative interviewing. In J. F. Gubrium & J. A. Holstein (Eds.),
Handbook of interview research: Context and method (pp. 103–116).
https://shorturl.at/vUH4L
Wenger, E. (2009). Communities of practice: The key to knowledge strategy. In Knowledge and
communities (pp. 3–20). Routledge.
White, M. A., & McCallum, F. (2022). Wellbeing and professional practice: A turning point. In
Transforming Teaching: Wellbeing and Professional Practice (pp. 1–12). Springer.
https://doi.org/10.1007/978-981-19-4945-6_1
Whitfield-Harris, L., & Lockhart, J. Such. (2016). The workplace environment for African
American faculty employed in predominately white institutions. The ABNF Journal,
27(2), 28–38. https://www.proquest.com/scholarly-journals/workplace-environmentafrican-american-faculty/docview/1794472248/se-2?accountid=14749

129
Whittaker, J. A., Montgomery, B. L., & Martinez Acosta, V. G. (2015). Retention of
underrepresented minority faculty: Strategic initiatives for institutional value proposition
based on perspectives from a range of academic institutions. Journal of Undergraduate
Neuroscience Education, 13(3), A136–A145.
Wiles, R., Crow, G., Heath, S., & Charles, V. (2008). The management of confidentiality and
anonymity in social research. International Journal of Social Research Methodology,
11(5), 417–428.
Williams, R. D. & Lee, A. (2015). Internationalizing Higher Education: Critical Collaborations
Across the Curriculum. SensePublishers. https://doi.org/10.1007/978-94-6209-980-7
Winters, M. (2013). From Diversity to Inclusion: An Inclusion Equation. In Diversity at Work:
The Practice of Inclusion (pp. 205–228). John Wiley & Sons, Inc.
https://doi.org/10.1002/9781118764282.ch7
World Medical Association Declaration of Helsinki. (2013). Ethical principles for medical
research involving human subjects. JAMA, 310(20), 2191–2194.
https://doi.org/10.1001/jama.2013.281053
Wright, S. L. (2005). Organizational climate, social support and loneliness in the workplace. In
The Effect of Affect in Organizational Settings (Vol. 1, pp. 123–142). Emerald Group
Publishing Limited. https://doi.org/10.1016/S1746-9791(05)01106-5
Yang, J. R., & Liu, J. (2021). Strengthening accountability for discrimination Confronting
fundamental power imbalances in the employment relationship. Economic Policy
Institute. https://shorturl.at/kqJUV
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies?
The American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794

130
Yosso, T. J., & Solórzano, D. G. (2005). Conceptualizing a critical race theory in sociology. The
Blackwell Companion to Social Inequalities, 117–146.
Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don’t
leave us behind”: The importance of mentoring for underrepresented minority
faculty. American Educational Research Journal, 52(1), 40–72.
https://doi.org/10.3102/0002831214563063

131
Appendix A: Survey Questions
My name is Mijolae Henley, and I am a Doctor of Education (EdD) student at USC,
focusing on organizational change and leadership. My dissertation study is on Black faculty (BF)
workplace sense of belonging (WSOB), understanding their lived experiences and the factors
that contribute to their sense of belonging. The target population for this study is Black full-time
faculty at community colleges. WSOB is defined as the degree to which an individual feels
personally accepted, respected, included, and supported by others within an organizational
environment. You are invited because you have been identified to be potentially within the
demographic of BF through various networking channels such as college affinity groups, and
other professional affiliations. The research will inquire about your recommendations to facilitate
the organizational changes necessary for BF to experience a positive sense of belonging in
predominantly White institutions (PWI) institutions.
The survey is anonymous, and data will be aggregated solely for the purpose of the
dissertation research. Thank you in advance for your time!

132
Table A1
Survey Questions Protocol
Question Open or closed? Level of measurement.
(nominal, ordinal,
interval, ratio)
Response options
(if close-ended)
Concept being
measured (from
emerging conceptual
framework)
1. What is your ethnic
background?
Closed Nominal Black
Other
Intersectionality,
demographic
information
2. How many years have you
worked within the
organization?
Closed Ratio 0–5 years
6–10 years
11–20 years
21–30 years
30+ years
Demographic
information, tenure
3. Are you tenured,
probationary, or adjunct
faculty?
Closed Ordinal Tenure
Probationary
Adjunct
Demographic
information, tenure
6. On a scale of 1-10, 10 being
very high, how would you
rate your sense of
workplace belongingness?
Closed Ordinal 1 (very low)–10 (very
high)
Sense of belonging
7. Explain why you selected
the score above.
Open Sense of belonging
9. What do you feel are your
largest detractors from
sense of belonging? (Select
3 maximum)
Closed Nominal Manager;
Director/VP/Higher
leader than manager;
My peers/co-workers’
Organizational culture;
Sense of belonging

133
Question Open or closed? Level of measurement.
(nominal, ordinal,
interval, ratio)
Response options
(if close-ended)
Concept being
measured (from
emerging conceptual
framework)
Promotion;
Pay and compensation;
Career opportunities;
DEI initiatives;
Other;
None of the above
11. How much do you agree or
disagree with the following
statements?
a. I am able to work in this
organization without
sacrificing my principles.
(1)

b. I refer to our team as
“we/us” rather than
“they/them” when I refer to
my organization to
outsiders. (2)
c. I feel that there is a
semblance between my
organization and my own
values and beliefs.
d. I generally carry more
positive emotions that
Closed Ordinal 1 – Strongly disagree
2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly agree

134
Question Open or closed? Level of measurement.
(nominal, ordinal,
interval, ratio)
Response options
(if close-ended)
Concept being
measured (from
emerging conceptual
framework)
negative ones during my
job.
e. Being a part of this
organization inspires me to
do more than what is
expected.
f. In my work unit I have
many common themes with
my co-workers?
g. Fairness is maintained
while executing rules and
policies in my organization.
h. My personal needs are
well met by my
organization.
i. Whenever I have any
personal or professional
issues, my organization
extends necessary help and
support.
j. My career goals are well
considered by my
organization.

135
Question Open or closed? Level of measurement.
(nominal, ordinal,
interval, ratio)
Response options
(if close-ended)
Concept being
measured (from
emerging conceptual
framework)
k. My organization tries to
make my job as exciting
and promising as possible.
l. Accomplishments at work
are adequately rewarded in
my organization.
12. On a scale of 1–10, how
important is workplace
sense of belonging to you?
Closed Ordinal 1 (very low) –10(very
high)
Retention
13. Explain why you selected
the score above.
Open Retention

136
Thank you for taking the time to complete this survey on workplace belonging for BF. I
would like to take our research to the next level by conducting interviews with a select group of
survey participants. Your responses in the survey demonstrated a unique perspective that could
greatly enrich my study. The interview process will involve a one–on–one conversation to
develop a deeper dive into the topics discussed in the survey, explore your experiences and
opinions in more detail and gather additional insights that may not have been captured in this
survey. Please share your information in the designated box if you are a full-time faculty
member.
The interviews will be via video conferencing, depending on your availability. Each
interview is expected to span approximately 45 minutes, with a 15–minute buffer allocated on
the calendar invite in case discussions run over the scheduled time. I am flexible and will work
with your schedule to find a convenient time for the interview. Please let me know your
availability, and I will accommodate it. Your participation in the interview will be strictly
confidential, and your personal information will not be shared. Any data collected during the
interview will be used for research purposes only. As a token of appreciation for your time and
insights, participants who complete the interview will receive a $25 Amazon gift card. If you are
willing to participate in an interview, please enter your information via this independent link and
an email will be sent with more information.
Once again, thank you for your valuable contribution to my research. I look forward to
discussing your insights further and gaining a deeper understanding of your experience. If you
have any questions or concerns, please do not hesitate to contact me at mijolaeh@usc.edu.
Sincerely,

137
Mijolae Henley (Doctoral Candidate)
University of Southern California
Email: mijolaeh@usc.edu

138
Appendix B: Interview Protocol
Hello [participant name]! Thank you for your willingness to participate today. My name
is Mijolae Henley, and I am a doctoral student at the University of Southern California. This
research is for my dissertation study. Thank you for completing the surveys; this follow-up
interview will take about 60 minutes and includes 11 questions regarding your experiences and
what might affect your workplace belonging. I would like your permission to video record and
transcribe this interview, so I may accurately document the information you convey. If at any
time during the interview you wish to discontinue the use of the recording or the interview itself,
please feel free to let me know. All your responses are confidential.
The purpose of this study is to increase our understanding of belonging and to advocate
for ways to improve Black faculty sense of workplace belonging. At this time, I would like to
remind you of the information sheet for exempt studies. Your participation in this interview is
completely voluntary. If at any time you need to stop, take a break, please let me know. You may
also withdraw your participation at any time without consequences. Do you have any questions
or concerns before we begin? Then with your permission we will begin the interview. [Begin
asking interview questions.]
[After completing interview questions.] Thank you so much for your time, this concludes
our questions for the day. Again, I wanted to remind you that your identity will be kept
confidential, and the recording will only be utilized by me for transcript purposes. I appreciate
your support of my doctoral studies, and the broader research community to drive an increased
sense of belonging for Black faculty in the workplace.

139
Table B1
Interview Protocol
Interview questions Potential probes RQ Key concept addressed Q type (Patton, 2002)
1. First, I’d love to hear a little bit more
about your background. Tell me a little
bit about you and why you became a
community college educator.
What did you enjoy
about the role?
What did you not
enjoy about the
role?
RQ2 N/A—Intro. Question Demographics
experiences/behaviors
2. How do you describe sense of
belonging at your workplace?
What makes you feel
that way?
RQ2 Sense of belonging Opinions/values
3. What are the experiences or moments
where you may have felt you belonged
at your organization?
Tell me more. Why? RQ2 Sense of belonging Experiences/behaviors
4. What are the experiences or moments
where you may have felt you did not
belong?
Tell me more. Why? RQ2 Sense of belonging Experiences/behaviors
5. How does your organization impact
your sense of belonging as a BF?
How has your
organization
promoted or
detracted your SOB
in the workplace?
How, if at all, do you
feel your college or
district promotes
SOB and/or a
RQ2 Opinions/values

140
Interview questions Potential probes RQ Key concept addressed Q type (Patton, 2002)
healthy culture in the
workplace?
6. I’m going to pivot now ask about SOB
initiatives within the colleges. What
contributions, if any, have DEIB
initiatives made on your SOB in the
workplace?
What is it specifically
about these
initiatives ad or
detract value?
RQ4 Intersectionality Demographics
values/opinions

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Black male experience on a community college campus: a study on sense of belonging

PDF

Inclusion of adjunct faculty in the community college culture

PDF

Improving first-generation students' sense of belonging at university

PDF

Faculty experiences: sense of belonging for sexual and gender minority college students

PDF

The impact of faculty interactions on online student sense of belonging: an evaluation study

PDF

Non-academic factors affecting sense of belonging in first year commuter students at a four-year Hispanic serving institution

PDF

Working-class social identity and sense of belonging in higher education: a mixed-methods study

PDF

Preparing university faculty for distance education: an evaluation study

PDF

The power of community-building circles (a restorative practice approach): fostering Black and Latino students’ sense of belonging

PDF

Workplace bullying of women leaders in the United States

PDF

Black women in tech: examining experiences in tech industry workplaces

PDF

Experience of belonging for full-time hybrid physical therapy faculty

PDF

Silencing to belonging: the institutionalization of Black girls in public schools

PDF

"We belong": women of color in technology (WOCT)

PDF

Institutional diversity's impact on Latinx students' self-efficacy and sense of belonging

PDF

What makes a house a home: factors of influence for Black students' sense of belonging at a predominately White institution

PDF

An examination of factors that affect online higher education faculty preparedness

PDF

Autistic people’s experiences during the employment process

PDF

(Re)Imagining STEM instruction: an examination of culturally relevant andragogical practices to eradicate STEM inequities among racially minoritized students in community colleges

PDF

Retaining racially minoritized students in community college STEM programs

Asset Metadata

Creator Henley, Mijolae (author)

Core Title “Black” workplace belonging: an examination of the lived experiences of Black faculty sense of belonging factors in community colleges

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 07/12/2024

Defense Date 06/24/2024

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

Tag barriers to belongingness,Black faculty,OAI-PMH Harvest,racial factors,sense of belongingness,workplace belonging

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Datta, Monique (committee member), Irving- Hogan, Nicole (committee member)

Creator Email mijolae1@gmail.com,mijolaeh@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113997NAX

Unique identifier UC113997NAX

Identifier etd-HenleyMijo-13220.pdf (filename)

Legacy Identifier etd-HenleyMijo-13220

Document Type Dissertation

Format theses (aat)

Rights Henley, Mijolae

Internet Media Type application/pdf

Type texts

Source 20240712-usctheses-batch-1181 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

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

Repository Email cisadmin@lib.usc.edu