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

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Black Male Experience on a Community College Campus: A Study on Sense of Belonging
by
Kiersten Tate Elliott

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 2021

© Copyright by Kiersten Tate Elliott 2021
All Rights Reserved

The Committee for Kiersten Elliott certifies the approval of this Dissertation

Hannah Lawler
Anthony Maddox
Patricia Tobey, Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
This research explores Black male student experiences inside and outside the classroom
that impact their sense of belonging in the community college system. Black men have
consistently faced systemic racism in the U.S. educational system, leading to a complex array of
institutional and socioeconomic barriers they face at their schools, colleges, and communities.
These disadvantages experienced by Black male students indicate that campus and learning
climates are critical for their success in higher education. This study shows the importance of
fostering campus climates that provide access to resources, support systems and create a sense of
belonging both in and out of the classroom to support Black males in meeting their academic
goals. This study’s broad contributions include illuminating the Black male student experience in
the community college and uncovering improved ways of addressing their needs to encourage a
sense of belonging at the institution. The multiple findings obtained from the student interviews
centered on the important role faculty, staff, peers, the Black Scholars program, and the Black
campus community plays in creating a sense of belonging for Black males through positive in-
and out-of-class experiences.
Keywords: Black males, community college, faculty validation, sense of belonging

v
Dedication
To Tony, my husband and best friend, who believed in me and supported my doctoral journey
with love and encouragement. To my beautiful children, Kinkade and Kinsley, thank you for
your patience and support while I made this long journey. You were my inspiration. To my dads,
Paul and Ed, who showed me how to dream big. To my mother and the strong women in my life
who taught me through their legacy of love and commitment to others that nothing can stop you
once you put your mind to it: Sophia Peercy Hester, Johnnia Hester Elkins, Keats Elliott,
Yolanda Spencer, Brenda Benson, Edna Chavarry, Jessica Fernandez, Georgia Lorenz, and Lizzy
Moore. She believed she could, so she did.

vi
Acknowledgments
Completing this dissertation journey would not have been possible without the support
and guidance from my dissertation committee, Dr. Patricia Tobey, Dr. Anthony Maddox, and Dr.
Hannah Lawler. Each was instrumental in guiding me through the research and analysis process
to help me become a more capable scholar/practitioner. I consider myself privileged to have
worked with such talented academics during this process. I would like to especially thank Dr.
Lawler, my friend and mentor, for providing me with the encouragement to complete this
journey personally and professionally.
Thank you to my friends and colleagues within USC’s Organizational Change and
Leadership program (lucky cohort #13) who inspired me through their examples of exemplary
leadership and their pursuit of improving their skills to benefit those they serve. Special thanks to
my fellow doctoral candidate, George Green, who supported my research, was my sounding
board and became my friend. I am so grateful for your support throughout this process.
As a parent, I thank the Fernandez and Miller families for your encouragement and extra
childcare support. Knowing that my kids were happily playing with yours made the long hours of
writing and research less stressful. As a mother, I can’t thank you enough for helping to alleviate
some of that parental guilt while I pursued my dream.
I would like to acknowledge Sherri Bradford and Chris Baccus from the Black Scholars
Program. Your transformational leadership and genuine care for students have touched countless
Black students’ lives within the institution. Your participation and insights have been a gift to my
research, and I thank you for your support. Additionally, I would like to thank my friend and
colleague, Eric Oifer. Thank you for sharing your insights into the faculty experience, which

vii
helped shape my understanding of how to challenge and support educators along the journey of
organizational change.
Last but certainly not least, I want to thank the gentlemen that I had the privilege of
interviewing for this study. Thank you for providing me with such honest and thoughtful insights
into your lives and experiences. I hope to make a difference by sharing these themes with others
and make you proud.

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
Chapter One: Overview of the Study ...............................................................................................1
Background of the Problem ................................................................................................ 3
Statement of the Problem .................................................................................................... 5
Purpose of the Study ........................................................................................................... 5
Research Questions ............................................................................................................. 6
Significance of the Study .................................................................................................... 6
Limitation and Delimitations .............................................................................................. 7
Definition of Terms........................................................................................................... 10
Organization of the Study ................................................................................................. 14
Chapter Two: Review of the Literature .........................................................................................15
Overview of Black Males in Education ............................................................................ 15
Theoretical Constructs Related to Black Males’ Success ..............................................................20
Factors that Impact the Academic Success of Black Males ............................................. 28
Conceptual Framework ..................................................................................................... 37
Conclusion ........................................................................................................................ 39
Chapter Three: Methodology .........................................................................................................40
Research Questions ........................................................................................................... 40
Overview of Methodology ................................................................................................ 40
Population and Interview Sample ..................................................................................... 41

ix
Credibility and Trustworthiness ........................................................................................ 41
The Researcher.................................................................................................................. 42
Data Collection: Interviews and Document Analysis ....................................................... 42
Data Analysis .................................................................................................................... 46
Ethics .............................................................................................................................. 46
Underlying Ethics ............................................................................................................. 47
Conclusion ........................................................................................................................ 47
Chapter Four: Findings ..................................................................................................................49
Interviewed Student Demographics .................................................................................. 49
Findings............................................................................................................................. 50
Results for Research Question 1 ....................................................................................... 51
Results for Research Question 2 ....................................................................................... 69
Summary ........................................................................................................................... 83
Chapter Five: Discussion and Recommendations..........................................................................84
Discussion for Findings to Research Question 1 .............................................................. 84
Discussion for Findings to Research Question 2 .............................................................. 91
Implications for Practice ................................................................................................... 97
Institutional Recommendations ...................................................................................... 103
Recommendations for Professional Development: Faculty Focus ................................. 105
Professional Development Implementation Plan ............................................................ 113
Future Research .............................................................................................................. 120
Conclusions ..................................................................................................................... 121
References ....................................................................................................................................123
Appendix A: Interview Question Alignment ...............................................................................137
Appendix B: Interview Protocol, Recruitment Flyer/Email Text ................................................138

x
Appendix C: Interview Protocol ..................................................................................................142
Appendix D: IRB Study Information Sheet .................................................................................148
Appendix E: Summary of Research Findings ..............................................................................150

xi
List of Tables
Table 1: Interviewed Student Demographics Overview 51
Table 2: Black Male Students Define What Sense of Belonging Means to Them 55
Table 3: Student Quotes That Illustrate the Finding: Affirming Faculty-Student Interactions 59
Table 4: Student Quotes That Illustrate The Finding: Positive Affirming Relationships Lead
to Trust 61
Table 5: Student Quotes That Illustrate The Finding: Examples of Classroom Interactions and
Engaging Activities 63
Table 6: Student Quotes That Illustrate The Finding: Faculty Behaviors That Display a
Lack of Caring 65
Table 7: Black Scholars Survey Response That Support The Finding: Faculty Behaviors That
Display a Lack of Caring 67
Table 8: Select Student Quotes That Illustrate The Finding: Impact of Faculty Member’s
Racial Identity 68
Table 9: Student Survey Responses That Illustrate the Theme: Impact of COVID-19 71
Table 10: Student Quotes That Illustrate The Finding: Importance of Validating Agents
Outside of Class 72
Table 11: Student Quotes That Illustrate The Finding: Importance of Black Scholars Program 74
Table 12: Black Male Student Survey Responses: Describe How Black Scholars Makes You
Feel 75
Table 13: Student Quotes That Illustrate The Finding: Importance of Campus Spaces Where
You Belong 77
Table 14: Student Quotes That Illustrate The Finding: Importance of Black Community 79
Table 15: Student Quotes That Illustrate the Theme: Advice for New Black Males on Campus 81
Table 16: CAO Model: Institutional Responsibility Domains and Researcher
Recommendations 100
Appendix A 137
Appendix C 142

xii
List of Figures
Figure 1: Socio-Ecological Outcomes Model 24
Figure 2: Conceptual Framework Indicating Pyramid of In and Out of Class Supports Which
Lead to Student Success for Black Men in Community College 38
Figure 3: Word Cloud Representing How Students Describe Faculty 52
Figure 4: Black Scholars Made Me Feel Like I Belonged 57

1

Chapter One: Overview of the Study
This study identifies the student experiences inside and outside the classroom that lead to
an improved sense of belonging for Black male community college students. Specifically
discussed are the impact of faculty communication in the classroom and the student experience
outside of the learning environment. Black men have continually faced challenges in the U.S.
educational system because of a complex array of institutional and socioeconomic barriers they
face in their schools, colleges, and communities due to institutional and systemic racism and
historical exclusion from higher education (Long, 2016; Palmer et al., 2014; Wood & Harris,
2017). Over the last 10 years, scholars have increased their focus on this population to contribute
hundreds of studies on the variety of factors that impact their success at all educational levels
(Wood & Harris, 2017; Wood, Palmer, & Harris, 2015). The majority of post-secondary research
has focused on the four-year degree-seeking population (Wood, 2013; Wood & Harris, 2017)
and tends to emphasize students’ experiences at predominantly White institutions (PWIs).
Historically Black Colleges and Universities (HBCUs) have been included to a lesser extent, but
in recent years, the research literature has expanded to include community colleges’ impact on
men of color (Brooms, 2018; Long, 2016; Wood, Palmer, & Harris, 2015; Harris & Wood, 2016;
Wood, Harris, & White, 2015). Research at the community college level is essential given that
these campuses serve as the primary access point for post-secondary education for Black and
Latino men (Wood, 2013; Wood, Palmer, & Harris, 2015). Data shows that 42% of Black men
who attended public institutions began their post-secondary educational careers at a community
college (American Association of Community Colleges [AACC], 2020).
Black males often face systemic and institutional barriers which negatively impact their
access to higher education, persistence and retention in college (Pascarella & Terenzini, 2005;
2

Wood, 2013; Wood & Harris, 2014, 2017). In particular, the combination of their race and gender
identity disproportionately and negatively impacts their collegiate experiences and outcomes
when compared to other intersectional groups. For example, Black males are more likely to be
stereotyped, profiled, policed, and put into a position of having to overcome stereotypes by
proving they belong in their educational environment (Brooms, 2018; Harris et al., 2011;
Newman et al., 2015; Steele, 1997; Strayhorn, 2017; Wood et al., 2015; Wood & Harris, 2017).
These barriers indicate a need for an open and welcoming campus and learning climate for Black
males’ success. These studies show the importance of fostering campus climates that provide
access and support systems and create a sense of belonging both in and out of the classroom to
support Black males in meeting their academic goals.
This chapter will outline why this problem is important to address as well as explain the
purpose and organization of this study. The research questions will be discussed, and important
definitions of key terms will be explained. Limitations to the study beyond my control are also
addressed, as they impact the study’s internal validity. Multiple theories are presented, which can
be used as lenses for responding to these challenges.
Community colleges are primarily commuter campuses, and most community college
students are enrolled part-time. Therefore, the classroom experience (as opposed to the residence
hall experience) is salient in students’ educational experiences as it is there that they get the most
and consistent interaction with the college. Their engagement in the classroom with faculty
members is an essential part of their campus experience (Brooms, 2018; Newman et al., 2015;
Wood & Williams, 2013). As such, it is vital to increase our understanding of how Black men
experience and perceive the community college climate and their classroom interactions with
faculty (Brooms, 2018; Newman et al., 2015; Wood & Harris, 2017; Wood & Williams, 2013).
3

Therefore, understanding how Black men at these institutions experience and perceive
community college environments is essential. Specifically, emphasis should be placed on the
interactions between Black male students and faculty, as research shows this positive and
affirming relationship plays a critical role in their persistence in community colleges (Harris &
Wood, 2016; Wood, et al., 2015; Wood & Williams, 2013). Persistence refers to the likelihood
that the student will remain enrolled and reach their educational goal (Wood & Williams, 2013).
Faculty and student relationships are important because they help to create a sense of belonging
for students, which contributes to a student’s intention to continue their education (Newman et
al., 2015, Wood et al., 2015).
Background of the Problem
This study explored student experiences inside and outside the classroom that impacted
Black males’ sense of belonging at a large, urban community college in California. This research
addressed the impact of faculty validation (both expressed in and outside of the classroom) on
the persistence of Black males at one community college. Community colleges, as open access
institutions, play a critical role in serving as the entry point into higher education and the
baccalaureate pathway for populations historically excluded and underserved, including Black
Americans. Even with access to higher education, community colleges often do not lead to
degree or certificate completion for many students. Most students who set out to earn degrees or
certificates at a community college never achieve these goals. Unfortunately, most of the
students who set out to earn degrees or certificates at community colleges never achieve these
goals (Baker, 2016; Mertes, 2013; McCrosky et al., 1989; Miller & Bell, 2016; Reynolds &
Friedel, 2018; Wilson, 2014; Wood & Harris, 2014). Six years after enrolling, two-thirds of first-
4

time community college students have not earned a credential or a degree (National Center for
Education Statistics [NCES], 2019).
The statistics are even more sobering for Black male students enrolled in community
colleges; only 15% of Black men complete their educational goals (e.g., certificates, associate
degree, or transfer to a 4-year institution) within three years, while 27% of their White male
counterparts will have reached their educational goals within this timeframe (Martin, 2014; U.S.
Department of Education, 2004, 2009; Wilson, 2014; Xiong et al., 2016). Research on
community college success rates for all students indicates a system failure that needs to be
addressed (Wood & Harris, 2014, 2017; Wood, Palmer, & Harris, 2015).
Low term-to-term persistence negatively affects students’ ability to progress toward their
educational and career goals (Barnett, 2011). The evidence highlights that many factors influence
a student’s decision to stop attending school, such as lack of academic preparation, work and
family responsibilities, lack of support, and financial constraints (Baker, 2016; Nichols, 2010;
Reynolds & Friedel, 2018; Tinto, 2004; Wood & Harris, 2014). This problem is important to
address because increased persistence and completion rates is a worthwhile goal for a variety of
individual, social, and economic reasons (Ackerman & Schibrowsky, 2007-2008; Celuch &
Robinson, 2016; Edmiston-Strasser, 2009; Kuh et al., 2008; Mertes, 2013; Martin, 2014, 2017;
McCroskey et al, 1989; Wells, 2008; Wilson, 2014). Intentional efforts to improve college
access, success, retention, and degree attainment among Black men will contribute to the Black
community’s economic viability and our nation as a whole (Brooms, 2018; Harper, 2014; Wood,
Harris & White, 2015).
5

Statement of the Problem
This study examined the campus climate and academic experiences that create a positive
learning environment for Black males at a community college. Factors influencing their
persistence in college have been widely studied in response to the increasing concern about high
non-completion rates among Black students in higher education (Pascarella & Terenzini, 2005;
Wood & Harris, 2014). Faculty validation and faculty-student engagement are positive predictors
of student completion (Bush & Bush, 2010; Harper, 2010; Newman et al., 2015). The perception
of a sense of belonging at the institution increased as students received validating messages from
faculty.
Studies have found a positive association with encouragement from faculty members and
increased Black male student engagement in the classroom (Barnett, 2011; Bush & Bush, 2010;
Morrow & Ackermann, 2012; Wood & Turner, 2010; Wood & Harris, 2014). Increased
engagement with faculty members both inside and outside the classroom was predictive of
improving a sense of belonging at the institution (Barnett, 2011; Booker, 2016; Brooms, 2018;
Newman et al., 2015). Faculty members’ actions in both formal and informal settings have been
found to have a significant impact on how Black men experience their educational setting and
these students’ own ability to be successful in that environment (Booker, 2016; Brooms, 2018;
Bush & Bush, 2010; Newman et al., 2015; Wood & Harris, 2014). Institutions committed to
retaining their students of color would benefit from engaging in active exploration of how faculty
can best support students in and out of the classroom.
Purpose of the Study
This study aimed to identify Black male student experiences inside and outside the
community college classroom that lead to an improved sense of belonging.
6

Research Questions
RQ 1: How do Black male students’ experiences inside the classroom impact their sense of
belonging at the institution?
RQ 2: How do Black male students’ experiences outside of the classroom impact their sense of
belonging at the institution?
Significance of the Study
This research contributes to the current conversation about Black males by providing an
opportunity for students’ counter-narratives to be shared about how an institution can help them
feel that they belong (Bensimon, 2007; Glesne, 2011; Wilson, 2008). Although the body of
empirical research on the effects of validation on educational outcomes is limited, the literature
indicates that validation positively impacts the post-secondary success of historically
underrepresented racial/ethnic groups and community college students (Barnett, 2011; Hurtado et
al., 2012; Rendón, 2002). Specifically, greater feelings of connectedness and belonging are
associated with greater and more authentic interactions with faculty and the use of academic
services designed to enhance student success (Harris & Wood, 2016). Motivation and belonging
are key indicators in student persistence (Booker, 2016; Harper, 2010; Morrow & Ackermann,
2012; Wood et al., 2014). The theory of change used to frame this study examines the ways that
experiences in and outside the classroom can positively impact Black male community college
students’ motivation and sense of belonging to the institution. This research falls within the soft
reform space because it provides additional resources to students to equip them with the
knowledge, skills, and cultural capital they need to excel according to existing institutional
standards (de Oliveira Andreotti et al., 2015).
7

This study took place at West Coast Community College (campus pseudonym). There
were many stakeholders for this study. The college president, campus administration, faculty, and
classified educators all sought to close equity gaps on campus for minoritized student
populations. The members of the college’s board of trustees were stakeholders who held the
institution accountable to close equity and achievement gaps for Black and Latinx students
through expressed board goals and priorities. Campus leaders in the Black Scholars Program and
the campus Equity Committee also sought positive outcomes for these students and were heavily
involved in the creation of this study to ensure that all parties benefited from the acquisition,
analysis, and sharing of knowledge (Koster et al., 2012).
This study’s broad contributions include illuminating the Black male student experience
in the community college and uncovering improved ways of addressing their needs to encourage
a sense of belonging at the institution. Ideally, the Black males at West Coast College who
participated in the study benefited as their voices became elevated heard as the campus sought
ways to support their needs. These knowledge and insight generated by the findings can be used
by other community colleges who seek to improve the educational experience and outcomes for
their Black male students populations.
Limitation and Delimitations
There are limitations and delimitations inherent in this research. Limitations are
explained as the uncontrollable conditions surrounding the study (Creswell & Creswell, 2018).
Delimitations are the purposeful restraints put on the study by the researcher (Creswell &
Creswell, 2018). One major limitation during this study was that COVID-19, the global
pandemic, was occurring when the study was conducted and likely had an impact on the sense of
belonging for all students because of the sudden shift to remote learning and the lack of being in
8

the same physical space. Additionally, campus resources and all learning experiences were
moved entirely online to avoid spreading the disease. The swift and unexpected transition to
having all interactions online had a significant impact on the teaching and learning environment
for both the students and the faculty.
Additionally, the impact on the economy and the lack of access to consistent technology
and WiFi had a disproportionately negative effect on lower-income students and students of
color (Tadayon & Smith, 2020). The COVID-19 pandemic took what was already a challenging
learning environment for many Black males and made it even more difficult by removing the in-
person support services and opportunities to connect with other students in person that were
found to be so helpful. The ramifications and the negative emotional impact of this pandemic
will be unfolding for many years to come.
This study’s data were collected during a time when all classes and support services were
only offered online. The students interviewed were asked to reflect on their sense of belonging
on campus prior to COVID-19, as well as how they were feeling in the current environment so a
comparison could be made. This self-imposed limitation to the study design occurred to ensure
that students had been on campus prior to COVID-19 and during the pandemic so they could be
reflective about their experiences.
An additional significant limitation of this study was the murder of Mr. George Perry
Floyd, Jr., an unarmed Black man who died while a police officer restrained him by kneeling on
his neck for more than eight minutes in May of 2020. This event ignited worldwide civil unrest
and protests against police brutality. These demonstrations highlighted the role racism plays in
society for Black males and how victimized they are on a daily basis which negatively impacts
9

every aspect of their lives, including their health, wellbeing, educational and economic
opportunities.
While greater awareness about systemic racism and how to prevent it likely occurred
during this time, there was also the likelihood that Black men felt even more victimized as the
debate about Black Lives Matter was supported or rejected so publicly (Tadayon & Smith,
2020), causing anxiety and depression rates for Black Americans to triple (U.S. Census Bureau,
2020). Erlanger Turner, a licensed psychologist and assistant professor of psychology at
Pepperdine University noted, “When we think about the impact of covid-19 among Black
Americans and other underserved populations — they have had to remain in the workforce, or
they have felt the effect of unemployment.” He continued, “When you add the police killings
from the last couple of weeks, it makes sense that you would see additional stress among the
black community” (Flowers & Wan, 2020, para. 15).
Some academic institutions were quick to promote their support of the Black Lives
Matter movement in public statements. However, these statements were often criticized for
mentioning institutional commitments to diversity and the desire for all students to feel safe,
welcomed, and supported on their campuses without sharing clear action items and details about
how this type of commitment to inclusivity was to be accomplished (McKenzie, 2020). These
messages are indications of campus support for Black males, but if the campus culture does not
reflect that support through actions and strategy, the messages can seem hollow or disingenuous,
causing more harm for these minoritized students.
The COVID-19 pandemic and the recent national racial and social justice reckoning that
followed the killing of George Perry Floyd, Jr. have had an impact on the experience of every
person in America during this period in history. The study’s impact on the individuals involved
10

and the researcher will be reflected upon in Chapter Five. The following section will outline
some key terms used in this study.
Definition of Terms
 African American versus Black: The term “African American” is often used in research
when referring to the people who are descendants of enslaved people in the United States
who are impacted by systematic racism. Black is often used because it can be perceived
as being more inclusive of students’ diverse backgrounds on campus, as not all students
identify as African American, for example international students. While the term
“African American” is often used interchangeably with the term “Black,” it is important
to understand the reason, rationale, and significance of the name chosen for psychological
self-affirmation, cultural identity, and the collective progress of the Americans of African
descent (Ghee, 1990). The way a person identifies is a very personal choice.
For this study, the term “Black” is used instead of “African American.” The
decision to use this term was made after consulting the college’s campus website
dedicated to supporting Black students and asking the students interviewed how they
identify. On this college webpage, the term “Black” is used to identify the student group
and whom they serve. To align with the students on campus, the researcher chose to use
the term currently and widely in use on campus.
 Authentic Care: Routinely and authentically communicating care for students and their
well-being (Wood, Harris, & White, 2015).
 African American: An ethnic group of Americans or citizens of the United States with
total or partial ancestry related to any racial group of Africa (U.S. Census Bureau, 2017).
11

 Belonging: Refers to students’ perceptions of whether faculty members value and care
about them (Strayhorn, 2018).
 Black: A person having origins of any Black racial group in Africa (U.S. Census Bureau,
2017).
 Black Male Initiative (BMI) Programs: Programs launched as strategic interventions for
Black male retention to improve college graduation rates throughout the U.S. These
programs seek to provide an opportunity for identity expression (Palmer et al., 2014) and
leadership opportunities, and cultural connections (Wood, Palmer, & Harris, 2015).
These programs have been found to contribute to enhancing students’ social and
academic integration as well as increasing their retention and persistence (Brooms, 2019).
 Campus Climate: A reflection of the actual or perceived attitudes, behaviors, and
standards of faculty, staff, administrators, and students concerning the level of respect for
individual needs, abilities, and potential throughout the campus (Rankin & Reason,
2005).
 Community College: A junior or two-year college established to serve a specific
community and typically supported in part by local government funds. These campuses
are known for their open access, affordability and pathway to four-year degrees,
workforce development, skills training, and noncredit programs (Wood & Harris, 2017).
 Early Alert Systems: Electronic referral systems where faculty members, counseling staff,
or classified educators can identify students who need additional attention to provide
support and encouragement (Wood & Harris, 2017).
 Faculty Validation: Indicates the respondents’ perceptions of the degree to which they
receive positive validation from faculty (Wood & Harris, 2017).
12

 Faculty Welcomeness (Inside): reflects the degree to which students believe that faculty
members welcome their engagement inside of the classroom (Wood & Harris, 2017).
 Faculty Welcomeness (Outside): reflects the degree to which students believe that faculty
members welcome their engagement outside of the classroom (Wood & Harris, 2017).
 Internal Validating Agents: Faculty, student services staff, and peers who support
students by sharing important information, facilitating access to campus resources,
eliminating structural barriers that impede student success, and communicating messages
of encouragement and self-determination (Wood & Harris, 2017).
 Microaggression: “Brief and commonplace daily verbal, behavioral, or environmental
indignities, whether intentional or unintentional, that communicate a hostile, derogatory,
or negative racial slights and insults towards people of color” (Sue & Constantine, 2007,
p. 271).
 Minority: a citizen or resident of the United States with an ethnic background such as
Black, Hispanic, Native American, Pacific-Asian, Asian-Indian, or any other group
identified as minorities (U.S. Census Bureau, 2017).
 Minoritized Person: groups who are “different in race, religious creed, nation of origin,
sexuality, and gender and as a result of social constructs have less power or
representation compared to other members or groups in dominant white society” should
be considered minoritized (Smith, 2016, para 15). People who are minoritized experience
mistreatment and face prejudices forced upon them because of situations outside of their
control.
 Peer-to-Peer Relationships: refers to a key element to building community for Black
males. Research suggests that Black males benefit from relationships with one another as
13

they explore their gender identity, ideas of traditional masculinity, and support during
personal and academic challenges (Brooms, 2018; Harper, 2014; Strayhorn, 2008).
 Personal Relationship: refers to students’ perceptions of the degree to which faculty
members know them as a person and form a relationship with them (Wood & Harris,
2017).
 Persistence: refers to the likelihood that the student will remain enrolled and reach their
educational goal. Variables relevant to persistence include the student’s background,
academic preparedness, environmental influences, institutional variables and
psychological variables (Wood & Williams, 2013).
 Racial Bias: refers to students’ perceptions of the degree to which faculty members
equally appreciate and pay attention to them compared to men from other racial/ethnic
groups (Wood & Harris, 2017).
 Retention: enrollment in college from the fall of the first year to the second year while
completing course work leading to an earned degree (Wood & Harris, 2017).
 Self-efficacy: students’ belief about how they think, feel, behave, empower, and motivate
themselves (Wood, Palmer, & Harris, 2015).
 Sense of Belonging: refers to students’ perceived social support and sense of
connectedness on campus which is shaped by the social spaces and environments they
engage in both inside and outside of the classroom (Strayhorn, 2012, 2018).
 Student Success: broadly refers to student outcomes, including students’ persistence from
semester to semester, completion of student academic programs, graduation, attaining a
fulfilling career, and reaching professional development goals (Strayhorn, 2018).
14

 Validation: “an enabling, confirming and supportive process initiated by in and out-of-
class agents that foster academic and interpersonal development” (Rendón, 1994, p. 44).
 Validating Climate: often communicated from campus figures to students through verbal
and non-verbal messages that convey “you have the ability to do the work,” “you can
succeed,” “you belong here,” and “I believe in you” (Wood, Harris & White, 2015).
 Validation in the Classroom: validation involves communicating (both verbally and non-
verbally) the fact that faculty believe in students’ ability to complete college-level work
and succeed in the class (Wood, Harris, & White, 2015).
Organization of the Study
This study is presented in five chapters. This chapter provided the problem of practice
and demonstrated the important role that community colleges play in serving the Black male
community college student population. Chapter Two emphasizes the historical influences that
impact how Black males perceive and are perceived at higher education institutions and
showcases current theories and models created to address this negative history. Chapter Three
outlines the detailed methodology, considerations related to sampling, and ethics for this
qualitative study, as well as a discussion about limitations and delimitations. Chapter Four
summarizes the interview findings as they relate to the two research questions. Chapter Five
discusses the major findings and makes recommendations for further study as well as
implications for practice.

15

Chapter Two: Review of the Literature
This chapter highlights the historical factors which influence the experience of Black
males at community colleges. Additionally, the chapter includes and outlines the important
theories and models used to inform this research. When considered together, the history and
theoretical models illustrate the need for institutions of higher education to take a more proactive
and intentionally intrusive approach to support Black male students. The entire campus
community plays a role in creating a sense of belonging inside and outside the classroom.
Creating a campus commitment is important because a sense of belonging contributes
significantly to Black male students’ intention to continue to the following semester. Institutions
must create a more welcoming, validating, and affirming campus climate for Black males.
Overview of Black Males in Education
There is persuasive evidence that hostility toward ethnic minorities creates perceptions of
an unwelcoming campus environment for these populations (Strayhorn, 2013; Strayhorn, 2018).
For instance, racial/ethnic minorities may experience social isolation, alienation, racism, and
negative stereotypes about their academic abilities (Steele, 1997; Strayhorn et al., 2015;
Strayhorn, 2009). Closing the equity gap in outcomes for Black males in higher education has
become a focus for scholars, practitioners, and researchers. Several national reports emphasize
the importance of prioritizing efforts at community colleges to enhance academic success for
men of color because these campuses are the primary access point for postsecondary education
for Black and Latino men (Harris & Wood, 2016; Wood & Harper, 2015). Disparate educational
outcomes have prompted scholars to address the complete educational life-cycle for these men to
examine how their pre-collegiate experiences influence outcomes in higher education.
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Educating Black Boys
Before they can go to college, Black boys go through the elementary and secondary
schooling systems. These early educational experiences greatly impact the likelihood that they
will persist and continue to higher education. Researchers have intensified their focus on the
academic experiences and achievement outcomes of boys, young men, and men of color over the
last 20 years. Evidence of racism and educational inequities as early as preschool has brought
greater awareness and attention to these critical issues (Harris & Wood, 2016; Howard, 2008).
Boys of color are overwhelmingly subjected to exclusionary discipline compared to their peers
(Wood & Harris, 2017). For example, while Black students account for only 18% of the
preschool population, they represent 42% of all preschoolers suspended at least once and 48% of
those suspended more than once (American Federation of Teachers, 2015). In a review of
literature, Howard (2013) found that Black boys are predominantly characterized as a problem in
society and are more likely to receive harsher punishments for their actions in comparison to
their peers (Wood & Harper, 2015; Wood & Harris, 2017). Their educational experiences are
typified by academic and social marginalization (Howard, 2008; Noguera, 2014), pervasive
punishment, and criminalization (Harris & Wood, 2016). These formative years of education are
meant to serve as inspiration, but instead, these boys are damaged by the systemic racism and
unconscious bias they experience.
Wood and Harris (2017) articulated an aspect of systemic racism that occurs as early as
preschool. They defined the D-Three Effect as teachers’ inherent views of Black boys and men
through the lens of distrust, disdain, and disregard. Specifically, distrust is associated with the
criminalization of Black boys and men, with widely held perceptions that they are defiant,
disruptive, and aggressive. Disdain involves pathologizing these males’ cultural values by
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characterizing them as uncaring and apathetic. Disregard entails stereotypical perceptions that
assume that Black males are academically inferior. These concepts are informed by Sue &
Constantine’s (2007) microaggression subtypes and are prevalent in the educational experiences
of males of color (Howard, 2010; Harper & Wood, 2015; Noguera, 2014; Wood & Harris, 2017).
Additionally, Black boys bring into the classroom a culture characterized by a call and
response communication style wherein speaking while others are speaking is commonplace as an
act of validation. As such, some teachers and educators categorize behaviors as challenging
despite their being rooted in male gender-role socialization and cultural values specific to
African American communities (Wood & Harris, 2017). In early childhood classrooms, Black
boys are often disciplined for displaying behaviors validated by their culture, male gender
expectations, and role modeling. If an instructor had this level of understanding and perspective
regarding their students’ cultural background, it could completely change the interaction between
the teacher and child, positively impacting the student experience. The following section
highlights the importance of the teacher and student relationship from a historical perspective.
The Impact of Integration on Black Male Enrollment in Higher Education
Much has been written about Black males and their history in the education system since
the 1954 landmark decision of Brown v. Board of Education ended racial segregation in U.S.
schools. Despite the racial tension and backlash, which has continued since the 1960s, and the
academic and social marginalization of young Black males (Howard, 2013; Noguera, 2014),
Black male enrollment in post-secondary education has steadily increased over the last few
decades (Newman et al., 2015). For Black males, college enrollment rates have increased from
25% in 2000 to 33% in 2018 (National Center for Educational Statistics, 2019). Unfortunately,
these students’ access does not equate to academic success, as indicated by their lower
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persistence and graduation rates compared to White male and Black female counterparts (Martin,
2014; Newman et al., 2015; Xiong et al., 2016; Wilson, 2014). As mentioned in the section
above, during elementary school, these students are unfairly and disportionately disciplined and
expelled, misdiagnosed and placed into special education programs, or told they are qualified
only for the lowest academic tracks (Harper, 2012b). These conditions lead them to the lowest
high school graduation rates in most states (Harper, 2012). These statistics have left many
scholars wondering why racial integration at the predominantly White school systems is not
working.
While many factors influence why integration has not been successful for Black children,
critics of the Brown v. Board of Education ruling argue that integration led to the downfall of
institutions that were serving Black students successfully. Specifically, scholars have highlighted
that at segregated schools, faculty-student interactions were more validating and affirming,
thereby bolstering student success (Palmer & Wood, 2012). Consequently, when Black students
entered predominantly White campuses, they experienced psychosocial challenges from negative
campus climates, racism, and isolation perpetrated by White peers and faculty (Bauer, 2014;
Strayhorn, 2008; Wood, 2013). Black students’ interactions with faculty have played and will
continue to play an essential role in their academic outcomes (Wood, Harris & Roesch, 2017).
Sixty-six years after the Brown ruling, hundreds of studies examined the factors
influencing Black males in education. Until recently, most studies focused on four-year
campuses’ impact on African American males at PWIs (Wood, 2013; Wood, Newman & Harris,
2015) and HBCUs (Bush & Bush, 2010; Wood, Palmer, & Harris, 2015). However, over the past
10 years, research expanded to focus on and assess the experience men of color at community
colleges with studies such as the development and validation of instruments like the Community
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College Survey of Men (CCSM; Wood & Harris, 2014; Wood, Harris & Roesch, 2017). It is
important to study these institutions because, for students who may have received poor academic
preparation, community colleges serve as the primary pathway into an open-access post-
secondary education (Wood & Harris, 2017; Wood & Williams, 2013).
The Role of Community Colleges
Since 1901, community colleges have served as the main pathway to post-secondary
education for the most marginalized in society (Long, 2016; Wood, 2013; Wood & Harris,
2017). This pathway is evident in data from the AACC, which showed that overall, community
colleges enrolled 34% of undergraduates in the United States (AACC, 2020). Specifically, these
campuses enrolled 57% of Native Americans, 44% of Hispanic undergraduates, 39% of Asian
and Pacific Islanders, 35% of Black students, and 31% of White students (AACC, 2020). The
AACC indicated that 42% of Black males begin their post-secondary education at a community
college (AACC, 2020). No other higher education sector serves such a large percentage of
minoritized students (National Postsecondary Student Aid Study [NPSAS], 2012h). The United
States’ 947 community colleges serve 64% of Black male students (Wood & Harris, 2016).
These numbers are noteworthy given that the vast majority of published scholarship on Black
students focuses on their experiences in public four-year colleges and universities. Findings from
colleges and universities account for less than a quarter (22%-23%) of Black student’s total
postsecondary enrollment (Wood et al., 2014) and do not represent the majority of their
experiences.
As one of the demographic subgroups served by community colleges, Black students are
the greatest challenge and opportunity for post-secondary institutions (Long, 2016). Men of color
at community colleges are not the same as those who attend 4-year institutions. Many have
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families, work multiple jobs, are first-generation college students, are less informed of the
college process and how to transfer, and have less high school preparation (Wood & Harris,
2017). The average age of Black males in the community college system is 28 to 29 years old,
and 54% have delayed enrollment into college after high school (Wood & Harris, 2017). Because
of socio, cultural, and political factors, Black men do not benefit from campus interventions that
work for others because these interventions are not designed for Black male students.
Unfortunately, a lack of awareness about these differences perpetuates the reality that Black
students remain among those most underserved by community colleges (Wood & Harris, 2017).
Institutions largely fail to provide necessary supports and environments that foster success
among this student group (Strayhorn, 2012, 2017; Wood & Williams, 2013).
Theoretical Constructs Related to Black Males’ Success
Student success models have historically relied on research and scholarship from 4-year
PWIs. These studies overlook race/ethnicity, gender, institutional contexts, and other relevant
pieces in the student success equation for men of color in community colleges (Bauer, 2014;
Wood & Harris, 2017). In an effort to address this gap, additional theories focused entirely on
minoritized students have emerged. Relevant theories and how they relate to the success of Black
males and their sense of belonging on campus are summarized below.
Affirming Faculty-Student Interactions: Rendón’s Validation Theory
Validation has emerged as an important theoretical concept for underrepresented students’
academic success in higher education (Bauer, 2014; Harris & Wood, 2016; Hurtado et al., 2012
Wood, Palmer, & Harris, 2015). Validation theory places the responsibility for student success on
the institution, requiring institutions to create an inclusive and empowering environment (Harper,
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2012a; Rendón, 1994, 2002). The significance of historically underrepresented students’
validating experiences first emerged in Terenzini et al.’s (1994) Transition to College Project.
Subsequently, Rendón (1994) expanded on the concept of validation, stating that
validation empowers historically underrepresented students to become successful college
students. Rendón defines validation as “an enabling, confirming, and supportive process initiated
by in- and out-of-class agents that foster academic and interpersonal development” (p. 44).
Under the right conditions, “even the most vulnerable nontraditional students [could] be
transformed into powerful learners through in- and out-of-class academic and/or interpersonal
validation” (Rendón, 1994, p. 37). Validation theory occurs when faculty, staff, or peers at an
institution take a genuine, active interest in students and take the initiative to reach out to them
(Gildersleeve, 2011; Hurtado et al., 2012). For nontraditional students, validation may have more
influence on student success than integration or involvement in the campus community (Barnett,
2011; Gildersleeve, 2011). When validation occurs, students feel capable of learning and valued
at their institution due to the recognition by faculty and staff or institutional agents who are
actively inclusive. Rendón suggested that students who did not grow up assuming they would go
to college will need additional assistance and validation to provide the extra boost they need to
navigate institutional life. As such, validation serves as a significant investment by the faculty
and institution to help students who are learning to navigate post-secondary environments and
remain part of the developmental process throughout a college student’s experience
(Gildersleeve, 2011; Hurtado et al., 2012).
Rendón (1994) highlighted three key ways that faculty could improve their relationships
with students by validating them in the classroom. Specifically, the author suggested taking an
active interest in the student as an individual, structuring activities to require full participation in
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learning, and making efforts to validate students with a genuine understanding of their cultural
and social backgrounds (Rendón, 1994). By doing so, nontraditional students could be
transformed into “powerful learners” (Rendón, 1994, p. 39) when faculty and other campus
members reach out with genuine concern and reinforce their self-concept that they can be
successful as students.
Integration/Involvement as a Key to Persistence: Tinto’s Model of Retention
The concept of integration or involvement is a key indicator of student persistence.
Tinto’s (1993) theory defined integration as a sense of “competent membership” (p. 208) as, in
part, a result of student interaction with faculty and campus staff. This aligns with Rendón’s
(1994) definition of the benefits derived from validation in the classroom. Integration and
involvement could serve as a proxy for the concept of a sense of belonging, as defined in
Strayhorn’s (2012) work. Thus, this study suggests that more significant faculty/student
interaction in the form of faculty validation will predict greater student integration, and greater
student integration will predict students’ sense of belonging. An increased sense of belonging
and integration will lead to increased intent to persist (Rendón, 1994; Strayhorn, 2012) and enroll
at the same institution in subsequent semesters.
Sense of Belonging: Strayhorn’s Theory
According to Strayhorn et al., (2015), a sense of belonging refers to “students’ perceived
social support on campus, a feeling or sensation of connectedness, the experience of mattering or
feeling cared about, accepted, respected, valued by, and important to a group (e.g., campus
community) or others on campus (e.g., faculty, peers)” (2015, p.3). Like other higher education
students, Black men in community colleges benefit from a sense of belonging with faculty
members, staff, and fellow students. Qualitative studies with Black men have illuminated that
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feelings of mattering, being valued, and cared for by faculty result in greater success while
feelings of alienation and isolation produce negative outcomes (Bush & Bush, 2010; Newman et
al., 2015; Wood & Turner, 2010; Wood & Harris, 2014). Bush and Bush (2010) found that a
positive perception of the institution’s campus climate was the strongest predictor of Black
males’ probability of success in college.
Socio-Ecological Outcomes Model
Conceptual models to explain Black males’ development and academic success have
been relatively absent from research. The Socio-Ecological Outcomes (SEO) Model addresses
this gap in the scholarship (Harris & Wood, 2016). This theoretical and conceptual model
explains the primary factors influencing the success of men of color in community colleges and
highlighted the interactions between societal, environmental, intrapersonal, and campus-based
factors that influence their academic outcomes (e.g., Black, Latino, Native American, and
Southeast Asian). The SEO model encapsulates the theoretical perspectives presented by Rendón
(1994), Strayhorn (2008), and Tinto (1993). However, the SEO model seeks to predict student
success, specifically for men of color enrolled at community colleges (Harris & Wood, 2016).

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Figure 1
Socio-Ecological Outcomes Model

Note. Created by Harris & Wood in 2016.

The SEO model has been field-tested and is grounded empirically by initial findings from
the CCSM. The CCSM is a comprehensive needs assessment instrument completed by nearly
4,000 male community college students across 27 colleges. Additionally, the SEO model is also
informed by Astin’s (1993) Input-Environment-Outputs (IEO) model. Astin (1993) postulated
that the IEO model would account for input variables: students’ prior educational experiences
and characteristics. By understanding how the impact of these prior experiences on students,
educators are better able to measure how educational variables affect student outcomes.
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According to Astin, inputs are the personal qualities and characteristics students bring to an
educational program. The environment includes students’ actual experiences during the
educational program, and outputs are the “talents” educators hope students develop through their
involvement in the program (Astin, 1993, p. 18).
Although the constructs of the SEO model are not completely equivalent to the constructs
of Astin’s (1993) IEO model, they have similarities. SEO is a better model for this study and
population because Astin's IEO model does not consider race and gender. The SEO model
suggests that four essential domains influence student success: the campus ethos domain (e.g.,
perception of belonging, validating experiences, racial-gender climate), the environmental
domain (e.g., family responsibilities, employment, stressful life events), the academic domain
(e.g., faculty-student interaction, use of services), and the noncognitive domain (e.g.,
intrapersonal factors, identity) (Wood, Harris, Xiong & Delgado, 2017). These domains are
described as socio-ecological because they capture the interplay between relevant sociological
and environmental factors that interact with and shape outcomes for men of color in community
colleges. The SEO model suggests environmental and campus ethos factors influence
noncognitive and academic factors, which, in turn, affect student success (Wood, Harris &
Roesch, 2017). Each of the SEO domains illuminates the Black male student experience and how
educational institutions can impact positive outcomes. The following section explores each
domain of the SEO model in greater detail.
The Noncognitive Domain
The noncognitive domain focuses on students’ affective and emotional responses to
social contexts and person-environment interactions during their college experience (Wood &
Harris, 2014). A student’s self-efficacy is an example of a noncognitive domain.
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The Academic Domain
The academic domain is described as the variables that relate to and shape students’
academic experiences. These variables include attending class regularly, academic integration,
full-time enrollment, choice of major, and active use of academic services (Flowers, 2006). The
use of academic services such as tutoring and academic advising and the level of commitment to
a course of study have been identified as key academic domain variables that influence men of
color and their success in community college (Wood & Harris, 2017).
In addition to all these variables, the interactions between students and faculty
have been widely considered in recent research on men of color in community colleges
(Bush & Bush, 2010; Flowers, 2006; Wood, 2013). Generally, this research has
concluded that although these interactions are integral to the success of men of color, they
are reluctant to pursue faculty interaction because they perceive faculty as unsupportive
and uncaring (Harris & Wood, 2016).
The Environmental Domain
The environmental domain includes factors outside of the campus environment that
directly influence Black male students’ engagement and success in college (Harris & Wood,
2016). These factors tend to direct students’ time, attention, and resources away from their
college endeavors (Wood & Harris, 2014). Off-campus employment, familial responsibilities,
stressful life events, and poverty are examples of the environmental domain.
Campus Ethos Domain
The fourth domain is the campus ethos domain, which makes the college responsible and
accountable for Black male students’ success (Bush & Bush, 2010; Harper, 2010; Wood &
Harris, 2014). The campus ethos domain presents institutional policies, programs, campus
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resources, and day-to-day practices that shape the way students experience and succeed in
community college (Harris & Wood, 2016). Many traditional models of student success place the
responsibility for student success solely on students and disregard the role of institutional leaders
and educators (Bensimon, 2007; Harris & Wood, 2016; Wood & Palmer, 2015). The SEO model
underscores the institution’s responsibility in fostering a culture conducive to learning and
success for men of color and situates the factors necessary to do so in the campus ethos domain.
Bensimon’s (2007) concepts of equity-mindedness and institutional responsibility inform
the SEO model of student success. According to Bensimon, equity-minded higher education
practitioners attribute outcome disparities to “institution-based dysfunctions” rather than student
deficits (p. 446). Thus, when viewing outcome inequities this way, practitioners are more likely
to seek and apply strategies focused on fixing the institution or adjusting their practices rather
than relying exclusively on strategies to remediate perceived student deficits.
Consistent with Bensimon’s (2007) conceptualization, internal validating agents are
positioned in the campus ethos domain of the SEO model because of the critical role they play in
creating more welcoming and affirming environments for Black male students. Internal
validating agents are faculty, student services staff, and peers who support students by sharing
important information, facilitating access to campus resources, eliminating structural barriers to
student success, and communicating messages of encouragement and self-determination.
Similar to Strayhorn’s theory (2018), students’ sense of belonging and connectedness to
the campus are also key variables in the campus ethos domain (Harris & Wood, 2016).
According to Strayhorn (2018), a sense of belonging is a concept that “captures the individual’s
view of whether he or she feels included in the college community” (p. 327). Furthermore,
Strayhorn argued that students’ college persistence and success are predicated on whether
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students perceive the institutional environment as welcoming. Findings from these studies
confirm that perceiving the campus climate as accepting and affirming is paramount to
willingness to engage, seek help, and establish authentic relationships with faculty, student
services professionals, and other students.
Factors that Impact the Academic Success of Black Males
The following are key factors that significantly impact the educational success of Black
males attending community colleges. This section discusses Black male identity, institutional
support programs, and promising classroom management techniques. Each topic is noteworthy
and has research supporting its impact on this population. Below is a brief summary of each
topic to indicate the factors woven together as part of this study.
Masculinity
For men of color, the intersection between race and gender can complicate their college
experiences in unique ways; thus, the interaction between race/ethnicity and gender, notably
masculinity, must be acknowledged (Harris et al., 2011; Harris & Wood, 2016; Strayhorn, 2018).
Bush and Bush (2010) asserted that Black men represent a unique group with distinct histories,
experiences, perceptions, and realities. Therefore, when conducting research on men of color, it
is important to recognize that they navigate, interpret, encounter, and experience community
colleges in very different ways and have very different outcomes (Bush & Bush, 2010). These
findings suggest Black men are distinct from their non-White counterparts but are different based
on the institutions studied (Harper & Nichols, 2008, Harris et al., 2011; Palmer & Wood, 2012;
Wood, 2013; Wood, Palmer, Harris, 2015).
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Access to Campus Resources
Harris and Wood’s research (2016) found that men of color in community colleges need
campus resources (e.g., academic advising, career counseling, transfer services, library access,
computer labs, tutoring) to be available and effaceable in order for them to have the desired
impact on student success. Barriers to campus resources include office hours being held at
inconvenient times or academic advising only being available in person. Institutional barriers to
key resources will decrease the likelihood that men of color will seek them (Harris & Wood,
2016). Once students access the services, they need to see a positive impact on their college
experience and success to consider them useful. Convenient access (accessibility) and usefulness
(efficacy) are especially important for men of color because their social construction of
masculinity dictates that they avoid appearing vulnerable, weak, or lacking independence
(Barnett, 2011; Harris & Wood, 2016; Strayhorn, 2012). Gardenhire-Crooks et al.’s (2010) study
reported men of color being reluctant to seek help with personal, academic, and financial
problems because they perceived doing so as a threat to their masculinity. Perceptions of support
services as inefficient, ineffective, or inconvenient can negatively influence help-seeking
behavior (Harris & Wood, 2016).
Creating a Classroom Environment that Welcomes Engagement
As mentioned in the section on the SEO model, it is imperative that the faculty foster an
environment where students feel welcome to engage in classroom learning (DeFreitas & Bravo,
2012; Rendón, 1994; Wood, Harris, & White, 2015). The perception of welcomeness to engage
can be created through effective positive messaging and verbal and non-verbal communication.
However, non-verbal communication may be more critical to creating conditions for
welcomeness than what is actually said verbally (Wood, Harris & White, 2015). How faculty
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engage Black males (i.e., body language, eye contact, active listening) gives students strong
signals of whether the faculty member wants to engage with the student formally or informally.
These signals represent “a critical point, as students can often make assessments about faculty
care and concern for them without ever speaking with them” (Wood, Harris & White, 2015, p.
33). Specific examples of positive communication include vocal intonation, non-defensive
language, and repetitive offers of support. Perhaps what is said to men of color is less important
than how it is communicated, which can be considered the impact of the message itself.
Classroom V alidation
Communicating messages of validation is an integral and tangible step that faculty can
take to support Black males in their learning. Validation involves communicating (both verbally
and non-verbally) that the faculty member believes in the students’ ability to complete college-
level work and succeed in the class. Sharing this message in the class, in a group setting, and on
a one-on-one basis is integral to validating Black males (DeFreitas & Bravo, 2012; Wood, Harris
& White, 2015). Faculty who do this successfully can increase perceptions that the student
belongs at this school and reaffirm to the student that the faculty member cares about their
success, values having them in the class, and values interacting with them (Wood, Harris, &
White, 2015). Wood, Harris, and White (2015) provided examples of specific statements that
demonstrate this, such as, “I’m glad you’re here;” “what a powerful essay;” “wonderful job, do
you mind if I show this to others as an example?” and “I feel so fortunate to have you in this
class.” It is important to note that because Black males may have few experiences being
validated in an academic setting, they will be highly attuned to whether the supportive messages
are legitimate and genuine.
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Avoid Microaggressions
Faculty may unintentionally invalidate students while attempting to do the opposite.
Faculty may unintentionally and unknowingly communicate microaggressions: “brief and
commonplace daily verbal, behavioral, or environmental indignities, whether intentional or
unintentional, that communicate hostile, derogatory, or negative racial slights and insults towards
people of color” (Sue et al., 2007, p. 271). Primary types of microaggressions are microinsults,
microexclusions, and microinvalidations (Essien-Wood, 2010). Microinsults include messages of
surprise about a student’s academic abilities, such as “wow, you are very articulate.” While these
comments could be seen as compliments, the message becomes demeaning when it is paired with
surprise about the student’s ability. Other examples of microinsults are the assumption of
criminality where the faculty member avoids men of color at night, monitors them for cheating
more than other students, or avoids meeting with them one-on-one out of fear (Wood, Harris, &
White, 2015).
Microinvalidations are another form of microaggression that invalidate students’
thoughts, perspectives, and experiences (Sue et al., 2007). For example, a microinvalidation
occurs when a faculty member asks a Black male if he is a second language learner, or assumes
that the faculty members own experiences with marginalization equate with those of Black men,
or when negating the student’s experiences with racism as over-attributing everything to race
(Wood, Harris, & White, 2015). Microexclusions are defined as ignoring, leaving out, and
allowing people of color to be made invisible (Essien-Wood, 2010). Microexclusions can happen
in many contexts, but in the classroom, they manifest as not calling on men of color in
discussions, segregating students physically, or forgetting whether a male of color attended class.
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While these actions are likely unintentional, they can lead to an environment of alienation and
isolation.
Authentic Care
Past negative experiences in the educational system can make students view the faculty
as ‘threats’ instead of supportive agents. When faculty are viewed negatively, students are less
likely to attend their office hours, participate in class activities, and make the class a priority
when other challenges and demands arise (Wood, Harris, & White, 2015). However, research has
found that when students perceive faculty members authentically care about them and their
success, they are more likely to persist and have greater academic achievement (Wood & Turner,
2010). Results from the CCSM found that authentic care from faculty was determinant of
increased focus on academic matters, authentic interest in learning, and confidence in the
students’ academic abilities (Wood, Harris, & White, 2015). The next section presents examples
of authentic care between men of color and faculty.
Promising Practices for Faculty
Arrive a Few Minutes Early and Leave a Few Minutes Late.
Validation is important to create a sense of belonging for students, but simpler
interactions can also help facilitate an environment of authentic care and belonging. Faculty
members and validating agents outside of the classroom can warmly greet, smile, and make eye
contact with students as they enter the class or the campus department. While this may seem
trite, these interactions humanize the student and position them as having a place of value in the
environment (Wood, Harris, & White, 2015). Additionally, instructors can stay a few minutes
after class to allow for short interactions with students as they leave. Faculty could make
comments like, “glad you were here,” “great contributions today,” “thanks for speaking up,” and
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ask questions such as, “how are you doing with the material?” and “how are your other classes
going?” This interaction creates an ongoing opportunity to relate with one another and establish
trust.
Connect with Students as Individuals.
Connecting with men of color on a personal level is another important element when
establishing a relationship. This connection will often involve conversations outside of the
normal academic realm regarding grades, course performance, and choosing a major. These
personal conversations benefit the student the most when they focus on the student as a unique
individual. They can include talk about personal matters, pressures, goal aspirations, and social
interests. By having personal exchanges between the faculty and student, the student feels
worthy of the faculty member’s attention (DeFreitas & Bravo, 2012; Wood, Harris, & White,
2015). Faculty engagement with Black males is essential to their success. However, it is
important for faculty to do so cautiously. Faculty should be careful not to stereotype these
students and keep an open mind without judgment for their appearance, viewpoints, and
experiences (Wood, Harris, & White, 2015).
Be Willing to Engage Men Out of Class
Most interactions between faculty and students happen in the classroom. However, it is
also important for faculty to see the intensified benefits of out-of-class interactions for men of
color. Earlier research highlighted that 64% of Black men who reported interacting with faculty
members out of class often completed their educational goals in six years (Wood, Harris &
White, 2015). Specifically, it is important that faculty members not treat Black male students as
if they are invisible outside of class. Instead, if a faculty member sees a recognizable student, the
faculty should smile, wave at them, and say hello. The faculty should demonstrate their
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welcoming of a conversation, either about nonacademic or academic matters (DeFreitas &
Bravo, 2012; Wood, Harris & White, 2015).
Institutional Support
As cited earlier, as part of the SEO model’s campus ethos domain, the campus climate
plays a critical role in how students experience college and if they feel they belong (Brooms,
2019). Campus climate is defined as a reflection of the actual or perceived attitudes, behaviors,
and standards of faculty, staff, administrators, and students concerning the level of respect for
individual needs, abilities, and potential throughout the campus (Rankin & Reason, 2005).
Campus climates impact students’ academic engagement, social interactions with friends and
peers, and their relationships with faculty and other validating agents on campus. This campus
environment impacts their transition, presence, position, mental well-being, and sense of self
(Brooms, 2019). Bush and Bush (2010) found that a positive perception of the institution’s
climate was the strongest predictor of Black males’ probability of success in college.
Intrusive Interventions
Communicating positive and affirming messages, creating a welcoming and approachable
classroom environment, and conveying authentic care about their well-being and success are
important yet insufficient on their own. Community college faculty and support services must be
willing and prepared to intervene intrusively when they see a Black male struggling in college
(Wood, Harris, & White, 2015). This is especially important given the CCSM findings regarding
men of color’s reluctance to seek help for academic or personal problems. Specifically, the
findings showed that 26% of Black and Latinx men indicated that they were not comfortable
seeking help from campus support services when they knew they needed it (Wood, Harris, &
White, 2015). Given this reluctance, institutional supports need to be proactive in their outreach
35

to build a bridge before students fall behind. Some students may be skeptical of the intrusive
support, while others might be embarrassed or ashamed to accept support because it involves
admitting they need help. These reactions are why persistence by faculty and campus support
systems is necessary (DeFreitas & Bravo, 2012; Wood, Harris, & White, 2015).
Because many Black males are apprehensive about engaging and asking questions in
class for fear that it will make them seem academically inferior, faculty must avoid setting up the
scenario where students need to approach the faculty if they have questions. Apprehension to
engage does not always mean apathy toward their academic pursuits. Wood (2014) asserted that
faculty should be proactive in engaging students by initiating interactions and avoiding actions
that require students to approach them first. Faculty may resist this proactive interaction model
because of the large number of students they teach. However, attempts to connect with and check
in on students regularly (either personally or through an early alert system) are important and
could be the difference between a student dropping the class or remaining enrolled (DeFreitas &
Bravo, 2012; Wood, Harris, & White, 2015). Faculty who take the time to build relationships
with their students and proactively connect them to campus resources signals to the student that
the faculty genuinely cares for their well-being, positively impacting their retention and
persistence.
Early Alert Tools
An early alert system is a referral system in which faculty members, counseling staff, or
classified educators can identify students who need additional attention. Ideally, these
notifications would happen early enough to allow the student to receive the services and support
needed to succeed in the course. An early alert system is helpful when a student misses several
class sessions, is late to class, leaves class early, has low test scores, misses assignments, or
36

disengages from the course material and class (Harris & Wood, 2014). The scholarly literature
highly recommends creating and using an early alert system to support men of color. This system
addresses barriers that arise in academic environments, including out-of-class pressures like
work and stressful life events). These systems convey an institutional commitment to student
success (Wood & Harris, 2017) and can often offer support and resources to students before their
situations worsen. These systems benefit all students, but the system has an intensified benefit
for men of color (Wood, Palmer, & Harris, 2015).
Like other early alert efforts, this tool is meant as a supportive, proactive email
communication for students. This tool allows faculty to send positive messages, messages about
additional support, and referrals to tutoring, advising, or other campus resources. Wood and
Turner (2010) found a need to be intrusive with an early alert tool. This early alert tool allows
faculty to show they authentically care while they proactively monitor and communicate regular
validation to the students.
Black Male Initiatives
Institutionally based programs, such as Black Male Initiatives (BMIs), are strategic
interventions to improve Black male retention and graduation rates (Brooms, 2019). In these
programs, successful activities range from social programming to mentoring and academic
support to engage with students throughout the school year. In a nationwide study by Harper and
Harris (2012), two universal goals resonated across these programs. The first is to provide social
support to make campuses more welcoming and affirming for Black men, and the second goal is
to share knowledge and resources needed to navigate college campuses and access campus
supports (Harper & Harris, 2012). West Coast Community College has a campus support
37

program targeting Black students. Specifically, the Black Scholars Program at this college
provides various social, academic support, and mentoring programs and opportunities.
Conceptual Framework
The conceptual framework employed in the current research was composed of integrating
three elements: Strayhorn’s (2012) sense of belonging, Rendón’s (1994) validation theory with
Wood, Harris, and White’s (2015) Pyramid of Student Success for Men of Color in Community
College’s model. This framework operationalizes that the students’ perceived degree of
connectedness to faculty, staff, and the general college community form the basis for sense of
belonging. Harris and Wood (2016) found that engagement measures (e.g., faculty-student
interaction, exposure to campus diversity, and usage of support services) were significant
predictors of a sense of belonging. The additional use of validation theory also emphasizes how
students experience the in-class learning environment and offers ways educators can improve the
in-class learning experience for students. Increasing the student’s intention to persist remains a
crucial focus in the campus efforts to support students toward reaching their academic goals
(Strayhorn, 2012). Studying whether faculty are successful at validating the experiences of
diverse student populations can provide valuable insight into the development of learning
environments that empower all students to succeed and achieve their educational goals (Hurtado
et al., 2011).
The following figure is an adaptation of Wood, Harris, & White’s (2015) Pyramid of
Student Success for Men of Color in Community Colleges. The original model features the in-
class experiences on the left side of the pyramid only. This adapted model is a visual
representation of the supports that lead to success for Black men in community colleges in and
out of the classroom. When all elements function effectively, Black males will have an increased
38

sense of belonging at the institution. These behaviors have been found to lead to increased
intention to persist (Palmer & Wood, 2012; Strayhorn, 2012; Wood, Harris, & White, 2015).

Figure 2
Conceptual Framework Indicating Pyramid of In and Out of Class Supports Which Lead to
Student Success for Black Men in Community College

39

Conclusion
It is imperative that institutions improve their support for Black students, as these
students are the most likely to benefit themselves, their families, their communities, and society
as a whole by obtaining a college education if they are successfully connected to the campus
resources and support that they need (Wood & Harris, 2017). Institutions must recognize that
redesigning practices, structures, policies and programs will serve the needs of Black male
students as well as also serve other student groups (Lewis & Middleton, 2003; Long, 2016;
Wood & Harris, 2016).
West Coast Community College has committed to closing campus equity achievement
gaps for Black and Latinx students. They also realize that to have the greatest impact on student
equity, they must address the student experience in the classroom. This study identifies
experiences inside and outside the classroom from the student perspective to determine how to
improve Black males’ sense of belonging.

40

Chapter Three: Methodology
This study identified experiences inside and outside the classroom that impact the sense
of belonging for Black male community college students. Specifically discussed are the impact
of faculty communication and interactions in the classroom and the student experience outside of
the classroom. This chapter covers research design and methods for data collection and analyses.
The research questions, methodology, and instrumentation are discussed. Whenever possible,
efforts to remove researcher bias are also mentioned.
Research Questions
The research questions studied are as follows:
RQ 1: How do Black male students’ experiences inside the classroom impact their sense of
belonging at the institution?
RQ 2: How do Black male student’s experiences outside of the classroom impact their sense of
belonging at the institution?
Overview of Methodology
This study used a qualitative approach to gain information and address the research
questions. Individual interviews were conducted with six Black males at the college for this
study. These semi-structured interviews served to gain greater insight into how the interviewees
define a sense of belonging and validation on this campus (Merriam & Tisdell, 2016). Through
these interviews, greater insights into their experiences with faculty helped the researcher and
college understand how best to address the institutional gaps in providing students what they
need to be successful.
41

Population and Interview Sample
Black males comprise 8% of the approximately 30,000 students enrolled at West Coast
Community College each semester. A purposeful snowball sampling process was used to recruit
interviewees for this qualitative study (Merriam & Tisdell, 2016). The goal was to interview 10
to 15 Black male students at West Coast Community College. The Black Scholars counseling
and academic support group on campus have approximately 600 participants each year. This
group, along with an on-campus Black male support group, were the targeted populations to
contact for interviewees. Ideally, the snowball sample would extend the interview invitation
beyond these campus support groups to get a more comprehensive selection of students who are
not part of these unique programs. That did not happen despite efforts to reach these students
through faculty members and other student support programs on campus .
Credibility and Trustworthiness
Internal validity in all research hinges on the meaning of reality (Merriam & Tisdell,
2016). Attempts to diversify the sample population to include students outside of the Black
student scholars’ special program population did not happen. Possible reasons for the low
response rate could be that the interviews were happening via Zoom, and there was a great deal
of Zoom-fatigue happening at that point in the semester as expressed by students in the
collegewide Fall 2020 Student Needs and Experiences Survey.
One of the strategies used to ensure credibility was to enlist member checks. Member
checks are also called respondent validation, and the idea is that the researcher solicits feedback
on preliminary or emerging findings from some of the interviewees. Doing so provides the
opportunity to confirm if the researcher’s interpretations represent the student’s experiences. If
needed, some fine-tuning of questions can capture their perspectives better (Merriam & Tisdell,
42

2016). Additionally, I conducted peer review/examinations to discuss the process of the study,
congruency of the emerging findings with the raw data, and tentative interpretations with
colleagues at the college and in the Black Scholars Program. I triangulated general themes with
campus equity leaders, the Black Scholars leaders, the Black Scholars annual report, the Black
Scholars Fall 2020 student check-in survey, and scholarly research to validate the procedures and
methods used (Creswell & Creswell, 2018).
The Researcher
The key instrument in gathering qualitative data is the researcher (Merriam & Tisdell,
2016). In addition to the potential for bias and assumptions, this fact is an important issue for any
researcher (Creswell & Creswell, 2018). As a White female college administrator, I am aware of
my positionality and how I have been socialized to view issues of race, gender, and
socioeconomic status. I spent many years unlearning the racist ideologies prevalent in American
anti-Black culture. However, there is always more to learn and unlearn to continue to grow as an
ally to minoritized communities. To protect the integrity of the research experience, I needed to
be aware of my reflexivity, which is how I affected the study as well as how I was influenced by
the research process (Creswell & Creswell, 2018; England, 1994). While it was impossible to
erase my perspectives completely, I was aware of how my role as a White female administrator
impacted my perceptions of what I was hearing and seeing. By employing the strategies
mentioned above about credibility and trustworthiness, I hoped to minimize my researcher bias
(Merriam & Tisdell, 2016).
Data Collection: Interviews and Document Analysis
Interviews were conducted to deepen understanding of the Black male student
perspective more fully. Hearing the student’s perspective was essential to learning what specific
43

behaviors they viewed to be supportive and unsupportive (England, 1994; Harper, 2014).
Exploring the individual student’s perceptions about their sense of belonging on campus
provided an opportunity for a more in-depth understanding of the student experience. Specific
questioning about how they personally defined a sense of belonging and what validation looked
like to them allowed for their visual counter-narrative to be heard, which was an essential piece
of this study (Harper, 2014). The participants were financially compensated for participation in
the study. The interview protocol is included in Appendix B, the interview questions are in
Appendix C, and the Institutional Review Board (IRB) Study Information Sheet is in Appendix
D.
A document analysis was also conducted in an effort to triangulatethe themes and
findings for this study. The Black Scholars Program conducted a student check-in survey for
their students during the fall semester of 2020 during the pandemic. This survey attempted to
assesse how program participants were responding to the pandemic, assessing the level of
support they had been receiving during the pandemic, and their sense of belonging in the Black
Scholars Program. There was also the opportunity to share precisely what the Black Scholars
Program could do to support them better. These findings will be discussed along with the
interview findings in Chapter Four.
Interview Participants
A snowball sample was used to recruit the six interviewees. Black students make up 8%
of the campus student population, with 1,030 Black males enrolled in credit courses in Fall 2019
at West Coast Community College (Institutional Research, Fall 2019). There is a specific support
group for Black male students, called Brother-to-Brother, at the college. Students who
participated in this program were among the targeted populations contacted for interviews.
44

Because of the challenges related to pandemic and Zoom-fatigue, the number of students who
responded to the interview invitation was smaller than expected.
Interview Protocol
Because of the COVID-19 pandemic, I chose a semi-structured, online interview for the
study. This approach allowed for the opportunity to have guided yet flexible discussions. I
prepared a protocol consisting of 20 questions along with additional follow-up probing
questions, if needed, to help carefully delve into responses when appropriate (Seidman, 2013). I
also utilized open-ended questions (Ex: Can you tell me about a time when…) in a different
order, which is another important element found in semi-structured interviews (Merriam &
Tisdell, 2016). These strategies assisted in keeping the conversation flowing based on the
interviewee’s comfort level.
In a proactive attempt to be transparent, members of the Black campus community
leadership were involved in the initial discussions of the research topic to ensure they felt this
was a meaningful study. These collaborative discussions also ensured that power issues and
cultural complexities were valued throughout the research process (Mertens, 2007). It was
crucial that I received authorization and support from leaders in the Black campus community to
facilitate these interviews, especially during a time of heightened awareness of the
discriminatory treatment of men of color. Without this support and vouching for the study, the
students might not have wanted to do the interview or felt comfortable enough to speak openly to
a White female administrator. According to Merriam and Tisdell (2016), the purpose of the
interview is to enter the other person’s perspective, so finding a way to develop rapport and
establish trust was important.
45

Establishing trust does not happen easily for Black men (Harris & Wood, 2016). I
understood this challenge and invited a Black male doctoral candidate to be my co-investigator
to support the interview process. This partnership worked well. I scheduled the interviews, asked
the opening demographic questions, and shared the closing information about receiving the gift
card. I then turned my camera off as the Black male investigator asked the 20 formal questions
and subsequent follow-up probing questions. This combined approach seemed to work well in
creating a welcoming interview experience for the interviewees.
Interview Collection Procedures
Upon receiving the necessary IRB approvals, interviews were scheduled over a two-week
period in March 2021. Six students were recruited through purposeful snowball sampling. The
Black Scholars Program leaders sent an email to their students. Additionally, the email was also
sent to campus student leaders, the Black male support group, and a list of approximately 25
faculty members who were aware of the study and its purpose. In this email, an incentive of a
$25 Amazon gift card was offered to each student who participated. Students who were
interested in participating could sign up for an interview spot online. They were sent automatic
email reminders, an appointment could be added to their digital calendars, and reminder text
messages were sent as well to ensure that students participated in their scheduled interview.
Because of COVID-19 and social distancing limitations, all interviews were conducted
and recorded using online technology to prevent disease transmission. To protect their identities,
students were asked to create a pseudonym that would be used instead of their name. In addition
to the online recording through Zoom, the researcher also informed the students that they would
be recording the interview with Otter AI, a transcribing service, as backup (Burkholder et al.,
2020). The interviews were transcribed using the Otter AI auto transcription, and then they were
46

verified using the Zoom recording. After these two steps in verification, the transcripts were sent
to the student via email to confirm that they are comfortable with the accuracy. The students
were reassured that the interviews would remain confidential and that only general themes would
be shared in the study.
Data Analysis
I coded and tallied the interviews as part of the analyses process of the qualitative data
(Merriam & Tisdell, 2016). I generated priori and a priori themes from the interview data and
shared them with the co-investigator and leaders in the Black campus community. This extra step
was essential to remove as much researcher bias as possible. The qualitative responses were
triangulated with the Black Scholars Program’s sense of belonging study and confirmed with the
program’s leadership. I used the interview responses to provide insight into what the classroom
experience is like for Black males and how it impacts their sense of belonging.
Additionally, as part of document analysis, I reviewed a 2020 survey report completed by
the Black Scholars Program about Black students’ experiences during COVID-19 and their sense
of belonging at the community college. I reviewed this secondary data set from the community
college and found data to support the themes found in the interviews.
Ethics
Student participation was voluntary. As mentioned above, students selected a pseudonym
to protect their identities. A financial incentive was offered and awarded within 24 hours for the
students who participated in the interviews. The researcher identified her role on campus when
doing the interviews along with her co-investigator. The USC and community college IRB
processes were completed before I had any contact with students.
47

Underlying Ethics
The master narrative on Black students in higher education includes various deficit
theories (Bensimon, 2007; McGee & Stovall, 2015). It is crucial not to cast this community of
students as needing salvation (Tuck & Yang, 2014). Instead, I took an equity-minded approach to
this research to assess how faculty communicated with the interviewees (Barnett, 2011;
Bensimon, 2007), so the institution would know how best to continue to train and support the
faculty in their work. The underlying value is that it is the college’s responsibility to challenge
the master narrative regarding the inability of students of color to excel in academic settings
(Barnett, 2011; McGee & Stovall, 2015; Wood & Harris, 2014).
While students were not forced or coerced in any way to participate in the interviews, the
institution needs to put their full attention on this study so the results can be used to benefit the
campus and faculty professional development moving forward. It is imperative to reframe equity
with the understanding that the institution is underperforming—not the students. Additionally,
institutional leaders must recognize students come to the institution with mistrust because of how
they were mistreated in the past. It is important to recognize that our underserved students are
also marginalized in all other parts of their lives (Bensimon, 2007; Wood & Harris, 2014). Any
reluctance on the part of students of color to share how they experience the campus and
classroom environment was fully understood and appreciated as a reality in this context.
Conclusion
The data from this study will benefit the college because of their commitment to ensuring
the student experience inside and outside of the classroom is engaging, transformative, and
empowering for Black males. In a proactive attempt to be transparent, leaders of the Black
campus community were involved in the initial discussions of the research topic to ensure that
48

they felt this was a meaningful study. These types of collaborative discussions also ensure that
power issues and cultural complexities are valued throughout the research process (Mertens,
2007). Results from the study will be shared with the campus community. There may be a need
for political sensitivity about how some faculty are represented. While this faculty representation
is a delicate topic, it is even more essential that students’ feelings and sense of safety are valued
and protected throughout the process.

49

Chapter Four: Findings
The purpose of this qualitative study was to conduct student interviews with Black male
community college students, and document their experiences inside and outside the classroom
that lead to an improved sense of belonging. I interviewed six Black males from WCC as part of
a purposeful sample. This study’s findings will contribute to the current conversation about
Black males by sharing students’ counter-narratives about what an institution can do to help
them feel they belong (Bensimon, 2007; Glesne, 2011; Wilson, 2008).
Interviewed Student Demographics
The interviewees’ ages (19 to 30) were representative of the general pattern of enrollment
for Black males, who tend to be slightly older than other community college students. Given
social pressure for men to serve as breadwinners and the impression that education is a feminine
domain (Harris & Wood, 2016), it is not surprising that they may enter college later than other
groups (Wood & Harris, 2017). None of the men interviewed mentioned having partners or
family dependents to care for, which does not match the national community college
demographic trends.
Additionally, the results relating to the students’ future enrollment plans are noteworthy
in that all six students planned to continue their education the following semester. Four of the
students had been accepted at universities, and two planned to return to the community college to
finish coursework to prepare for transfer to a four-year college or university. This is noteworthy
because of the total transfer statistics for Black males at WCC. West Coast College granted
8,555 degrees and certificates in 2019–20. Black males made up 4.9% of this total number (420)
at the institution and they are under-represented among degree/certificate earners when
compared to their representation in the overall college population (8 percent) (WCC, 2021).
50

Findings
There were 20 questions asked during the interviews (Appendix B). Coding was
deployed for all questions. In the first cycle of coding, I developed themes based on the SEO
model conceptual framework and validation theory. Then, I captured the priori and a priori codes
in the transcript and codebook. Next, I moved to analytical coding to aggregate similar themes
based on the a priori codes. I undertook this process because the codes must connect with one
another to create a pattern or typicality. Patterns are repetitive concepts in the data that give
insight into the themes (Ravitch, 2019). Themes are meanings that emerge. Table 1 presents the
themes for the major findings. I created the pseudonym Black Scholars to represent the BMI
campus program. I used the pseudonym when quoting a student who referenced the organization
in their comments. Table 1 gives an overview of the students interviewed in this study.

51

Table 1
Interviewed Student Demographics Overview
Student
Pseudonym
Age Racial
Identification
Major Units
Taken
GPA Future Enrollment
Plans
Jay 19 Black Media
Production
44 2.97 Returning to WCC
next semester
Mickey 25 Black Computer
Science
90+ 2.59 Transfer to
California State
University
EJ 19 African
American
Business 30 3.70 Transfer to
HBCU*
Joseph 30 African
American of
Sudanese decent
Electrical
Engineering
90 3.01 Transferring to
California State
University
Jeff

26 African
American
Philosophy 40-50 2.96 Returning to WCC
next semester
Kurosh 23 Black Music
Education
100+ 3.10 Transfer to
California State
University

Note: *HBCU stands for Historically Black College or University. The students self-reported the
GPA and unit information. I did not verify this information with the institution.

Results for Research Question 1
The first research question asked, “How do Black male students’ experiences inside the
classroom impact their sense of belonging? The interviewees each had a unique perspective and
life experience to share. Despite these differences, several common themes arose and were
supported by theories regarding the Black male community college experience. The following
sections describe in detail the seven major themes relating to the first research question.

52

Student Perceptions of Faculty Vary Widely
Participants were asked to select three words (Figure 3) to describe how they feel about
the faculty at the institution. This collection of words shows the range of positive and negative
characteristics associated with their experiences and perceptions about the faculty. Students had
an opportunity to elaborate and explain their chosen words, which helped to further develop
other themes for this study.

Figure 3
Word Cloud Representing How Students Describe Faculty

53

This word cloud highlights the words selected by the student participants to describe
faculty. Participants chose their descriptive words based on their past experiences with faculty at
WCC. Of the terms selected, 73% could be considered positive (e.g., caring, helpful, supportive),
while 27% of the words could be considered negative (e.g., confusing, inconsistent, ignorant).
This analysis relates to the first research question in that it shows how students perceive faculty
inside the classroom. Additionally, 66% of the words selected specifically described faculty
communication behaviors (positive or negative), not the faculty member’s qualities or traits. For
example, words selected described how the student perceived or received the faculty member’s
actions, such as caring, helpful, informative, inconsistent, confusing, engaging, patient. Words
such as educated, unique, cool, ignorant, mixed and life-changing seem to describe the faculty
member themselves, not their communication style or the impact the communication style had on
the student. Chapter Five presents a further discussion about the impact of faculty behaviors in
the classroom.
Students Defined Sense of Belonging in Similar WaysAll students interviewed were
asked, “How do you define what it means to have a sense of belonging?” Additionally, a follow-
up probing question was asked: “Where do you feel this and why?” Overall, the themes
mentioned pertained to feeling connected with the campus and with peers, receiving support
from staff and faculty, and activities that lead to engagement in the classroom. Interviewees
added richer personal descriptors to indicate the impact that sense of belonging has on their
entire experience at WCC. Kurosh (age 23) described a sense of belonging as finding his tribe.
Jeff (age 26) and Mickey (age 25) echoed this sentiment of finding a deeper connection with
others and specifically named the campus Black Scholars program as the source of this
connection and support. Jay (age 19) defined a sense of belonging in the following way: “I'd say
54

being treated the same as everyone else around you. No matter your skin color, your religion, or
sexuality, anything like that. As long as everyone's treated the same, then it's good.” Joseph (age
30) defined sense of belonging to mean active participation in class. He described his sense of
belonging specifically as welcomeness to engage.
Table 2 presents students’ quotes related to these questions to illustrate the finding that
students had similar definitions for a sense of belonging. These quotes reveal the students’ ideas
about what a sense of belonging means specifically for them and highlight their individual
experiences.

55

Table 2
Black Male Students Define What Sense of Belonging Means to Them
Student Example Quote
Kurosh (age 23) Sense of belonging is kind of like finding my tribe of people. And I
definitely had a time where I wasn’t, I didn’t have that. But when I
started taking more and more music classes, and because music has
their own campus, I think I really sort of just found my tribe of
people who do what I do, who think what I think, who talk about
what I like to talk about. You know, and so really finding those
people that I can like, you know, do life with.
Jeff (age 26) To have a sense of belonging is literally just having that feeling of
home away from home. That’s the feeling I always get every time
I’m in the Black Scholars office. And sometimes, when I go there, I
feel like I’m at home. Even though I may be uniquely different from
everyone else, but at the end, if people know who I am, they know
my personality, and they still treat me with respect as a human
being, then I belong more with them than most people I’ve known
my entire life.
Mickey (age 25) A place where I know I can make an impact, whether it’s small or big.
Having access to resources, someone to talk to, hang out and connect
and be there for someone, too. I do have that, only because I was
part of Black Scholars. They are a big part of why I’m still in school.
And I had like a lot of hard times. And I didn’t know how to
navigate that at school or at home, but because of Black Scholars, I
have a sense of belonging, and I know where to go, when I needed
help, or when I needed to correct myself.
Joseph (age 30) Active participation in class. If the teacher engages me, I would feel a
lot more included if the teacher would ask me questions. Or I don’t
know, just general inclusivity in terms of the subject matter. If there
were more people who looked like me, that were similar to me, and
if the professor was more engaging in a way that I felt equal.
EJ (age 19) An environment in a class or anywhere there’s a group of people that
are involved, that you don’t feel excluded from the group. That you
feel like you can participate, and you’re, you’re one with the whole.
Jay (age 19) I’d say being treated the same as everyone else around you. No matter
your skin color, your religion, or sexuality, anything like that. As
long as everyone’s treated the same, then it’s good.

56

These comments show the range of students’ definitions regarding how they personally
define the concept of sense of belonging. When asked if they felt a sense of belonging at their
college, all said “yes.” However, two of the six students said they felt a sense of belonging only
at the Black Scholars program and not generally on campus. One student said they only felt a
sense of belonging in their elective courses and not in their math and engineering courses. The
responses also highlight that sense of belonging needs to be contextualized, the interconnectivity
of the in-class and out-of-class campus experience for Black males, and how important this is for
them. This theme is discussed more in Chapter Five.
Black Scholars COVID Student Support Survey Results
The Black Scholars program sent a survey to its participants during the spring 2020
semester. They did this promptly when campus administrators swiftly moved classes and support
services online to address students’ issues, concerns, and needs when the COVID-19 pandemic
hit. The responses to many of these survey questions align with the research questions posed for
this study and serve as confirmation from a secondary data source that these themes are valid.
The survey had 111 responses from men and women in the Black Scholars program. Thirty-five
Black males responded to the survey, and their responses will be featured below in discussions of
the different findings.
Figure 4 shows that of the 35 males who responded to this survey, 89% agreed or
strongly agreed with the statement, “Black Scholars made me feel like I belonged.” No student
respondents disagreed with this statement, and 11% selected that they “somewhat
agree/disagree.”

57

Figure 4
Black Scholars Made Me Feel Like I Belonged

Note. There were 35 Black male respondents.

Affirming Faculty-Student Interactions
All students responded to the question, “Can you walk me through a time that a faculty
member made you feel this way (having a sense of belonging)? What was it that they did to
make you feel this way?” Students mentioned affirming faculty behaviors and classroom
interactions. Throughout the interviews, I also asked them to discuss a time they felt a faculty
member conveyed they really cared about their success. Students mentioned faculty-student
affirming classroom interactions as well. Jay described an English class assignment where the
23
8
4
0
0
5
10
15
20
25
Strongly Agree Agree Somewhat
agree/disagree
Disagree
Responses
Black Male Survey Responses
58

instructor had students write a response to the prompt, “What is the one thing you hope to get out
of college while you are here?” This assignment, early in the semester, served to open the
communication channels between the instructor and the student immediately. The student
response provided insight into their needs and opened the door to future dialog between the
instructor and student as well. This assignment also helped to create a classroom culture where it
is not only acceptable but encouraged to ask for assistance.
E.J. reflected on what his instructor said in class: “‘Come ask me questions.’ He
constantly reminds the whole class to ask questions every single day. ‘Don't be afraid to ask
questions.’ So I mean, I feel like he truly cares that we passed the class.” Joseph had a similar
experience that involved him seeking additional support outside of class. His help-seeking
behavior led to a greater learning connection with the instructor, which made Joseph feel valued
as a learner. Joseph said,
My classical mechanics professor. I could always go and see her and ask her homework
problems. She would take the time to break down my thought pattern and really educate
me on how to solve the question, and she helped me come to a solution myself or
together. That makes me feel very valued.
Table 3 shows the students’ quotes to better illustrate this finding and reveal insights into
their shared experiences. Table 3 displays the participants’ quotations and the specific themes
pertaining to the broader theme of affirming faculty-student interactions: authentic care, positive
affirming relationships, and offers to help.

59

Table 3
Student Quotes That Illustrate the Finding: Affirming Faculty-Student Interactions
Theme Example Quote
 Offers to
Help
 Authentic
Care
 Positive
Affirming
Relationship
He gave us this English assignment early in the semester to answer
“What is the one thing you hope to get out of college while you are
here?” And the one thing I wrote was finding scholarship
opportunities, so I can make money and put [jobs] down on my
resume. And everyone had different answers, but he gave everyone
help with each thing. So, I said scholarships, so he told me about the
page on the website where I could find out about all the scholarships,
and who to go talk to in counseling to help me get scholarships. And
he also let me know about outside opportunities out of the college.
 Offers to
Help
 Authentic
Care
 Positive
Affirming
Relationship

When I was in English class and in the math class I’m taking right now,
they care about my success. I can see them with other students, too,
especially the math professor. Like, if a couple people got a bad grade
on the test or a couple people did well, he doesn’t say their names. He
said, “I see a couple of people are doing poorly” like “I really want you
guys to pass this class and succeed, so come- I’m here for a couple
hours after class. Come ask me questions.” He constantly reminds the
whole class to ask questions every single day. “Don’t be afraid to ask
questions.” So I, mean, I feel like he truly cares that we passed the
class.
 Offers to
Help
 Authentic
Care
 Positive
Affirming
Relationship

My math professor for pre-calc, Dr. Murray, I would go visit him early
in the morning before lecture, and he would spend 40, 45 minutes
helping me with all my homework problems. And that really made me
feel like I mattered, and it got me excited to go to class and do well and
kind of make them proud, so to speak. So, when they take the effort to
really think about why am I asking and helped me through my
homework problems rather than, for example, in the math lab, there is
a tutor where I would go and ask them for help. They would just say,
“Well, it’s this theorem- this is how you do it, and that’s how you
solve it.” Okay, I feel like that’s just kind of giving me the answer. So,
when they really helped me come to the answer myself, rather than
give me the answer, it’s so much better.
 Offers to
Help
 Authentic
Care
 Positive
Affirming
Relationship
My pre-stats professor literally took her time to come to Black Scholars
to talk about what she and the math department can do to make sure
that Black students are able to understand the math, wherever they’re
at. How can they help them understand it better? She took her time out
of her day to do that. And she also created a program called Mindful
Meditation with Math to help students when they start feeling that
stress when it comes to math.

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The students’ responses in Table 3 show themes of faculty offering to help, positive
affirming relationships, and showing that they authentically care for the students. Chapter Five
presents a discussion of the interpretations of these findings.
Positive Affirming Relationships Lead to Trust
All interview respondents mentioned the positive impact of an affirming relationship with
their faculty members on their academic experience. Positive affirming relationships lead to
greater amounts of trust with Black males. To better illustrate this finding, the student interview
quotes in Table 4 reveal insights into their shared experiences. Table 5 displays the participants’
quotes supporting the finding regarding positive affirming relationships leading to trust. The
student responses showed themes of genuine care, establishing trust, empathy for students and
their lived experiences and lives, and a truly positive relationship between the faculty member
and the student that is created through proactive outreach and support for students. Chapter Five
presents interpretations of these findings.

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Table 4
Student Quotes That Illustrate the Finding: Positive Affirming Relationships Lead to Trust
Theme Example Quote
Personal
Affirming
Relationships
Lead to Trust
I chose the word “cool” because I’ve just had a lot of really interesting
professors and professors that I can really just talk to. And they can go out
of their way to talk to me as well. That’s pretty cool because we’re not just
having like a sort of lecturer-lecturee relationship. I actually have gotten to
know the professors, particularly the music professors because I spend a lot
of time with them.
Positive
Affirming
Relationships
Lead to Trust
During COVID, she was incredibly honest. She was clear. She was
incredibly understanding about everyone’s situation. As long as you had
good communication with her, she was like, “Okay, cool, I know what’s
up.” If she noticed that you’ve been missing classes, especially because I
took her class last fall during COVID. She noticed that I was off the
meetings. She will hit me up, saying, “Hey, is everything okay? I know
things have been a bit rocky, but I want to make sure that you are okay
because I know that these are troubling times and stuff.” And I’ve been in
very good communication with her. At times, even I thought I’d say, “Hey,
I won’t be able to pass this class because I’m not able to turn in this work
because I’m just stressing out a little bit.” She let me turn it in late because
she knows that a lot of people have a really heavy workload, and she
wanted to make sure that everyone’s well-being and mental state are intact.
Positive
Affirming
Relationships
Lead to Trust
I want to do this [music program]. I just don’t know how to do it. And he set
some time aside for me and worked with me and my god-awful upright
bass playing. He sat down with me, and he was like, “Um, you know, look,
this may not be the path that you’re gonna go down to get into this
program.” And I was like, “Dang yikes.” But he was like, “You know, you
have other skills. And I’ve seen you do those skills. And just because you
don’t get into this program for this [instrument] doesn’t mean that you can’t
go further.” And he’s like, “Look, you’re you. You can do this and you
know you should really take this and run with it.” I mean, that really just
stuck with me. He didn’t have to take the time to take me aside and tell me
this stuff, but he did. And even though I was kind of hot garbage, he was
like, “There’s still a place for you here. Don’t feel like you’re never going
to get anywhere because you definitely will.” You know, that really spurred
me on to keep going into studying voice within the program. So, through
negativity, there was a lot of good that came from it.
Positive
Affirming
Relationships
Lead to Trust
He really helped me do English. I took his class three times and failed it
twice. But he literally gave out extra credit, which is my fault. I should
have took extra-extra credit. But he sat down [and] helped me understand
what I wanted to do and understand exactly why I need it, and it was a help.
He helped me get past English, and that was a hurdle for me. And he was
very easy to talk to because he would just guide. He was really everything
that I needed at that moment.
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Examples of Classroom Interactions and Engaging Activities
I asked all students interviewed to respond to the question, “Do you have any favorite
instructors or professors that you can tell me about? What made them stand out in a positive way
for you? Were there specific behaviors or traits that you especially like/appreciated?” All
students responded to this question with great detail and enthusiasm. The students’ responses
showed themes of feeling validated, listened to, and engaged with the learning process both
inside and outside the classroom.
Jay described one of his English professors as “probably one of the best teachers I've ever
had my whole educational career.” E.J. had a similar experience with positive classroom
activities that encouraged engagement. He explained,
Maybe the teachers I got were, you know, maybe I was lucky with the teachers I got, but
I just felt really inclusive, and I mean included in projects or any activity that we did as a
class. And almost all of the teachers that I had, that was the goal for us to work together
as a group, and not just do everything ourselves. So, you know, build those skills. So,
when I went to the campus, I felt that in all the classes.
To better illustrate this finding, Table 5 presents the students’ interview quotes below to
reveal insights into their shared experiences. Table 6 displays the participants’ quotes supporting
the finding regarding examples of classroom interactions and engaging activities.

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Table 5
Student Quotes That Illustrate the Finding: Examples of Classroom Interactions and Engaging
Activities
Theme Example Quote
Examples of
Classroom
Interactions
and
Engaging
Activities

My English professor was probably one of the best teachers I’ve ever had
my whole educational career. He was energetic, so that made the class
engaging. Every class, it wouldn’t just be specifically about school. He
also told us about real-life issues going on in the world, and stories
about his life, and not every teacher does that. So, it’s cool when that
happens. So, he would make the class engaging, and he’d always be
helpful to other students. He was also understanding if we missed an
assignment or class if we told him about it, like the legitimate reason
why that happened, and he’d be understanding about it and still give full
credit for whatever you missed. He was just very understanding.
Examples of
Classroom
Interactions
Maybe I was lucky with the teachers I got, but I just felt really inclusive,
and I mean included in any project or any activity that we did as a class.
And almost all of the teachers that I had, that was the goal for us to work
together as a group, and not just do everything ourselves. So, build those
skills. So, when I was I went to the campus, I felt that in all the classes.
Examples of
Classroom
Interactions
and
Engaging
Activities

I had this teacher. She just had us all do activities. And it was like every
other day we would go to class. It was like, “You got to do the activity
with this group,” and some people didn’t like it. But a couple of classes
in, and then by the end of the semester, everyone was comfortable with
each other, and everyone enjoyed doing the activities. There was no one
against doing it, so I felt included in there.
Examples of
Classroom
Interactions
and
Engaging
Activities

My math and calculus professor would spend a lot of time with me in his
office to help me with homework problems and really sit down and
make sure I have it figured out and see what hole I may have in my
logic, so he can direct me to go back and review some material. Another
professor, he spent a lot of time in his office, too, and it’s not many
professors I’ve met would do that in their office hours. You know, a lot
of professors in STEM have very sparse office hours. I would say
sometimes, especially for the material they’re teaching and the long
lecture hours, I just felt like I needed more one-on-one time with the
professor, but I guess anyone can say that. But yeah, I’ve had a couple
of instances, especially in math, that were great. Which is probably why
I like math classes.

64

The students’ responses showed themes of feeling validated, listened to, and being
engaged with the learning process through these faculty interactions. Specifically,
contextualizing course content to the outside world, providing structured opportunities for
student-student interactions and peer learning, and being available to students outside of the
classroom were shared as examples. Chapter Five presents a discussion of interpretations of
these findings.
Examples of Faculty Behaviors That Display a Lack of Caring
Additionally, there were clear examples of behaviors that undermined the students’
confidence and connection with the campus and their learning experience. I asked all interview
respondents to respond to the question, “Tell me about a time when you may have had a faculty
member who wasn’t supportive of your learning, or maybe they didn’t seem to care about you
and your success.” During the interviews, five of the six men mentioned examples of times when
they perceived that a faculty member was not supportive of their learning. Communication
challenges, mocking a student’s question, being inattentive and disengaged in the course, and
being overly critical or rigid in class were examples of the faculty behaviors mentioned.
Mickey mentioned having difficulty connecting with some of his faculty. It was a
common enough experience that he chose the word “distant” as one of his three faculty word
descriptors. Jeff had a frustrating class experience with a faculty member whose study guide for
the midterm did not match the exam questions. Table 7 shows students’ interview quotes to
reveal insights into their shared experiences, supporting the finding regarding examples of
faculty behaviors that demonstrated a lack of caring.

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Table 6
Student Quotes That Illustrate the Finding: Faculty Behaviors That Display a Lack of Caring
Theme Example Quote
Faculty
Behaviors
that Display
a Lack of
Caring
I chose the word “distant” for faculty because, in a way, distant means
I’m trying my best to read everything and trying to meet them, and
they had this wall up. And it’s kind of hard to connect with some of
the faculty. Usually, when somebody doesn’t care about a person’s
learning, from my personal experience, they’ve been hard to
communicate with, and they have tried to push people away. I tried to
ask him for help, but I don’t feel heard. I feel like I’m talking to a
stone wall.
Faculty
Behaviors
that Display
a Lack of
Caring
Even before it was virtual, he seemed pretty careless about the students.
He probably came to class late maybe like two or three times, even on
the first day. So, you just can kind of tell that he is careless about his
job and his students. He just wasn’t all that good as a professor. It was
just hard to complete stuff in that class because we didn’t even have
Zoom or anything. We never had any meetings. And the only way we
know about stuff is just email. And sometimes I’d email, and I
wouldn’t get a response for days. He never really explained anything.
He’d give us the assignment or essay, then we start to complete it.
And if you ask them a question, he’d sometimes be rude. He just
wasn’t really a good professor.”
Faculty
Behaviors
that Display
a Lack of
Caring
I’m not like bad with criticism; at least I don’t think I am. I try to take
criticism as much as I can. But there’s such a thing as constructive
criticism, and I felt like a lot of my work that I would hand into him
would be criticized in a very unfair way. And my questions that I
would ask him would be answered very ambiguously. I was never
criticized in a way where I felt like maybe I could write a better paper
for the next essay or whatever assignment or critical analysis paper,
whatever it was. And he was a political philosophy professor, and in
class, we will discuss historical philosophers, and we discuss the ideas
he had in class. I felt like he disagreed with a lot of my views strongly,
unfairly, a lot of the time. And I would ask questions that I feel were
legitimate, and he would just answer them in a way where it felt like a
dumb question sometimes.
Faculty
Behaviors
that Display
a Lack of
Caring
I would say it’s not so bad. I’ve had a couple of run-ins with certain
professors, but I never took it personally. I just thought they sound like
they’re stern and cold and shut off. And it’s “this way or not.” “This is
my policy, and I’m not gonna bend it,” or “end of discussion. This is
how it’s gonna be.” I’ve had a few professors like that for calculus and
general chemistry.

66

Theme Example Quote
Faculty
Behaviors
that Display
a Lack of
Caring
It was an open-book test. None of that helped because none of the
questions match with the material that we just learned. So it was like,
“Can we get an actual study guide?” And he kind of like kind of
gaslight us and rubbed it off like it was nothing. So, at that point, I
was like, “Okay, nope. I can’t deal with a professor like that.” So, I
dropped that class. Cause I really think if he’s not gonna care, what’s
the point if I try to care about that?
Faculty
Behaviors
that Display
a Lack of
Caring

He said, “If you guys failed, that means you got to study harder.” That
makes no sense. Sometimes, older professors or, as I say, older
professionals- See, I don’t call them professors. I call them
professionals because they probably do know some stuff. But usually,
they don’t know how to teach it right. Or they don’t teach or explain it
to students correctly. And if anyone has questions, they need to
explain it, so everyone understands.

The student responses showed themes of lack of caring and of making it uncomfortable
or unsafe for students to ask questions and feel heard. Additionally, students' perceptions that
faculty don't put in as much effort as students do, communication barriers, teaching styles that
don’t emphasize student learning, and feedback that is cold or unconstructive in tone were also
mentioned. Chapter Five presents interpretations of these findings.
Black Scholars COVID Student Support Survey Results
Student responses from the Black Scholars COVID Student Support Survey results also
support this finding. I asked students to respond to the question, “How have you coped with
being in this remote environment?” Table 7 gives examples from the survey that show faculty
behaviors that display a lack of caring.

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Table 7
Black Scholars Survey Response That Support the Finding: Faculty Behaviors That Display a
Lack of Caring
Theme Example Quote
Faculty
Behaviors
that Display
a Lack of
Caring
I think the most challenging thing is the teacher because, before, there was
anonymity to know whether you would get a good, bad, or just okay
teacher. But that is even worse now because no one knows how they [the
teacher] are handling all of this. From what I have heard, it can be a coin
flip, and you can get a teacher that dumps a grand amount of schoolwork for
students to do with strict deadlines, and there are teachers that are lenient
with deadlines because of the new environment. This can be overwhelming,
especially if you experience difficulty learning online. I believe that some
teachers do not grab the concept that students are people growing up
figuring out adult life during a pandemic while trying to pass school, on top
of whatever personal lives/issues. It would be nice for some teachers to have
an understanding or some empathy for students. To clarify, this is not all
teachers, but more than some.

These are examples of specific faculty behaviors that participants interpreted as uncaring
and unsupportive. Chapter Five provides further discussion about this topic.
Impact of Faculty Member’s Racial Identity
I asked interviewees to respond to the question, “Can you tell me about a time when a
white professor made you feel a sense of belonging in their class?” Four students responded with
a positive recollection. One student said they do not take classes from White professors. Another
student said they have only had White professors at WCC, and another said that he mainly had
professors of color. When asked to discuss a time when a professor of color made them feel a
sense of belonging in their class, all six students responded with positive recollections. To better
illustrate this finding, Table 8 shows quotes to reveal insights into interviewee experiences with
White faculty and faculty of color.
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Table 8
Select Student Quotes That Illustrate the Finding: Impact of Faculty Member’s Racial Identity
Theme Example Quote
White Faculty
Experience
All the professors I’ve had have been White. They have never gone out of
their way to make anybody feel like you belong here. But they didn’t
treat me poorly or differently. They just treated me as a person. And I
feel like that’s the best way to treat someone is as a person. So, I don’t
know if I could say they maybe they treated me like I felt like I belong,
but they just treated me as if I was just a student.
White Faculty
Experience
I’m trying not to take White professors. I tend not to pick White
professors, as I had white teachers all my life. I know from experience,
sometimes I talk to them, sometimes I don’t feel heard. So, I try to pick
professors that look like me or at least are not White.
White Faculty
Experience
Three of my philosophy professors, too, because they gotta help you
understand different viewpoints anyway, so they had to keep an open
mind on everyone’s stuff. And I say objective, and they also were really
welcoming in a sense. They’re welcoming; they were really incredibly
nice to everyone. And they really were open-minded to other people’s
opinions and stuff, which I was like, “Okay, cool.”
Black Faculty
Experience
My lab professor for general chemistry, I really felt like she sincerely
cared about me doing well. She was a very strict marker, but in a
healthy way. And it was a very tough-love kind of situation, and I really
appreciated that from her.
Black Faculty
Experience
My Media 10 professor. I changed my major probably three weeks into
the semester, so I had to add all these new classes. I had a completely
different schedule. I had to go around and ask teachers if I could crash
the course. And I asked her, and she let me in the class, and she treated
me well. Now that’s my major, so I’m pretty grateful she let me in even
though it was so late.
Black Faculty
Experience
He was kind of just like scoping out musicians that were around the
campus and being like, “We’re just gonna play music, and I’m going to
really just invest some time into you and make you a better musician for
no real reason.” I didn’t take his class or anything, but he really likes, or
just took me aside and encouraged me to join the jazz band by just
throwing me into the deep end in some way. Cuz I was like, “Alright,
I’m gonna go home,” and he’s like, “Nah, you’re going to go to the big
band because I already told Professor Fidmont you’re okay.” But I
mean, he really gave me a push in, and sort of saw stuff that I didn’t
necessarily see in myself.

69

The student responses showed themes of connection, welcomeness, genuine care, and
learning from both white faculty and Black faculty. For most of the students, the faculty
member’s race was secondary to the experience they received from the faculty member. Chapter
Five discusses interpretations of these findings.
Results for Research Question 2
The second research question asked, “How do Black male student’s experiences outside
of the classroom impact their sense of belonging?” This question focused on the students’
experiences outside of the classroom. The eight findings for this research question illuminated
the spaces, people, and support systems that positively impacted the interviewees. This section
also discusses the immediate and longer-term impact of COVID-19. Chapter Five presents the
connections to theoretical research and implications for future practice.
Impact of COVID-19
COVID-19 had a significant impact on all study participants’ in- and out-of-class
experiences. The interviewees mentioned the pandemic’s impact on their learning experiences
and their access to support and resources. During the interviews, they reflected on their
experiences after one full year of experiencing the pandemic. In contrast, the Black Scholars
administered the COVID Student Support Survey a few weeks after courses moved to remote
learning. The survey had the specific intent of offering support to Black students during that
challenging time. The stress and anxiety levels are notably different between the interviewed
students and the surveyed students.
Table 9 presents survey responses that answer the question, “How have you coped with
being in this remote environment? (When you reply, think about your experience taking classes
remotely, your mental health, loss of work, etc. It can be anything that you would like to
70

comment on).” The students' responses about the impact of COVID-19 were primarily negative
and indicate that the pandemic created challenges for many parts of their lives (learning, mental
wellness, economic security), not just their academic environment which has had a compounding
effect on their learning and course outcomes. Three students out of the 35 left positive responses
about how COVID-19 had impacted their lives. These students responded that they were
introverted, did not like going outside much anyway, and appreciated the flexibility of remote
learning. Additional specific comments from the survey that highlight the reactions are in Table
9.

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Table 9
Student Survey Responses That Illustrate the Theme: Impact of COVID-19
Theme Example Quote
Adjustment
Issues
Remote learning has been a very laborious endeavor. It has been a roller
coaster experience because there have been days where I have not done
multiple assignments and even had given up on a midterm three minutes in
because I couldn’t just do it. Then, there are days where I’ll think I’ll make
it in school, and I felt that I was somewhat having a college experience like
before quarantine.
Stress with
Remote
Learning
Format
It has been very difficult due to the fact that the courses I am taking are lab
courses and math courses that can’t be taught and properly understood
through a screen. It has put a great deal of stress on me and even more
because my professors are not considerate.
Job Loss Lost my job, it affected me so badly, but I am patiently waiting for 2021 for
schools to resume so that I can start working back.
Prefers
Remote
I prefer the remote environment. My classes are more flexible, and I am able
to attend more meetings now that they are all on Zoom.
Stress with
Additional
Workload
It’s really difficult. I believe the materials also got heavier than what the
ground class could be. Still, professors are giving us the same, sometimes
more, amount of homework as we had in a ground class which shows that
some of them are not considering our mental readiness through all things
going on in the world.
Depression It was very hard to cope. Being in a house full of people didn’t help. To try
and cope, I used my noise-canceling earphones during lecture, but I have
been depressed pretty much every day.
Stress with
Online
Learning
Adjustment
I haven’t enjoyed it at all and this has been one of the most stressful semesters
I’ve ever witnessed. I pretty much had to teach myself everything this
semester. This style of learning isn’t a good fit for me at all. I’ve wanted to
give up so so many times, but I also just want to get it over with already
even though it is extremely stressful.

These statements show that a majority of the survey respondents were experiencing a
great deal of stress, anxiety, and significant adjustment issues with the swift pivot to the remote
learning environment because of the pandemic.

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Importance of Validating Agents Outside of Class
In addition to the role of faculty in providing validation and contributing to sense of
belonging, other campus agents, including student peers, play a role in helping students feel
supported. Validating agents are faculty, student support service staff, and student peers who
share important information with Black males and facilitate access to campus resources. When I
asked the interviewees to talk about a person on campus who was supportive of them, their
responses showed a range of validating agents. Half of the respondents described a peer, and half
mentioned a Black Scholars staff member. As seen in Table 10, the connections with validating
agents are important to Black males’ success and sense of belonging.

Table 10
Student Quotes That Illustrate the Finding: Importance of Validating Agents Outside of Class
Theme Example Quote
Staff
Validating
Agent
Harriet Turner, she’s a counselor for Black Scholars. She’s been pretty
helpful. I probably had about two or three meetings with her. She’s helped
me with my ed plan and setting my schedule for this semester. I have a
meeting with her on Friday about my schedule for summer and next fall.
She’s been pretty helpful to me and making things less stressful. She’s
helped out a lot. She sees that I care. I’ve been setting meetings with her and
emailing her about stuff. I’m a Black student with the program, so she’s
affiliated with that, so I get extra support.
Counselor
Validating
Agent
I have a longtime family friend of mine that works in the counseling
department, Mr. Baccus in Black Scholars. I’ve known him for most of my
life. At this point, we go to church together, and he had helped me when I
was in high school. He was helping me figure out what I was going to do for
college. He suggested this school for me. He’s really been helping me
through it and sort of making sure that I’m on track. And even when I’m not
on track, just really offering support in that way. Honestly, I’m very much
indebted to him for my success so far. He’s been really, really helpful in sort
of just helping me find things that I could absolutely sweep under the radar
for me. He’s been really helping me through the process.

73

Theme Example Quote
Counseling
Validating
Agent
The counselor in Black Scholars, he actually had me get into this mentorship
program that helped me get into internships. He actually kind of nominated
me into it. I did not even know about it until he called me to apply. And the
leading advisor within Black Scholars always invited me to join the student
board with them.
Peer
Validating
Agent
It was my friend, Alex, who was the multimedia newspaper editor at the time.
He was very caring and supportive of me. He was helping me, and I was
kind of following his example. He got a job at Snapchat, and he knew that I
was very down because I’ve been trying so hard to kind of push myself and
try to go find a job, or kind of any meaning. I was burnt out. I was very
burnt out. I wanted to drop out of school at the time, but I couldn’t because
my mom will literally kill me. That’s her words, not mine. And so I just
couldn’t. I didn’t have the motivation to continue because I was trying to get
the classes that I wanted, and I just couldn’t get them. And the fun classes
that I wanted, I couldn’t get them. But Alex showed me some other
programs. He was trying, and I took his advice, and I actually got a job at a
place for IT. And I took a job to actually make some money. He helped me
a lot.
Peer
Validating
Agent
When I was there on campus, I shared a class with an acquaintance, and we
became friends. I shared a class with someone that became a friend. Yeah,
we studied. We helped each other for whatever. We had an English class
that we helped each other, communicate with each other, and we studied
together occasionally.
Peer, Staff &
Faculty
Validating
Agents
My girlfriend. And the Black Scholars program. It’s been there for me.
They’re super supportive. Great. And probably my classical mechanics
Professor, Professor Tram Dang. Yeah, she was super supportive of me.

Chapter Five discusses the importance of validating agents in more detail.
Importance of the Black Scholars Program
The prominence of the Black Scholars program was apparent in the interview responses.
All the interviewees mentioned that the Black Scholars program played an important role in
supporting them. Whether it was the physical space for the program, where students could spend
time relaxing and socializing with other Black students, or the support from the counseling staff,
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this program was pivotal for each student. Examples further elaborating on these concepts are in
Table 11.

Table 11
Student Quotes That Illustrate the Finding: Importance of Black Scholars Program
Theme Example Quote
Black
Scholars
Staff
During my time there, I didn’t really know where I belonged. I tried the Black
Scholars. I’m still a member of it today, of course, but the people weren’t
really my type. And I kind of stayed to myself during the time that I was on
campus. If I was to belong anywhere, I’d probably say Black Scholars
because they all were like me on the same mission, but I mostly stayed to
myself. If I ever really was to speak with other people, mainly it would just
be staff there.
Black
Scholars
Counselors
Ms. Bradford often gave me, sometimes, I had to talk to somebody. When it
was happening, she said, “Here, let’s go to my office for 15 minutes,” and I
will say what I need to say. And I’m trying to kind of correct what’s
happening at the time, and Ms. Bradford and Mr. Baccas were helping me
right then. I’m trying to find an internship. I lost my job. This is what I want
to do. I want to transfer. I am lost, and he said, “Don’t worry. Don’t worry
about it. Let’s help. Let’s do this.” The staff and the students there make me
very comfortable. They really cared about me, and they always checked in
on me, saying, “Hey, how you doing? Anything that’s happening? Oh, I
know how to help you, go do this or that,” or like, “Oh, that’s nice.” They
will literally check-in and see how me or anybody else is doing.
Black
Scholars
Peers
Different times when I felt like I wanted to quit, there have been times like
now. Sometimes I wanted to quit, but if I felt like I wanted to quit now, I
won’t see the people I made friends with along the way anymore. They
won’t be able to see me successful as long as I see them being successful at
the same time. So, you can find your brothers. Heck, even your sisters, your
brothers, your chosen brothers, or your chosen sisters within that club. It’s
literally just your second family. It’s literally just like a family there.

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Chapter Five presents a more in-depth discussion of the importance of BMI programs for
Black males in the community college environment. In addition to the interview comments
supporting this finding, there were also responses from the Black Scholars COVID support
survey that supported this finding. Survey respondents frequently provided general comments
stating the Black Scholars program makes students feel welcomed, supported, safe, part of a
second family, and part of a community. Table 12 presents other specific findings.

Table 12
Black Male Student Survey Responses: Describe How Black Scholars Makes You Feel
Survey Respondent Survey Open-Ended Response
Valued Cared for and thought of as important enough to be a recipient of
invaluable resources.
Part of Community Black Scholars has made me feel very positive and part of
something amazing. I’m very grateful for all the help I get,
especially through these times. Without Black Scholars, I don’t
know if I would have still stayed in school.
Therapy Support I think the ability to have access to therapy services was of great
benefit given my work/class obligations did not allow me to
make any workshops/meetings.
Helpful Resource Black Scholars made me feel more at ease when it comes to
college. I feel less stressed out because I know I can turn to
them for help.
Community Support Black Scholars makes me feel like I belong to an outstanding
community of faculty and students who want what’s best for
each other. I couldn’t have asked for a better program than this.
I love that I don’t feel like a burden to anyone.
Community Support I feel like I’m surrounded by kind and supportive people in our
community. The counselors help a lot and they love to see us
succeed.
Academic Support I’m grateful for being a part of the Black Scholars. The program
has made me a better student every year.
Accepted and Empowered Accepted comes to mind right off the bat, but empowered as well
when it comes to my education thanks to the support they
provide which is really special and beneficial towards
everyone’s success.

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Importance of Campus Spaces Where You Belong
Similar to the welcoming and supported feelings mentioned above, the next finding is
about the importance of finding spaces on campus where students felt they belonged. I asked
students, “Where do you feel most comfortable and yourself when you’re on campus?”
Locations such as the campus cafeteria, the library, the campus quad, the Associated Students
study lounge, and the Black Scholars office were all mentioned. One student specifically
mentioned the music campus as well because of his connection to his major. Physical spaces can
affect students’ ability to connect, feel comfortable, and have a sense of belonging.

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Table 13
Student Quotes That Illustrate the Finding: Importance of Campus Spaces Where You Belong
Theme Example Quote
Library The place I would go the most is the library, of course, because my home’s
loud most of the time. [The] library is a quiet place to work and sometimes
see classmates if I have a question or anything I need to ask them. The
library is a place to socialize or just to think. A quiet, chill place, and every
time I would go there, I was getting my work done in a good amount of
time. So, I can always take advantage of that.
Outside/Quad
Library
Most comfortable? I mean, most comfortable will probably be like just
chilling outside. I went to the library too because I had a big gap between
classes. So, I went to the library, and the library is also a really cool place. It
was comfy in the library, and I was getting a couple of assignments done.
That’s nice, and there’s nice chairs there.
Black
Scholars,
Cafeteria,
Secret Study
Spot
Usually, I was hanging out in the bungalows when we had the bungalows in
the counseling center [former Black Scholars office]. I was always there.
And doing your homework and chatting with the people because it was a
hangout spot. Besides bungalows and counseling center, I often sat around a
group of people in the cafeteria. We were often playing Magic the
Gathering or Warewolf, and I was on our table a lot. We were nerds. I mean
other than that, it was also this one place on the third floor of [a building]. A
small area. I felt more comfortable because I was literally by myself—my
secret study spot. So, I felt more comfortable. It is a place I needed at the
time. I had the headphones in. The library was a bit too big for me. So,
being in that small room, enclosed, helped me get through writing or
something like that.
Black
Scholars
It will be in the Black Scholars office because they have a lounge area, and
also just, literally, it was this place just for us to be in to be our authentic
selves. They want to be able to talk. I just feel like they could just relax. We
would just take a nap if they want to. It’s within the center, and it felt safe
within that center. We always try our best to make sure that the center itself
was always welcoming. We want to make sure that it is welcoming to
everyone regardless of who comes in. If someone comes in, they’ll be like,
“Hey, you may not be us, but we still welcome you. Come on in, though!”
Performing
Arts
Campus
Absolutely the performing arts campus. After a certain point, I just stopped
going to the main campus because everything I would need to do was at the
performing arts campus. My friends were there; there’s the practice rooms,
there’s, you know all the stuff that makes the musician in me be like, “oh
yeah, we’re going!”

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Campus spaces and comfort with the people within those spaces will be addressed with
the next theme.
Importance of Black Community
I asked students, “How important is it for you to connect with other Black students at the
college?” All of the students responded that it was important to connect with other Black
students, citing that they “have each other’s backs in any situation” and they “can relate to each
other” as key reasons. Creating a sense of community on campus, having shared experiences,
and finding support within the shared experiences were all mentioned. The student narrative
reflected that because of the systems they live in, and power and perceptions of race in this
country, Black students feel different and "othered" in most all spaces. This world of higher
education wasn't designed for them. Their quotes help emphasize why connecting with other
Black students is important for this particular group. More detailed quotes are below, which
further highlight the depth of responses.

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Table 14
Student Quotes That Illustrate the Finding: Importance of Black Community
Theme Example Quote
Black
Community
Relatability
I don’t want to sound like I don’t want to make friends of different ethnicities,
but I feel a very strong connection to other Africans and African Americans.
I just feel like there’s a sense of relatability. When we step through that
door, the whole world sees us the same.
Black
Community
Relatability
It’s really important because in my high school, there wasn’t very many
Black kids. So, in my high school, everyone [who was] Black, we were all
friends because it was just so few of us. So it’s really important for me to
then go to WCC and there’s way more Black people than it was at my high
school to connect with those people.
Black
Community
Relatability
Shared
experiences
It is incredibly important because you will feel that, being different from
everyone else. We still have that same experience outside of school or
outside our own houses. It also brings the actual differences of every path of
life. You know, I may not experience as much prejudice, racism, or
discrimination that many of my friends did. And I’m like, dang, you know
it, even though I don’t experience that, it still keeps me humble because, at
the end of the day, it could still happen. Some of our friends who are doing
things far better than I’m doing, but they still get discriminated or being
called names or slurs because of what they look like.
Black
Community
Support
System
I think it’s pretty important that all Black people stay together. Because you
just have to have each other’s back in case in any type of situation, or you
want someone to talk to. Most Black people could relate on the same issues,
whether it’s in society or a home or a school, anything like that. It’s good to
have that connection; they could be your support system or anything like
that.
Black
Community
Relatability
It’s important because other Black students know and can relate to some of
the issues that you go through. There is common ground to the point that
others can relate to that. You want other students that you can relate to. At
least they can relate to some issues that you will go through, some cultural
issues. And it is also easier to connect to you. It is a tad bit easier to go to
school when you have people who look like you around.

On the Black Scholars COVID response survey, students shared similar positive feelings
around the idea of the Black community on campus and within the Black Scholars program
specifically. Students said, “Happy to be around my people” and “It makes me feel welcome and
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like I belong. I’m happy to see and talk to other people with my skin color.” Chapter Five further
addresses the importance of the Black community.
Advice for New Black Males on Campus
I asked students to respond to the interview question, “What would you tell a new Black
male who is trying to connect?” Responses ranged from encouraging students to join Black
Scholars, socializing more, networking, trying new things, and encouraging other Black males to
be vulnerable and drop the “hard” masculinity façade. Detailed responses are in Table 15.
Chapter Five provides more discussion about these findings.

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Table 15
Student Quotes That Illustrate the Theme: Advice for New Black Males on Campus
Theme Example Quote
Don’t feel
different
I’m gonna think what would I tell my brother. Just be yourself. You know,
and be nice to people and feel comfortable despite what you may think. Feel
comfortable, be yourself and be nice to people and never feel different.
Never feel different, no matter how hard that may be sometimes. But just
don’t feel it.
Join Black
Scholars
My advice to new Black males? Get into Black Scholars as quickly as
possible. The moment you hear the club’s having orientation day, get in
there as quickly as possible. You may feel like you don’t need them, but
your future self will thank you for it.
Don’t Be Shy Just don’t be shy and talk to as many people as possible because most of the
time they’ll be friendly.
Be Vulnerable
Try New
Things
I would tell him to shop around and also use your network. Try it and see if
it’s something you’re comfortable with. But also, don’t be afraid to say
“Hi.” I know a lot of Black men that have that barrier like “Oh, I’m hard,”
and stuff like that, like a facade Black men have or want to have. It happens.
I’m asking people to be vulnerable sometimes. Yeah, that’s it. That’s the
answer. Black men can be vulnerable and kind of take a chance on some
things that might not be comfortable or might be unfamiliar.
Find Your
Academic
Interest
Find folks that do what you do. You know, you gotta find that tribe of people.
I think that’s really important. And whatever that looks like for you because,
for me, it was musicians. I had to find musicians, but I also found solace in
my Black friends, too. Because I think that’s really important. But
absolutely, I would say, get into your program. If you don’t know what you
to do, find other people who don’t know what they want to do. Do it with
them together. Then, when you do find something to do like, find those
people that do what you do and get to know them because they’ll spur you
forward. School will become less of a chore and more of something that’s
cool to do. You’ll find people to go through life with.

Students Preferred Communication Methods and Early Alert Tool Awareness
I asked interviewees, “When you think about interacting with faculty- what ways do you
prefer for faculty to communicate with you? For example, verbally before or after class, via
email directly with you, during office hours, other?” The students responded that 50% of them
preferred email communication and 50% preferred verbal or face-to-face communication. One
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student said that he preferred verbal communication with faculty. However, if it was information
about a deadline, it was best to put that in an email to avoid confusion. This finding suggests that
communication preferences for the Black male students in the study depend on context and
preference.
Students were asked, “Have you been in a class that uses the campus early alert
communication tool?” The researcher explained what the tool was, and that it was new in case
they were unfamiliar with it. Of the responses, 50% of the students knew about the tool but did
not use it or were not fully aware of its functionality. One student who had it in their current
classes said, “I have it in my class now, but I never used it because I have a good rapport with
my teachers.” The other 50% of the students said they were not aware of the tool. One of these
students who did not know about the tool said it would have been “super convenient and would
have made things a lot easier.”
Positive Community College Experience
I asked students, “If given a chance to go back in time, would you still have attended
WCC? Why or why not?” All of the students interviewed said they would choose to come to this
community college again. Most, 83%, mentioned proximity and convenience as one of the
reasons they chose the campus. Half of the students said they had “no regrets” or “nothing to
complain about” regarding their experience at the college. Other reasons mentioned were the
college’s reputation, the financial support provided, the campus diversity, the strength of the
faculty and counselors at the college. One student had attended other community colleges and
mentioned that those schools had “fewer support programs,” and their “Black Scholars program
was not as good as WCC’s.” One student explained why he chose a local community college
over other college experiences. He said,
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Yeah, it was absolutely the best choice for me. I wasn’t ready to go to the university. I
had to figure things out, like my dad said, “At the lowest cost possible.” So to live at
home and commute was important. That second year would have been really rough or
rougher if I wasn’t coming home to my parents and my brother. I needed to see other
friends and family until I found my connections at [the college].
Summary
This study aimed to understand the impact of Black males’ experiences inside and
outside of the classroom on their sense of belonging. Based on interview data, this chapter
discussed 15 findings in relation to the two research questions. Chapter Five addresses the
implications of these findings and suggestions based on this study’s data by outlining
recommendations and solutions.

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Chapter Five: Discussion and Recommendations
Chapter Four provided detailed findings regarding the in- and out-of-class experiences
for Black males and how these experiences impact their sense of belonging at the community
college. Chapter Five seeks to provide brief explanations for the research findings and
recommendations to implement at the community college. Recommendations for organizational
change will also be made to address the steps the institution must take to positively impact this
student population.
The research questions addressed in this qualitative study were related to Black male
community college students’ experiences inside and outside of the classroom that impacts their
sense of belonging. This study aimed to highlight the student experience by directly giving voice
to Black male community college students. The multiple themes/findings featured in Chapter
Four centered around the crucial role that the institution, faculty, and staff play in creating a
positive climate for Black males. These relationships lead to an improved sense of belonging on
campus and increased retention rates (Brooms, 2018; Strayhorn, 2008; Wood, Harris & White,
2015). Bush and Bush (2010) found that a positive perception of the institution’s climate was the
strongest predictor of Black males’ probability of success in college. Each of the 15 themes
related to both research questions will be discussed below along with their associated theoretical
background.
Discussion for Findings to Research Question 1
The interviewees had unique perspectives and life experiences, yet results showed
common themes supported by theories regarding the Black male experience in community
college. First, an environment that welcomes engagement, validates students through positive
communication, and facilitates relationships that establish trust led to students reporting a greater
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sense of belonging on campus. The six major themes relating to the first research question are
described in detail below.
Student Perceptions of Faculty Vary Widely
In the interviews, participants were asked to select three words to describe how they feel
about the faculty at the college. The student perceptions of faculty vary widely because the
quality and nature of the student-faculty relationship matters; there is not blanket "this is how
students feel about faculty." What faculty do or don't do, or communicate or don't communicate
matters and makes a difference in students' classroom experiences and sense of belonging.
Ideally, the words selected as responses to this question would reflect that faculty
appropriately challenge and support students. Sanford’s (1966) theory recommends finding the
optimal balance between challenge and support in the learning environment. Students should be
challenged with rigorous academic coursework. However, these challenges should occur
alongside support from the institution. Sanford explains the concept of support as involving the
course instructor and how they teach the academic content as well as the existence, accessibility,
and effectiveness of campus resources like the library, tutoring, advising, and counseling
(Newman et al., 2015; Wood, Harris, & White, 2016).
Wood et al. (2015) explained that for Black males, high expectations must be
communicated through verbal and non-verbal actions. High expectations are necessary to disrupt
prior messages of inferiority while also communicating to students that they are believed to be
capable. Black males need to experience faculty validation (Newman et al., 2015; Rendón, 2002;
Wood, Harris & White, 2017) and perceive that the faculty member knows them as a person
(Wood & Harris, 2017) to create the ideal learning environment. Thus, with high expectations
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balanced with support, students will feel empowered to meet the academic challenges in the
classroom (Wood, Harris, & White, 2016).
Student’s Had Similar Definitions for Sense of Belonging
In the literature, a sense of belonging refers to students’ perceptions of whether faculty
members value and care about them (Strayhorn, 2018). Specifically, greater feelings of
connectedness and belonging are associated with more authentic interactions with faculty and the
use of academic services designed to enhance student success (Harris & Wood, 2016). The three
most central elements within the SEO model’s campus ethos domain are belonging,
welcomeness to engage, and validation (Wood & Harris, 2017). Interviewees echoed these
themes and added richer personal descriptors to indicate the impact that sense of belonging had
on their entire experience at WCC. Joseph’s definition of sense of belonging as active
participation in class is one of the most central elements within the campus ethos domain (Wood
& Harris, 2017). He described his sense of belonging specifically as welcomeness to engage.
Welcomeness to engage reflects the degree to which students perceive faculty members welcome
their participation inside the classroom (Wood & Harris, 2017).
Participants echoed additional sentiments surrounding concepts of equity, inclusion, and
emotional connection with others on campus. These comments show the range of student
definitions regarding their sense of belonging. The responses also highlight the interconnectivity
of the in-class and out-of-class campus experience for Black males and their ability to feel that
they belong at the institution. Welcomeness to engage reflects the degree to which students
perceive their faculty members welcome their participation inside the classroom (Wood &
Harris, 2017).
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Affirming Faculty-Student Interactions
Harris and Wood’s (2016) SEO model highlights the interrelationship among societal,
environmental, intrapersonal, and campus-based factors that influence student success for Black
men in post-secondary education. Within this model, the academic domain features affirming
faculty-student interactions as they manifest as positive classroom experiences. Chapter Two
outlined some of the promising practices for faculty that lead to a positive classroom learning
environment for Black males. Recommendations to create a welcoming and affirming climate in
the classroom were arriving a few minutes early and leaving a few minutes late to allow for
informal check-ins with students, connecting with the Black men on a personal level and seeing
them as individuals, and a willingness to engage with students outside of the class (Newman et
al., 2015; Wood, Harris, & White, 2015). The student responses in Chapter Four affirmed that
the following faculty behaviors, as outlined in the literature, positively impacted their student
experience and helped them feel a sense of belonging.
Authentic Care
How faculty convey messages directly impacts Black male students (Wood & Harris,
2014). The quote from Theodore Roosevelt seems especially relevant to this study on Black
males: “No one cares how much you know until they know how much you care.” Educational
professionals must create positive interactions between students and faculty (Newman et al.,
2015; Palmer & Wood, 2012). Challenge, high expectations, support, and authentic care must be
present in these communications. However, without authenticity in the interaction, students may
be apprehensive about using campus supports. Authentic care can reduce apprehension by men
of color to engage support by fostering a foundation of trust between faculty and students
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(Newman et al., 2015; Wood, 2014). Students mentioned examples of what Harris and Wood
(2016) describe as “intentionally intrusive” gestures of support for students.
Offers to Help Lead to Greater Engagement
As mentioned in Chapter Two, Black males often do not seek help when they need it for
fear of looking inferior or stupid (Harris & Wood, 2016). This avoidance of help-seeking
behaviors is also tied to ideas surrounding their masculine identity, cultural norms, experiences,
and expectations that have normalized this behavior for Black male students (Bush & Bush,
2010). Many promising teaching practices can be utilized to combat this proactively. In Chapter
Four, E.J. mentioned having faculty members who went out of their way to communicate
frequent offers of help and support. While the instructor’s syllabi often imply or mention help as
part of office hours, this repetitive mentioning of support served to make sure students knew that
the instructor was there to answer their questions and reaffirmed that he wanted them to engage
with the material by asking questions. These multiple and repeated offers of genuine support are
essential for creating a safe learning environment for Black males to feel comfortable enough to
ask questions and appear vulnerable (Wood, Harris, & White, 2015).
Jeff’s pre-stats teacher created a program to reduce math anxiety for students so they
could be more successful in their math classes. The faculty member’s time, energy, and effort to
truly engage Joseph with his learning made him feel like he mattered and was valued in the
learning relationship. This authentic connection with his faculty member also made him want to
work harder to make the faculty member feel proud. Research shows this type of positive and
affirming relationship plays a critical role in Black men’s persistence in community colleges
(Wood, Palmer, & Harris, 2015; Wood & Williams, 2013; Harris & Wood, 2016).
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Personal Affirming Relationships Lead to Trust
As mentioned earlier, it is of great importance that faculty and staff build relationships
with Black males. Some specific relationship-building strategies are positive messages, authentic
care, and intrusive interventions (Wood, Harris, & White, 2015). Several of the students
interviewed gave examples of these types of strategies. Jeff mentioned that his instructor
proactively communicated with him by reaching out when he missed classes and checking in on
him to see if he needed support outside of the coursework. She viewed him holistically as a
student. He mentioned that she was flexible with deadlines. The professor sought to challenge
him as a student and provide support along the way (Sanford, 1966). The instructor’s
communication led to an ongoing personal connection with Jeff, which kept him from dropping
out of the class. This level of openly intrusive support was what Jeff needed to remain enrolled
and relaxed enough to continue learning. A trusting and affirming relationship had been
developed between the student and the instructor, which plays a critical role in Black males’
persistence in community colleges (Harris & Wood, 2016; Newman et al., 2015; Wood, Palmer,
& Harris, 2015; Wood & Williams, 2013).
Examples of Classroom Interactions and Engaging Activities
Rendón (1994) highlighted three key ways that faculty could improve their relationships
with students by validating students in the classroom. Specifically, the following validation
activities are suggested: (a) take an active interest in the student as an individual, (b) structure
activities in class that require full participation in learning, and (c) make active efforts to validate
students with a genuine understanding of their cultural and social background (p. 39). Wood,
Harris, and White (2015) also mentioned the following similar promising teaching practices:
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using culturally relevant content, allowing for critical reflection, collaborative learning
opportunities, and performance monitoring/frequent feedback.
Classroom interaction and engaging activities help the faculty member build the
necessary trusting relationship with Black males. Unfortunately, there are also examples of
behaviors that undermined the students’ confidence and connection with the instructor and
learning experience. The following finding comes from student’s responses to the question, “Can
you tell me about a time when a faculty member wasn’t supportive of you and your learning?”
Examples of Faculty Behaviors that Display a Lack of Caring
Interactions with faculty are integral to the success of men of color. However, Black
males are often reluctant to pursue faculty interaction because they have the perception that
faculty are unsupportive and uncaring because of past racism they have experienced (Harris &
Wood, 2016). During the interviews, five of the six men mentioned examples of times when they
perceived that a faculty member was not supportive of their learning. Mickey mentioned having
difficulty connecting with some of his faculty. It was a common enough experience across
multiple faculty that he chose the word “distant” as one of his three faculty word descriptors. The
student responses showed themes of lack of caring and also making it uncomfortable or unsafe
for students to ask questions and feel heard.
Impact of Faculty Member’s Racial Identity
The student responses showed themes of connection and learning from both White and
Black faculty. For most of the students, the faculty member’s race was secondary to the
treatment they received from the faculty member. This study found no clear difference between
student satisfaction with White faculty compared to faculty of color. Five students had positive
experiences with White instructors. There was no clear evidence from the interview data to show
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that White faculty are more or less successful at teaching Black males. This evidence is
supported in the literature when Wood, Harris, White (2015) stated clearly that all faculty
members, regardless of their racial/ethnic or gender background, can effectively teach men of
color. To effectively do so, they must use the previously mentioned four promising teaching
practices that foster academic success for men of color (Wood, Harris, & White, 2015).
Discussion for Findings to Research Question 2
The second research question focused on the students’ experiences outside of the
classroom. The findings for this research question illuminated the campus spaces, people, and
support systems that positively impacted the interviewees. These are all part of the campus ethos
domain within the SEO model (Wood & Harris, 2014; Wood, Harris, & White, 2015). The
campus climate plays a critical role in how students experience college and whether they feel
they belong (Brooms, 2019, Strayhorn, 2018). Campus climates impact students’ academic
engagement, social interactions with friends and peers, and their relationships with faculty and
other validating agents on campus. The campus environment impacts their transition to campus,
their presence and position on campus, their mental well-being, and their sense of self (Brooms,
2019). Bush and Bush (2010) found that a positive perception of the institution’s climate was the
strongest predictor of Black males’ probability of success in college.
Impact of COVID-19
This finding became more visible after comparing the student interviews with the student
survey data from the Black Scholars program. The level of anxiety, depression, fear, and
uncertainty expressed in the survey responses was a stark contrast to how the interviewed
students spoke about their experiences. It would seem obvious that the interviewed students had
been coping with going to school during a pandemic for over a full year at the time of the
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interview, showing that they had adapted, found their supports and resources to remain
successful in school. The students interviewed did still reflect fondly on memories of being in
class with other students, spending time on campus in the Black Scholars office, and
experiencing campus life. They seemed more resigned to their current experiences in a remote
college environment. This is an example of the important role that the Black Scholars campus
community played by supporting these students and keeping them engaged even remotely during
the pandemic.
Importance of Validating Agents Outside of Class
This finding from the student interviews is supported by the literature and is part of
addressing the second research question. Internal validating agents play a key role in creating a
culture and campus climate of support. The students reported receiving strong support from their
peers and Black Scholars staff members. The connection and appreciation that the students felt
toward these people show the important role that they played in their college experience. These
validating agents served as mentors, guides, advisors, and friends. They were individuals who
served to remove the structural barriers which impede student success while communicating
messages of encouragement and creating an affirming campus climate for minoritized students
(Brooms, 2018; Rendón, 1994; Strayhorn, 2008; Wood & Harris, 2017). Although the body of
empirical research on the effects of validation on educational outcomes is limited, the literature
indicates that validation positively impacts the post-secondary success of historically
underrepresented racial/ethnic groups and community college students (Barnett, 2011; Hurtado
et al., 2012; Rendón, 2002).
Specifically, greater feelings of connectedness and belonging are associated with greater
and more authentic interactions with faculty and the use of academic services that are designed
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to enhance student success (Harris & Wood, 2016). Motivation and belonging are key indicators
of student persistence (Booker, 2016; Harper, 2010; Morrow & Ackerman, 2012; Wood et al.,
2014).
Importance of the Black Scholars Program
Black male initiative (BMI) programs and programs like Black Scholars play a critical
role in supporting Black males. This was evident in the responses from the students interviewed,
and this finding is part of addressing the second research question. All interviewees spoke about
the important role that Black Scholars played in supporting them to reach their academic goals.
The fact that all the students were re-enrolling and/or transferring to a four-year program shows
the positive impact that this type of support program can have. This is consistent with the
literature on the two main goals for these programs. The first is to provide social support to make
campuses more welcoming and affirming for Black men, and the second goal is to share
knowledge and resources needed to navigate college campuses and access campus supports
(Harper & Harris, 2012). Brooms (2019) stated these programs provide students with a cultural
community that deepens their sense of self, their sense of mattering and increases their
persistence in college while also decreasing barriers to support services (Wood, 2016; Wood,
Harris, & White, 2015). It is recommended that institutions invest in BMI programs like this one
because of the significant positive impact they have on Black male students.
Importance of Campus Spaces Where You Belong
Research on Black men at PWIs indicates that they face multiple stereotypes of being
prone to criminality and aggressiveness and, as a result, are viewed as threatening and to be
avoided (Brooms, 2016). Black males face a “paradox of invisibility” in that they are invisible
and hyper-policed simultaneously and rendered to a “bipolar masculinity” as they are caught
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between stereotypes of being good/docile and the bad Black male (Brooms, 2016; Harris &
Wood, 2015; Strayhorn, 2012). While community colleges tend to be more diverse than PWIs, it
is important to identify safe spaces on campus where Black students can get support from people
who look like them and share similar backgrounds so they can be their authentic selves. This will
ultimately help these students feel a sense of belonging and safety (Deruy, 2017).
Interviewees mentioned community spaces on campus that met their different needs. For
example, the library’s comfortable chairs, the cafeteria where they could socialize with friends,
Black Scholars where they could go and socialize as well as seek support services, and quiet
individual study spaces. These were places where the students felt comfortable and could be
themselves. Feeling connected to peers and being able to connect with others on campus is an
important part of students feeling a sense of belonging with the institution. Having a space on
campus for Black students to come together with other people from similar backgrounds who
may have experienced similar racism or microaggressions will provide the type of supportive
environment students need to remain enrolled and ultimately graduate, particularly if they feel
silenced or not validated elsewhere on campus (Brooms, 2106; Deruy, 2017, Wood, Harris, &
White, 2015). Helping students feel physically and emotionally safe is an important part of
creating a climate for academic success.
During the COVID-19 pandemic, all classes were moved to remote instruction, and
student services were moved online. All of these safe spaces the students mentioned were no
longer readily available for them. The students had to find ways to connect with their peers and
the institutional support services using technology. This was difficult for many students who may
not have reliable internet access or a computer at home. The institution, WCC, offered free
Chromebooks to students who needed them and also tried to connect students to free Wi-Fi
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resources in their neighborhoods to alleviate this digital divide. Students mentioned that being
online did impact their experience. While most did not openly complain about it, their responses
to questions about their sense of belonging or positive experiences with faculty and staff were
filled with reflections about times when they were on campus.
Importance of Black Community
This finding helps to answer the second research question. All students who were
interviewed responded that it was important to connect with other Black students, citing that they
“have each other’s back in any situation” and they “can relate to each other” as key reasons.
Creating a sense of community on campus, having shared experiences, and finding support and
connection within their shared experiences were all mentioned as positive factors. This is
reflected in the literature as well. Strayhorn (2018) found that supportive on-campus
relationships are positively associated with educational outcomes. This connection with the
Black community is especially important for Black males because they often do not feel
welcomed and supported within higher education.
Advice for New Black Males on Campus
Student responses to this question showed a genuine interest to support other Black males
through sharing advice and “lessons learned.” Students’ recommendations perhaps featured
something that they, themselves, had struggled with. A math and engineering student reflected
on his lack of connection and sense of belonging in many classes and his desire to see more
people who “look like me” in his classes. Advice to join Black Scholars sooner came from the
student who had stopped out and dropped out of his classes many times before finding the
support, encouragement and resources that he needed in the Black Scholars program. “Be
vulnerable sometimes” came from a male who openly admitted to the pressures Black men feel
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to put up a “hard” barrier. He hoped to encourage students to take chances on things that might
not be comfortable or are unfamiliar. Also, finding others with the same academic interest was
also great advice from the student who had felt lost until he connected with the music campus
and his academic program. Their responses show the level of support and engagement for
helping others within the Black community. These men know they have something to contribute
and give back to others to help support another through their experience.
Students Preferred Communication Methods and Early Alert Tool Awareness
Institutions are always looking for better ways to connect and communicate with students
about important information and resources. Asking students directly about their preferred method
of communication often does not create a consensus among them. The students in this study were
divided in terms of how they would like to have their faculty and the institution communicate
with them, either verbally or via email. When students were asked about the campus early alert
tool, which is one of the ways that faculty are encouraged to reach out to students to inform them
about how they are doing in the class, the students had limited exposure to or awareness of the
tool.
An early alert system is a referral system where faculty members, counseling staff, or
classified educators can identify students who need additional attention. Ideally, these
notifications would happen early enough to allow the student to receive the services and support
to succeed in the course. An early alert system would be helpful when a student misses several
class sessions, is late to class, leaves class early, has low test scores, misses assignments, or
disengages from the course material and class (Harris & Wood, 2014).
The literature highly recommends the creation and use of an early alert system to support
men of color. This system addresses the barriers that arise in academic environments as well as
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out-of-class pressures like work and stressful life events. These systems convey an institutional
commitment to student success (Wood & Harris, 2017) and can often offer support and resources
to students before their situations worsen. These systems provide a benefit to all students, but the
system has an intensified benefit for men of color (Wood, Palmer, & Harris, 2015).
This tool, like other early alert efforts, can create an academic environment that has
supportive, proactive email communication for students. This tool allows faculty to send positive
messages, messages about additional support, and referrals to tutoring, advising, or other campus
resources. Wood and Turner (2010) found that intrusivity with an early alert tool is needed in the
classroom. This early alert tool allows faculty to show they authentically care while they
proactively monitor and communicate regular validation to the students.
Positive Community College Experience
The administration at WCC would be pleased to know that all of the students interviewed
had positive experiences and would choose to go to this community college again if they went
back in time. Location proximity and convenience were two of the main reasons mentioned as
positive factors. The college reputation, access to financial aid, the strength of faculty and the
counselors, and campus diversity were mentioned as positive selling points. All students
mentioned that going to a community college was the only viable option for them after high
school, which supports the fact that community colleges are the primary pathway to higher
education for a majority of Black males in America (Wood & Harris, 2016).
Implications for Practice
This section will address how this study informs the work of community college
educators. Recommendations are made for ways to positively impact the in- and out-of-class
experiences for Black males at this community college. Based on the review of the literature and
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the findings from this study, the focus of campus reform efforts should not be placed on the
Black male students but on the institutions who seek to serve them (Harris et al., 2010; Wood,
Harris, & White, 2015). Implications for campus reform practices are also outlined below.
Institutional Responsibility for Change
Institutions and faculty have executed their teaching objectives using certain white-
centric pedagogical perspectives for decades, if not hundreds of years, with varying outcomes
and limited success for minoritized students (Bensimon, 2005). When challenged to do things
differently, the response from faculty and institutions is often that poor student performance is
the responsibility of the student. Bensimon (2005) challenged the traditional framing of equity
gaps in outcomes for racially minoritized students (or cognitive frames) by explaining that these
comments and responses are evidence of a deficit mindset. This deficit frame is rooted in
stereotypical concepts of social class, racial/ethnic affiliation, and the belief that students come
from disadvantaged cultures. Well-meaning practitioners who think this way seek to fix the
students they serve. This perspective fails to acknowledge the power and the ultimate
responsibility within educators to effect positive outcomes for college students. Per Harris et al.
(2010),
It is futile to dwell on students’ past experiences. It is also harmful if inequities are
rationalized as beyond the control of practitioners. [Instead] we must focus on what is
within the control of educators in terms of changing their own practices to meet the needs
and circumstances of men of color. (p. 280)
The opportunity awaiting institutions is to use an equity framework to accept
responsibility for demonstrating an institutional commitment and the subsequent actions
necessary to foster success for historically minoritized students (Bensimon, 2005). The equity
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frame is focused on the campus institution taking active steps to remediate campus personnel
(e.g., faculty, staff, administration), as opposed to the students that they serve. Thereby,
institutional responsibility is the key focus of the equity frame.
Context, Actions, and Outcomes Model
Expanding on Bensimon’s (2005) equity cognitive framework mentioned above, Wood
and Palmer (2014) created the context, actions, and outcomes (C-A-O) model as a framework for
specifically addressing student success for men of color in college. The C-A-O model counters
Astin’s (1993) I-E-O model, which views student success as a function of student input
characteristics (I), their involvement in the academic and social environment’ in college (E), and
their academic outcomes (O).
In contrast, Wood and Palmer (2014) noted that a healthier perspective on student success
focuses on the institutional context (C) in terms of institutional history, revenue streams,
location, institutional size to provide an understanding of institutions’ capacity to serve men of
color. The crux of their model includes the actions (A) that an institution employs and aligns to
better serve men of color. They articulate eight primary domains of institutional responsibility
for male of color success in college. A summary of these domains is listed in Table 16, along
with specific recommendations. Recommendations about how the organization can make the
actions happen are also mentioned in the chart and will be elaborated on in the following section.

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Table 16
CAO Model: Institutional Responsibility Domains and Researcher Recommendations

CAO Domain
“Context”
Domain Definition Researcher Recommendations
“Actions”
How the
Organization
Makes it
Happen
Campus
resources
Necessary for
building
capacity and
sustaining
student success
efforts;
Appropriate financial support for BMI
programs and expansion of student
support program services to reflect
student need.
Institutional
Mission &
Budget
Realignment
to Reflect
Commitment
Campus
climates
Organized around
the values of
affirmation and
antiracist
dialogue;
Create affirming, welcoming, and
validating in and out of climates.
Emphasize to faculty and campus
personnel the importance of building
relationships with Black men.

Mission
Realignment

Hiring
Practices

Professional
Development

Evaluation
Institutional
practices
That feature
intrusive,
strategic, and
collaborative
efforts to
improve student
success that are
guided by
culturally
relevant services
and pedagogy;
Communicate faculty members’
responsibility to utilize relationship-
building strategies, promising
teaching practices and ensure faculty
communicate high expectations to
students.

Students evaluate faculty on the
creation of classroom sense of
belonging and faculty welcomeness.

Mission
Realignment

Hiring
Practices

Professional
Development

Evaluation
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CAO Domain
“Context”
Domain
Definition
Researcher Recommendations
“Actions”
How the
Organization
Makes it
Happen
Campus
structures
That promotes
access, a sense
of belonging,
and seek to
ensure
proportionality
among college
personnel by
relevant
demographic
characteristics;
Faculty, staff, and administrator hiring
processes to reflect campus student
demographics.
Mission
Realignment

Hiring
Practices

Professional
Development

Evaluation
Programs That focus on
high impact
practices for
student/faculty
engagement and
build students’
socio-cultural
capital;
Expansion of support for BMI
programs (Black Scholars).

Mandatory & convenient use (faculty
and students) of the campus early
alert tool for communication.
Mission and
Budget
Realignment
to reflect the
commitment

Professional
Development
Policies That highlight the
importance of
racial parity,
resource equity,
and
accountability
for student
success;
Institutional budget reflects support
for the equity mission and programs.

Faculty, staff, and administrator
hiring, evaluation policies, and
practices support equity and
diversifying the campus.

Imbedding cultural competence into
faculty retention, tenure, and
promotion policies.
Mission
Realignment

Hiring
Practices

Professional
Development

Evaluation
Partnerships Focused on
building a
college prepared
pipeline,
professional
opportunities,
and facilitating
fluid transitions
between high
school, college,
and university
life;
Expand Black male peer mentor
opportunities within the college
experience to support the pre-
college pipeline.

Create a Summer Bridge support
program for incoming Black males.

Connect Black males with alumni and
career/industry mentors within their
desired areas of academic interest.
Mission and
Budget
Realignment
to reflect the
commitment

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To summarize, faculty and other institutional personnel have responsibility for fostering
affirming, validating, and welcoming campus climates, ensuring that faculty use culturally
relevant teaching practices in and out of class to create environments that promote students’
sense of belonging and ongoing participation in a culture of critical analysis around student
outcomes. In doing so, student success outcomes (the O in Wood and Palmer’s model) are then
actualized through a lens that acknowledges institutional responsibility and accountability.
Wood and Harris (2014) suggest that institutional contexts can affirm, support, and
communicate care or disaffirm, marginalize, and communicate perceptions of inferiority.
Education professionals and administrators must focus their efforts on creating positive
interactions between students and faculty, developing programs, and revising pedagogical
practices to foster positive campus climates (Palmer & Wood, 2012; Wood & Harris, 2014). That
is why the following recommendations are being made to assist the organization in reaching the
desired equity goals for their minoritized students.
CAO Domain
“Context”
Domain
Definition
Researcher Recommendations
“Actions”
How the
organization
Makes it
Happen
Inquiry Organized around
a culture of
critical analysis,
responsibility for
student
outcomes, and
organizational
learning.
Require mandatory professional
development for faculty,
administrators, and classified
campus educators to increase racial
learning and literacy.

Required analysis of disaggregated
student success data for each course.

Mission
Realignment

Hiring
Practices

Professional
Development

Evaluation
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Institutional Recommendations
Rarely addressed are the structural barriers that create disparate outcomes for men of
color. W. Edward Deming is attributed to the statement “every system is perfectly designed to
achieve the results it gets” (as cited in Wood, Harris, & White, 2015, p.11). Thus, systemic
change is necessary. Institutions must stop expecting the students to change and must start
reflecting on the institutional changes required to truly impact the campus climate and close
equity gaps (Bensimon, 2005; McNair et al., 2020).
The following section outlines the recommendations for the institution, which include
having a clear equity-minded mission about faculty and staff members’ role in closing the equity
gap, creating effective professional development to help personnel grow as equity-minded
educators, which then leads to improved classroom experiences for all students (but especially
Black males). Additional recommendations include continued support for what is working with
the BMI programs and fixing what could be improved (i.e., early alert program). Following these
recommendations, there will be a discussion on how to help the organization move from
recommendations to reality.
Based on the CAO model (Wood & Palmer, 2014) and the literature review found in
Chapter Two, I suggest the following recommendations. Recommendations within each of the
eight institutional responsibility domains are briefly mentioned in Table 16. Specifically, the
recommendations regarding mission, hiring, professional development, and transforming the
classroom learning experience will be addressed below in more depth.
Institutional Change: Through Mission
Organizations must communicate the importance of racial equity to faculty early on and
regularly (Wood, Harris, & White, 2015). Campus leadership should remind faculty, staff, and
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administrators that student success is our mission: this is in everything we do. This must be our
focus if we are going to see the organizational change effort that needs to occur to close equity
gaps. The leadership must move beyond institutional statements of support to clear strategic
actions of support, not hollow gestures (McKenzie, 2020). Creating a sense of urgency toward a
mission or goal is the first stage in Kotter’s (2007) theory of organizational change, which will
be discussed in the organization change section below.
Institutional Change: Through Hiring
A recommendation is to revise hiring policies to increase faculty diversity (Brooms,
2016; Strayhorn, 2008; Wood, Harris, & White, 2014). The literature recommends hiring more
professors of color as additional assets to the institution. The college would benefit from tapping
into their collective skills, knowledge, expertise, and insights to help students of color feel seen,
heard and cared for in and outside of the classroom (National Assessment of Collegiate Campus
Climates, 2019).
Institutional Change: Through Professional Development
Recommendations from the literature suggest that professional development for faculty,
classified educators, and administrators to increase racial learning and literacy is necessary to
positively impact the retention rates and campus climate for Black males (Bush & Bush, 2010;
McNair et al., 2020; Palmer & Wood, 2012; Strayhorn, 2008; Wood & Harris, 2014; Wood,
Harris, & White, 2015). Specifically, professional development is needed to better prepare
faculty to work with men of color, and given the likelihood that individuals who need this
training may not willingly attend, it is recommended that the training be made mandatory
(Wood, Harris, & White, 2015).
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Recommendations for Professional Development: Faculty Focus
As part of the organization taking responsibility for its role in being equity-minded and
closing racial equity gaps, it is the organization’s responsibility to support faculty as they
understand the significant role they play in supporting Black males to be successful. “Faculty
members must embrace an internal locus of control, believing that they possess the capacity to
advance success for men of color and other disadvantaged student groups” (Wood, Harris, &
White, 2015, p. 73). The organization can do that by sharing the insight that student success is
more of a function of the environments created by faculty members than factors relevant to
students themselves. This point is critical to highlight as it clearly demonstrates the faculty
members’ ability to support students in overcoming challenges simply by being affirming,
welcoming, and validating (Wood, Harris, & White, 2015). Faculty members should view this as
empowering as it illustrates the most critical determinants of student success live within their
own influence of control (Wood, Harris, & White, 2015).
Institutional Change: Transformation of the Class Experience
Because of the online application and enrollment processes found at most community
colleges, not every student experiences campus support services. However, what is guaranteed is
that every student has a class experience with a faculty member. If true efforts are to be made at
closing the equity gap for Black males, this is the point of contact that is guaranteed (if not
essential) to make a significant difference in student success outcomes. It is recommended that
with the support of professional development, these class experiences (either online or via
remote learning modalities) be taught by faculty who have successfully embedded cultural
competency and equity-mindedness into their pedagogy and teaching style.
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In Class Recommendation
Based on Wood, Harris, and White’s (2015) suggestions on the importance of building
relationships with black men, the recommendation is to ensure that faculty members
communicate high expectations to students. They must set high expectations for students and
communicate support for their success (Sanford, 1966). This will build students’ confidence
along with frequent communication about their progress. It is recommended that the organization
frequently reaffirm to faculty members their responsibility to build students’ confidence. Faculty
cannot continue to play the role of gatekeeper (Newman et al., 2015) and must understand the
significant role they play in supporting or preventing men of color from continuing their
education.
Faculty must intentionally build connections and community in their classes. They can
help to build classroom community among students by facilitating activities that encourage
connection. Interactive class activities and/or assignments allow students to get to know each
other (Rendón, 2002; Strayhorn, 2008; Wood, Harris, & White, 2015) and help build
relationships and trust between the faculty and students (Wood, Harris, & White, 2015.)
Faculty must remember the importance of relationship-building strategies with Black
males. They should come to class early and stay late to allow opportunities for casual and
informal check-ins to happen with students. They should also proactively seek to connect with
Black males as individuals using positive messaging, authentic care, and intentionally intrusive
interventions because it matters and makes a difference. Additionally, they should utilize
promising teaching practices, such as tying in relevant content to the students’ lives, offering
opportunities for critical reflection and collaborative learning in the classroom. They should give
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students feedback early and often in multiple ways so they can access the support and resources
they might need before more issues arise in the semester (Wood, Harris, & White, 2015).
Faculty should avoid requiring students to approach faculty first for help. Instead, they
should be proactive, intentionally intrusive with support, and offer help personally and via the
early alert tool. They must recognize the intricacies of Black male’s help-seeking behaviors and
communicate a welcomeness to engage and answer their questions in the syllabus as well as
frequently in class. Their syllabi should list campus support resources, explain how office hours
work, the purpose, and the faculty’s desire to see each person there. They should schedule a
check-in with the students early in the semester and build in participation points to encourage
them to continue to communicate often. However, they should be careful not to penalize students
who are juggling work, life, and school (Wood, Harris, & White, 2014). They connect with
students on campus when possible and eat in the cafeteria or work out on campus so they might
see the students. When walking the campus, they should keep their attention up to see students
and connect with others (Wood, Harris, & White, 2015).
Institutional Change: Culture of Analysis
A culture of analysis will support the campus commitment to closing equity gaps for
Black and other minoritized students. Student success for men of color can be improved through
a culture of analysis that identifies student needs, monitors their progress in curricular pathways,
and evaluates their personal, learning, and career outcomes. The institution should support
faculty by making this analysis accessible and easy to obtain and understand. Campus leaders
should also teach faculty how to disaggregate their own student data to see the true impact of
their teaching. It is only through this level of analysis that faculty will know what they need to
improve upon (McNair et al., 2020).
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Campus administrators should seek feedback from students about their experiences in the
classroom. Class evaluations should include questions about a sense of belonging and
welcomeness in the classroom and the data should be disaggregated by race/ethnicigy and
gender. Retention, tenure, and promotion policies should imbed cultural competence. The tenure
and faculty evaluation process should include welcomeness, validation, and affirming classroom
environment. By evaluating individuals on these specific expectations, these institutional agents
will be held accountable for the behaviors that the organization is seeking (Bush & Bush, 2010;
McNair et al., 2020; Wood, Harris, & White, 2015). Additionally, this might be the motivation
that is needed to persuade resistant faculty to take action to support this institutional imperative.
Institutional Change: Support What is Working
The significance of these support programs is clear from the student interviews, student
survey results, and the literature review. Wood, Harris, and White (2015) recommend
institutionalizing BMI retention programs with a proven track record by securing stable funding
streams. In short, it is important to support what is currently working and seek ways to expand or
continue support as the program leadership recommends.
Institutional Support: Prioritize Commitment to Early Alert Tool
It is recommended that the institution prioritize the full implementation and utilization of
the campus early alert tool. The goal of this type of early alert communication is to inform
students about how they are doing in the class proactively, so the student has time to seek out
assistance or support in advance of when grades are posted. Additionally, once the early alert
message has been sent to the student, a notice is also sent to the corresponding office or resource
so they know the student may be reaching out. This office will then do their own follow-up
directly with the student to increase the likelihood that a connection is made and that the student
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receives the recommended support or services. For this program to be successful, it must be fully
utilized by 100% of the faculty and students. With full faculty and student adoption of this
communication tool, Black males will have an improved sense of connection and in their
classroom environment because it removes the need for the student to initiate contact with the
instructor. Black males do not tend to want to ask questions or ask for help for fear of looking
stupid (Wood & Harris, 2014; Wood, 2013).
Creating Organizational Change: How to Move from Recommendations to Reality
It is imperative for institutions that seek to address equity gaps in Black males’
achievement to take responsibility for the institution’s role in creating the needed solutions
(Bensimon, 2005; McNair et al., 2020). Campus leadership must facilitate the institutional
imperative and sense of urgency necessary to effect change (Kotter, 2007). Campus leadership
must also conduct an honest assessment of why past attempts at creating an equity-minded
campus were not successful. This pre-assessment of the campus culture and capacity for change
will positively impact the likelihood that efforts to change will be successful. I will use Kotter’s
(2007) eight-step theoretical model for successful organizational change to inform how WCC
can institutionalize its commitment to closing equity gaps for Black and Latinx students.
Step 1 of Kotter’s (2007) eight-step theoretical model requires that leaders create a sense
of urgency within the institution that appeals to the people’s heads and hearts. The data on the
achievement equity gaps, declining enrollment, and degree completion statistics should provide
the fuel for this important call to action to motivate organizational change. Kotter recommends
using a relatable narrative to create the opportunity to raise a large and urgent army of volunteers
all motivated to work together for the same outcome.
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Community college stakeholders understand the importance of supporting minoritized
students. There is an innate commitment to supporting students built into the community college
mission. I believe that the ultimate challenge for this organization and other community colleges
is to have the leadership convey that this window of opportunity to support minoritized students
is currently open, but the opportunity may pass if action is not taken immediately. The campus
culture knows and understands that racism and discrimination exist at the institution. The battle
to effect change has been long, and many earlier initiatives ultimately failed or were not
sustained. The campus is wary of another diversity initiative that will likely lose momentum. The
battle fatigue and pockets of apathy will be one of the early hurdles the institution will need to
address.
A fresh, new, dynamic vision must be created and shared to reinvigorate the campus
community to truly appreciate the timing for the institutional imperative and sense of urgency
needed to effect organizational change. A major campus-wide transformation must occur to shift
an organizational culture historically based on systemic racism and structural barriers that create
disparate outcomes for men of color (Wood, Harris, & White, 2015) and to create an
environment that is supportive and understanding of Black males’ culture, experiences,
backgrounds, gifts, perceptions, resources, and talents (Wood, Harris, & White, 2015).
If the organization is truly committed to sustained organizational change, Kotter (2007)
recommends it follow the necessary process, which includes building a sense of urgency,
building a coalition of campus change agents, developing an inspiring vision, communicating
this vision with and empowering others to act by removing institutional barriers, generating short
term wins to help sustain the acceleration of the vision, and ensuring the institution does not
return to the status quo. These steps occur through clear and effective campus communication
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from leaders who execute a clear vision, support the creation of effective policies, create
opportunities for professional development, and align financial support for programs that target
this group’s specific needs (Bush & Bush, 2010; McNair et al., 2020; Wood, Harris, & White,
2015; Strayhorn, 2008.)
What is the appropriate goal for an equity-minded organization to rally behind? If the
goal is to close equity gaps for Black and Latinx students, the organization must focus on what
needs to be done to reach that goal and work backward to develop the strategy to get there
(Kirkpatrick & Kirkpatrick, 2016; Kotter, 2007.) Improved success and retention rates stem from
improved classroom learning experiences and access to campus support resources (Wood,
Harris, & White, 2015). As mentioned in the recommendations above, it is important to provide
professional development and support to faculty and the classified educators on campus to
ensure that the organization reaches its goal.
Step two of Kotter’s (2007) organizational change principles requires the organization to
build a guiding coalition, made up of members from key campus constituencies (administration,
classified staff, faculty, and students) who will receive information about the organization at all
levels and will help synthesize the information into actionable steps to move the organization
toward its goal. This group would be a diverse coalition of accountable individuals who will seek
to move through institutional barriers, problem-solve, and keep the forward momentum.
Step three requires that an organization form a strategic and inspiring vision along with
initiatives to execute the plan. This vision should be communicable, desirable, create a verbal
picture, flexible, feasible, imaginable, and simple (Kotter, 2007). Ideally, this strategic vision
will motivate the campus to take action to close equity gaps, help to coordinate actions to move
toward this goal, clarify how the future will be different from the past and how this will become
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a reality. The guiding coalition in step two should craft this vision and have it validated by senior
leadership. Doing so will facilitate buy-in from key campus stakeholders throughout the process.
This will help to minimize pushback from constituency groups.
Step four of Kotter’s (2007) model requires that the organization convey the new vision
and enlist a volunteer army to join together to drive the organization in the same direction.
Getting people excited about a shared vision and the opportunity for change develops the feeling
that people want to contribute instead of having to contribute. Campus leaders should celebrate
and recognize the early adopters of the plan to keep them motivated and tap into campus
influencers and take the opportunity to listen to others as the vision is shared (Bridges &
Mitchell, n.d.; Kirkpatrick & Kirkpatrick, 2016). The open dialog is crucial as people mentally
move toward a new vision if the new behaviors are to last past the initial excitement phase
(Bridges & Mitchell, n.d.; Kirkpatrick & Kirkpatrick, 2016; Kotter, 2007).
Step five of Kotter’s (2007) model requires that the organization enable action by
removing barriers such as inefficient processes, archaic norms, and policies. When change starts
to happen within the organization, some individuals are inevitably resistant. Commonly accepted
statements like “It’s just not done that way” or “We tried that before—it didn’t work” are
considered legacy barriers that deter forward movement. Leaders should give faculty and
classified staff freedom to work creatively across silos and boundaries to create innovations and
real impact toward the goal.
Step six (Kotter, 2007) recommends collecting, categorizing, and communicating (early
and often) to the community the progress and steps in the right direction that is happening. These
could be actions taken, lessons learned, improved processes, and new behaviors demonstrated.
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Tracking this progress will energize the campus volunteers, validate the story of the campus
transformation and provide opportunities for actions to be replicated (Kotter, 2007).
Step seven features the need for the organization’s leadership and the guiding colation to
sustain acceleration toward the goal (Kotter, 2007). After a few successes, it might be tempting
to get distracted from the end goal. Remaining focused requires organizational stamina and being
relentless with initiating change to execute the vision and plan. During this time, it is helpful to
remind the campus community about the original urgency and need for organizational change.
Leaders must try to keep recruiting new ways to expand the group of motivated volunteers. They
must also continue to listen and respond to questions that arise in the campus community and
keep removing barriers.
Step eight is when the new behaviors are repeated long enough that they can be
connected to successes seen in the organization (Kotter, 2007). Leaders must help connect the
dots between the behaviors and the organization’s success at meeting its goals. It often takes
years of a different kind of experience for there to be lasting organizational change. This is when
cultural changes occur when the organization has a proven track record, and people’s actions
have been altered to new behaviors that lead to better student outcomes. New behaviors and
practices must be deeply anchored to replace the old ways (Kotter, 2007). This is when change
has been created, but the work is not over because the ongoing evaluation and adaptation will
continue (Bridges & Mitchell, n.d.; Kirkpatrick & Kirkpatrick, 2016).
Professional Development Implementation Plan
As seen with the recommendations above, this organization must realign its vision for
equity with its hiring, training, and annual employment evaluation process for all faculty, staff,
and administrators. Ideally, this will all be part of a positive organizational transformation
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campaign created and sustained by Kotter’s eight steps (2007). Professional development will
provide a strategy to inspire the campus community to learn to be first-generation equity
practitioners through personal growth and self-change (McNair et al., 2020). Additionally, these
processes are meant to empower the faculty, staff, and administrator to recognize the significant
role they play in creating the campus culture of validation, welcomeness, and affirmation for
students of color (Wood, Harris, & White, 2015).
The creation and evaluation of the professional training program are essential if it is to
be considered effective by the participants (Kirkpatrick & Kirkpatrick, 2016). The New World
Kirkpatrick Model was developed to evaluate training programs and has four core principles to
effective training: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2016).
Each principle represents a level that has key targets to address to support training success and
participant learning.
The primary reason for professional development training is to get better results toward
meeting the campus goal of closing equity gaps. To get better results, a behavior change must
occur. For behavior to change to happen, the needed knowledge, skills, and attitudes must be
taught in professional development training (Kirkpatrick & Kirkpatrick, 2016). The learning
outcomes/objective for all pieces of training would be to help the individual faculty and staff see
their specific role in supporting students of color at the institution, but specifically Black males,
as they have unique characteristics which impact the success of some campus interventions
(Harris & Wood, 2014). Similar to the Sanford (1966) theory of challenge and support, we must
challenge the campus community to see the gaps in our effectiveness for this population and
support them to find ways to do things differently.
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Level one in the New World Kirkpatrick model (2016) is about the participant’s reaction
to the idea of coming to the training and whether they find the training to be favorable, engaging,
and relevant to the work they do. Collaborative teams of stakeholders from different campus
classifications should be involved in the planning and communications about the training. This
would increase the level of support and credibility given to the training (Culver, 2021). This
would also increase the likelihood that participants would positively receive the information
being shared. Like the students taught on campus, creating a welcoming and affirming learning
environment for faculty and staff during professional development is also important. When
reactions to the training experiences are positive, the chances of learning are improved as the
participants become more interested and engaged in their learning (Kirkpatrick & Kirkpatrick,
2016).
On-Going, Mandatory Training for All Employees
It is easy within a large organization to attend one-off equity and diversity training that
does not affect deep learning and behavior change. Additionally, one can think that someone
else, another department, or another classification will do the transformational work to close
equity gaps. That is not how true and lasting organizational change occurs. Instead, the
organization must develop and embrace a shared strategic vision and aligned initiatives (Kotter,
1995). Ongoing training tied to clear communication about outcomes and expectations is more
effective in creating behavior change.
All campus employees would be required to attend three equity-centered professional
development training sessions each year as part of their employment contract. Professional
development is needed to better prepare all campus constituents to work with men of color
(Strayhorn, 2008; Wood & Harris, 2014; Wood, 2013). As with any required or mandatory
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training, the campus community must understand why this training is important and mandatory.
The organization needs to assess each group’s knowledge, skills, and motivation levels to
implement effective training sessions for them (Clark & Estes, 2008). Given the likelihood that
individuals who need this training may not willingly attend, it should be mandatory (Wood,
Harris, & White, 2015).
For these training sessions to be viewed positively on campus, participants should be
compensated for their time. These sessions are not optional and are considered part of the
employment and advancement process within the organization. Positive promotional campaigns
should be created for this ongoing training, which features key individuals within the faculty,
classified and administrator ranks who would serve as influencers to emphasize the importance
of this training, the impact they have on supporting minoritized students, and how they are part
of the larger vision for institutional change. These campaigns will help keep the campus
community excited about doing their part to advance the institution and support closing equity
gaps. Participation from the campus community should not be taken for granted, as it is essential
that the experience be well received and considered positive. Positive employee campaigns
involving t-shirts and buttons saying slogans such as “I can make a difference” can serve as
motivational tools and positively reinforcing reminders to the campus that everyone must be part
of the effort to close the equity gaps if the initiative is going to be successful.
The training would reinforce the message that faculty, administrators, and classified
educators have specific and unique roles to play as part of the large-scale solution (Clark and
Estes, 2008). Without this complete level of campus-wide buy-in and support, there will be no
likelihood of true and lasting systemic change on the campus (Kotter, 1995). The fabric of the
organizational culture must be transformed to the point that individuals do not return to the status
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quo within their roles and positions. This level of adoption is not easily accomplished, which is
why 70% of organizational change efforts fail (Kotter, 1995).
Professional Development Training Format
Specific best practices in relationship building, teaching practices and pedagogy,
customer service, and relational student support will be shared with each community. The
training will be held in an interactive and engaging format that encourages creating a safe space
for sharing, understanding the sense of urgency impacting the institution, and supporting students
of color to close the achievement gaps.
These training sessions would be position- or classification-specific to increase
individuals’ awareness of the unique experiences for students of color and personalize the role
they play in supporting those students to reach their academic goals. It is recommended that the
conceptual framework in Figure 2 be used as a training tool to help the campus community find
their area of influence in the student experience and how their role leads to creating a campus
culture that is validating, affirming, and welcoming for Black males. This model shows the
significant impact that the campus climate has on supporting Black males within their in- and
out-of-class experiences, leading to a sense of belonging and student success.
In addition, professional development needs to also offer a focus on allowing faculty to
explore their own racialized experiences and how their race and gender impact their educational
experiences and outcomes with the goal of deepening their sense of cultural humility and
empathy (the intra-personal work). Also anti-bias training for any anti-Blackness bias they may
have because it's common and conditioned in all of us who live in this country
Exercises will provide an opportunity to hear from minoritized students directly to learn
about students' lived experiences, allow for listening to peers’ experiences, and demonstrate best
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practices in equity-minded education. Research has found that faculty members’ social identities
mediate how they experience the classroom, their pedagogical practice, curricular approach, and
interactions with students (McNair et al., 2020). Therefore, it is important to create opportunities
for faculty to reflect on their personal and social identities during these training sessions, so they
can be conscious of their and their students’ racial identities (James Gray, as cited in McNair et
al., 2020). Ideally, training sessions in addition to spaces, both informal and formal, will be
created to be able to reflect upon, make sense of, process, what is learned and experienced by
themselves and with others.
The training outcome, ideally, is learning, or the degree to which the participants attained
the knowledge, skills, confidence, and commitment necessary to move the institution toward its
goal (Kirkpatrick & Kirkpatrick, 2016). Even the most well-intentioned, well-designed, and
well-received training programs are of little use unless what is learned in training is relevant and
gets implemented on the job, which is called the transfer of learning to behavior (Kirkpatrick &
Kirkpatrick, 2016).
At the end of each of the three annual pieces of training, there will be an opportunity for
personal reflection and creating an action plan to implement the new information into the faculty
or employee’s current role and duties. Theoretical and practical examples will be given to help
the faculty, staff, or administrator leave with concrete and tangible actions that can be
implemented immediately within their positions to effect change. The degree to which the
training participants apply what they have learned when they are back in their campus roles will
indicate if Kirkpatrick & Kirkpatrick’s level three behavior change has occurred (2016).
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Professional Development Training Evaluation
Once the ongoing training sessions have begun, it is important to evaluate the participant
feedback and results to know if they have implemented what they have learned into their daily
lives and roles on campus. Kirkpatrick and Kirkpatrick’s (2016) level four results seek to assess
the degree to which behavior change and outcomes occur as a result of the training and support.
This level of feedback can also be obtained through manager evaluations of their teams to get a
sense of how many classified employees have adopted the training learning outcomes into their
work. Faculty could create department-level discussion and accountability groups to support
each other to develop teaching activities and serve as sounding boards when issues and questions
arise. Additionally, the participant’s satisfaction levels with the training should be considered to
ensure that these mandatory experiences are positive for the campus. It may be necessary to
adjust the training objectives and revise the learning outcomes based on the feedback received
and what is observed in the training sessions. The learning process is linear and iterative,
meaning that it is constantly being evaluated and adapted to meet the objectives set by the
institution (Clark and Estes, 2008).
Ongoing Institutional Assessments
The organization must also build in the necessary assessments and evaluation procedures
to ensure it remains on track to meet its campus objectives (Clark & Estes, 2008; Wood &
Palmer, 2014). The entire campus community (faculty, classified educators, and administrators)
must recognize their responsibility to foster affirming, validating, and welcoming campus
climates (McNair et al., 2020; Wood & Harris, 2017). Ongoing assessments must evaluate gaps
and room for improvement in all aspects of the student’s experience. This type of institution-
wide organizational change effort takes administrative focus, strategic financial commitment,
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ongoing professional development, and human resource coordination to ensure that positive in
and out of class efforts are created that promote students’ sense of belonging. The campus must
be committed to ongoing participation in a culture of critical analysis around student outcomes.
The institution must also be committed to holding itself accountable to reach the equity goals set
for Black males. In doing so, student success outcomes are then actualized through a lens that
acknowledges institutional responsibility and accountability (McNair et al., 2020; Wood, Harris,
& White, 2015).
Future Research
As a result of the findings in this study, future research on Black males in the community
college system should ensure that this population’s voices, experiences, and perspectives
continue to be heard. Future studies involving a larger sample size, including Black males not
involved in the Black Scholars or BMI programs on campus, would help illuminate the sense of
belonging experiences and access to support for those men.
Additionally, future research with White faculty, staff, and administrators regarding the
effectiveness and openness to participate in equity-related professional development would be
helpful for an organization to assess. Institutions hoping to transform their campus teaching and
learning climates to become more genuinely affirming and equity-minded must find ways to
encourage White faculty to be open to change and racial identity reflection (McNair et al. 2020).
The labor of addressing racial equity gaps should be on white people, not the Black, Indigenous,
people of color community. There is a need to explore what could be perceived as faculty
resistance and opportunities for interest convergence for people who fill these instrumental
gatekeeping roles for Black males.
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Conclusions
This study identified experiences inside and outside the classroom that impact the sense
of belonging for Black male community college students. Specifically discussed are the impact
of faculty communication and interactions in the classroom and the student experience outside of
the classroom. This study used qualitative interviews to obtain information to address the
research questions and gain greater insight into how the interviewees personally define a sense of
belonging and validation on this campus. Their voices provided a better understanding of their
experiences interacting with faculty, peers, and campus support systems, both inside and outside
of the classroom. This study’s broad contributions include illuminating the Black male student
experience in the community college and uncovering improved ways of addressing their needs to
encourage a sense of belonging at the institution. The multiple findings obtained from the student
interviews centered around the role of faculty, staff, peers (validating agents), Black Scholars,
and the Black campus community in creating a sense of belonging for Black males through
positive in and out of class experiences. Research has found that a sense of belonging improves
retention and completion rates for Black males in the community college system (Newman et al.,
2015; Strayhorn, 2008; Wood, Harris, & White, 2015).
Institutional equity and achievement gaps still persist at this college for Black and Latinx
students. To respond effectively to these challenges, community colleges need to better
understand the experiences of Black males in order to develop more effective strategies to
enhance their educational outcomes and academic success. A large part of understanding the
situation involves taking responsibility for empowering the faculty, staff, and administrators to
become equity-minded in their daily practices. An institution-wide commitment to ongoing
equity training for the entire campus is required to effect the necessary systemic institutional
122

change that is needed to positively impact the student equity data. In short, the results of this
study may help the institution change the way it conducts business to better support Black males’
academic success in community college environments, thus helping to close the existing gaps in
educational access and attainment, which will have a profound impact on the group’s opportunity
to succeed in society.

123

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Appendix A: Interview Question Alignment
Research Question Theoretical Framework Data Instrument Questions
How do student’s
perception of faculty
communication behaviors
impact their sense of
belonging?

Socio-Ecological Outcomes
(SEO)
(Harris & Wood, 2016)

Validation Theory
(Rendón, 1994)

Sense of Belonging
(Strayhorn, 2018)

Interview Questions: 3 & 12

How do student’s
experiences outside of the
classroom impact their
sense of belonging?

Socio-Ecological Outcomes
(SEO)
(Harris & Wood, 2016)

Validation Theory
(Rendón, 1994)

Sense of Belonging
(Strayhorn, 2018)

Interview Questions: 4-11, 13

Socio-Ecological Outcomes
(SEO)
(Harris & Wood, 2016)

Validation Theory
(Rendón, 1994)

Sense of Belonging
(Strayhorn, 2018)

Interview Questions: 14-20

Demographic Questions The interview has a separate
set of introduction
questions that were asked
verbally.

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Appendix B: Interview Protocol, Recruitment Flyer/Email Text
Subject line: Faculty Validation and Student Sense of Belonging for Black Males at a California
Community College.
Email text: Hello. I am Kiersten Elliott, a doctoral student at USC. The purpose of this email is
to inform you about a research project called “Faculty Validation and Student Sense of
Belonging for Black Males at a California Community College.” I am working with Dr. Patricia
Tobey at USC’s School of Education.
Please read the information below and then let me know if you would be interested in
participating in this study.
Approximately 10-15 students will be interviewed for this research study. Your participation in
this study is voluntary. You must be aged 18 or older to participate and have been enrolled at this
community college for at least one semester. Even if you decide to participate, you may still stop
the interview at any time without any consequence to you. If you are interested or would like to
know more about this study, please contact me at ktelliot@usc.edu. An appointment will be set
up to find a convenient time for a Zoom interview. I appreciate your time and consideration.
Thank you.
Purpose of the Study: The purpose of this study is to learn more about the student experience
inside and outside of the classroom impacts the sense of belonging for Black males at a
community college.
Procedures: You will be asked to share your experiences in an interview. The interview will last
about an hour and will be recorded via Zoom technology.
139

Risks and Benefits: There is no direct benefit to you for participating in this research study.
Participants will be emailed a $25 Amazon gift card. There are no anticipated risks to your
participation.
Confidentiality: Only the researcher will have access to the data. Your responses will be coded.
You will be given the opportunity to create a pseudonym name so your real name won’t be used.
Your grades will not be affected whether or not you participate.
Participation and Withdrawal: You can choose to participate or refuse to participate. If you
volunteer to participate, you may still withdraw at any time without any consequence to you.
You will be asked to give consent in the interview process verbally. Identification of
Investigators: If you have any questions or concerns about the research, please contact Dr.
Patricia Tobey at tobey@usc.edu, USC Rossier School of Education, or Kiersten Elliott,
ktelliot@usc.edu.
Participant Profile Form:
You are asked to participate in a research study called “Faculty Validation and Student Sense of
Belonging for Black Males at a California Community College” with Kiersten Elliott (doctoral
student at USC) and Dr. Patricia Tobey in USC’s School of Education. You are asked to
participate in this study because you are a Black male enrolled at West Coast Community
College (campus pseudonym). Approximately 10-15 students are eligible to participate. Your
participation in this study is voluntary. Even if you decide to participate, you may still stop the
interview at any time without any consequence to you.
Purpose of the Study: The purpose of this study is to identify the communication and behaviors
of faculty that lead to an improved sense of belonging for Black males in the community college
classroom environment. We hope to learn the impact of faculty communication using an early
140

alert tool to see which messages are perceived to be validating and non-validating. You are
invited as a possible participant because you are a Black male at the community college being
studied.
Procedures: You will be asked to share your experiences in an interview with the researcher.
The interview will last about an hour. Before the interview, your permission to record the
interview will be sought, and verbal confirmation of consent to participate will be obtained. After
the interview, the data will be transcribed. Then, you will have the chance to correct the
transcription. Finally, the audio recording will be erased, and the transcription will only be
identified by a code. Only the researcher will know your identity. You will be asked to create a
pseudonym name which will be used instead of your real name. There are no anticipated risks to
your participation. If you are interested or would like to know more about this study, please
complete the following information to the best of your knowledge, and I will contact you. Thank
you.
Date:________________________
1. STUDENT ID# _________________
2. Name ___________________________________
3. Age __________________________
4. Phone Number ____________________
5. Email Address _________________________
6. Ethnicity (Please Circle): How do you racially identify?
Black___________ African American ____________ Mixed Heritage: ___________
Other_________________
7. Educational Goal (Please circle all that apply):
Transfer (where:________________)
AA/AS Degree
Certificate/Technical Program
Not sure
8. Academic Major ____________________________
9. Number of units completed ___________
10. Number of semesters you have been at SMC_______
11. SMC cumulative GPA ________
12. Number of units you were enrolled in Fall _____
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13. Number of hours you work per week______
14. Please list your involvement in any college program, organization or club (such as
athletics, EOP&S, student club, student government or academic team):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Identification of Investigators
If you have any questions or concerns about the research, please contact Dr. Tobey at
tobey@usc.edu, USC Rossier School of Education, or Kiersten Elliott, ktelliot@usc.edu.
Research Questions:
RQ 1: How do student’s experiences inside the classroom impact their sense of belonging?
RQ 2: How do student’s experiences outside of the classroom impact their sense of belonging?
Respondent Type: Black males who are enrolled at West Coast Community College (campus
pseudonym).
Introduction to the Interview Script
Thank you for taking the time to meet with me to discuss how Black men feel on campus here at
this school. I’m a doctoral student at the University of Southern California, and I am interested to
learn about how you feel in the classroom environment as well as outside of the classroom
setting. Now, I understand that COVID-19 has moved all of the learning environments into
Zoom or online, so I will be asking you to reflect on how you’re feeling now, currently, in this
online environment- as well as reflecting back on what you remember feeling when we were able
to physically be on campus. Does that make sense? This interview is confidential, and no one
will have access to your individual interview data, and no identifying information about you will
be shared in any reports. If you would like to stop at any moment, please let me know. You also
have the option to simply skip a question you do not want to answer. I am hoping to audio record
this session. Do I have your permission to do that? Do you have any questions? Do I have your
verbal consent to continue with the interview? Can you please give me a pseudonym name to use
for this interview?

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Appendix C: Interview Protocol
Interview Questions Potential Probes
to Cover
RQ
Addressed
Concept
Addressed
Q Type (Patton)
1. What types of
courses have you
taken so far?
Of those
courses,
which have
been your
favorite and
why?

Trying to get a
sense of their
major,
academic
interests, and
if they like
school in
general.
Background and
Demographics
Question
2. Can you give me
three words to
describe how you
feel about the
faculty here at
SMC?
Ask them to
explain or
define their
words if it’s
not obvious.
RQ 1 How do they
feel about
faculty?
Feeling Question
3. In research, we
learned that a sense
of belonging is
important for
student success.
A sense of
belonging is defined
in research as the
feeling that you
matter and your
voice matters.
How do you define
what it means to
have a sense of
belonging?
RQ 1 &
RQ 2
Baseline-
students
definition
of sense
of
belonging
How do they
define sense of
belonging and
the role
faculty play in
creating that
sense of
belonging?
Opinion and
Values Question
4. In a broad sense,
do you feel this way
at SMC?
Where do you
feel this, and
why?
RQ 1 &
RQ 2
Seeking
specifics about
how sense of
belonging is
experienced.
Opinion and
Values Question

143

Interview Questions Potential Probes
to Cover
RQ
Addressed
Concept
Addressed
Q Type (Patton)
5. Can you describe
if you felt that way
with anyone on
campus or
anywhere on
campus?
How about
anywhere on
campus?
(Make sure
they answer
anyone
and/or
anywhere)
RQ 2 Establish if they
have a sense
of belonging
on campus and
in the
classroom.
Does faculty
communicatio
n play into
that sense of
belonging?
Feeling Question
6. Can you walk me
through a time a
faculty member
made you feel this
way? What was it
that they did to
make you feel that
way?
RQ 1 Seeking specific
behaviors and
examples of
positive
faculty
behaviors.
Opinion and
Values Question
7. Tell me about a
time when you felt
like you did not
belong?
RQ 2 Seeking specific
behaviors and
examples of
negative
faculty
behaviors.
Opinion and
Values Question
8. Can you tell me
about a time when a
White professor
made you feel a
sense of belonging
in their class?
RQ 1 Faculty
validation and
sense of
belonging
Feeling Question
9. Can you tell me
about a time when a
Black professor or
professor of color
made you feel a
sense of belonging
in their class?
RQ 1 Faculty
validation and
sense of
belonging
Feeling Question

144

Interview Questions Potential Probes
to Cover
RQ
Addressed
Concept
Addressed
Q Type (Patton)
10. Tell me about a
time that you felt a
faculty member
conveyed they
really cared about
your success.
 Do you have
any favorite
instructors or
professors
that you can
tell me
about?
 What made
them stand
out in a
positive way
for you?
Were there
specific
behaviors or
traits that you
especially
liked/appreci
ated?
 What is the
race and
gender of the
faculty
member
you’re
speaking
about?
RQ 1 Faculty
behaviors that
convey
validation
Experience and
behavior
question
11. Tell me about a
time when you may
have had a faculty
member who wasn’t
supportive of you
and your learning.
Or maybe they
didn’t seem to care
about you and your
success.

 What are the
reasons you
think they
behaved that
way?
 What is the
race and
gender of the
faculty
member
you’re
speaking
about?
RQ 1 Negative faculty
behaviors that
discourage
Experience and
behavior
question
and Opinion and
Values Question

145

Interview Questions Potential Probes
to Cover
RQ
Addressed
Concept
Addressed
Q Type (Patton)
12. When you think
about interacting
with faculty- what
ways do you prefer
for faculty to
communicate with
you?
 For example,
verbally
before or
after class,
via email
directly with
you, during
office hours?
RQ 1 Seeking specific
examples of
student
awareness
about
communicatio
n channels and
opportunities
to connect
with faculty.
Opinion and
Values Question
13.Have you been
in a class that uses
the GPS
communication
tool?
(May need to
explain what it is:
GPS is an early alert
tool used to help
faculty and students
connect. With this
tool, faculty can
communicate
directly with a
student via email to
tell them if they are
doing well and on
track. The faculty
can also send
messages of support
and connect students
to campus resources
like tutoring or
counseling if that
would help the
student.
It’s proactive
communication
between the faculty
and the student.
 If you have
been in a
class that
uses this tool,
what has
your
experience
been?

 If you have
NOT been in
a class that
uses this - do
you think this
would be a
communicati
on tool that
you would
find
beneficial or
helpful to
you?
RQ 1 Seeking specific
opinions about
the tool or the
concept
behind the
tool.
Opinion and
Values Question

146

14. Tell me about a
person on campus
that was really
supportive of you.
This can be anyone.
 Why do you
think they
cared about
your success?
What did
they do to
show you
that?
 Ask about
this person’s
race and
gender
RQ 2 What validation
behaviors are
exhibited? If
they aren’t
validated by
faculty, who
do they think
is doing this
well for them?
Opinion and
Values Question
15. Can you tell me
about how you felt
on campus (when
you were able to be
there)? Where do
you feel like you’re
most comfortable
and yourself when
you’re on campus?
 Was there a
place that
you
especially
liked to hang
out or spend
time? Where
and why?
RQ 2 Sense of
belonging on
campus
Opinion and
Values Question
16. Think back to
when you were a
new student at
SMC. How did you
make friends and
connect with
others?
1. How
was that
experience
for you?
Looking
back, is there
anything you
would have
done
differently to
help you
connect with
friends?
2. What
would you
tell another
new Black
male who is
trying to
connect?
RQ 2 Do they have a
sense of
belonging on
campus
Experience and
Behavior
Questions-
Sensory
Questions
17. How important
is it to you to
connect with other
Black students at
SMC?
Were you
involved in
any clubs or
groups?
RQ 2 Sense of
belonging on
campus
Experience and
Behavior
Questions
147

18. If given a
chance to go back
in time, would you
still have attended
SMC?
Why or why
not?

RQ 2 Sense of
belonging/
Intent to
persist
Opinion and
Values Question
19.Do you plan to
re-enroll next
semester? Why or
why not?
Intent to persist Opinion and
Values Question
20. Is there
anything else you’d
like to share?

Rapport/Wrap
up

The conclusion to the interview
Thank you so much_________ for your time today. I really appreciate being able to speak with
you and hear about your experiences on campus. The next step is that I am going to transcribe
what we spoke about today, and I will email it to you so that you can confirm that I have
accurately captured what you were saying. Also- can you please confirm the best email address
where I can send your gift certificate for Amazon? Do you have any other questions for me?
Thank you so much again!

148

Appendix D: IRB Study Information Sheet
INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: The Importance of Faculty Validation in Creating a Sense of Belonging for
Black Males: An Early Alert Communication Tool Impact Assessment
PRINCIPAL INVESTIGATOR: Kiersten Tate Elliott, M Ed.
FACULTY ADVISOR: Patricia Tobey, PhD

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to identify the communication and behaviors of faculty that lead to
an improved sense of belonging for Black males in the community college classroom
environment. We hope to learn the impact of faculty communication using an early alert tool to
see which messages are perceived to be validating and non-validating. You are invited as a
possible participant because you are a Black male at the community college being studied.

PARTICIPANT INVOLVEMENT

If you decide to take part, you will be asked to participate in a one-hour interview that will be
held over Zoom. This interview will be video/audio recorded, and participants must agree to be
recorded to continue their participation in the study. In this interview, you will be asked to reflect
on how you feel in the classroom environment, where you feel most comfortable within the
campus community, and what your professors can do to show that they support your learning.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $25 Amazon gift card for your time. You do not have to answer all of the
questions in order to receive the card. The card will be emailed to the email address you
designate within 24 hours after the end of the interview.

CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used. Pseudonyms will be used for each participant to maintain
confidentiality.

Because audio/video recordings will take place, you will have the right to review/edit the
audio/video-recordings or transcripts. The audio/video-recordings will be maintained via Zoom’s
cloud recording procedures and will be erased approximately one year after the interview.
149

Results and findings from the study will be released to the host institution so they can benefit
from these shared insights. Specific student identifying information will remain anonymous.

INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact lead investigator Kiersten Elliott at
ktelliot@usc.edu or Dr. Patricia Tobey, faculty advisor, at tobey@usc.edu.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

150

Appendix E: Summary of Research Findings
Summary of findings for Research Question 1: How do Black male student’s experiences
inside the classroom impact their sense of belonging?
1. Student’s perceptions of faculty in the classroom vary widely. Students had similar
definitions for a sense of belonging. Feeling connected with the campus, peers, receiving
support from staff and faculty, and activities that lead to engagement in the classroom
were mentioned (Strayhorn, 2008; Wood, Harris, & White, 2014).
2. Affirming Faculty-Student Interactions, such as offers to help, authentic care, and
creating a positive affirming relationship, were important (Rendón, 2002; Wood, Harris
& White, 2015).
3. Positive Affirming Relationships Lead to Trust- For Black males, establishing trust and
building a personal relationship with the faculty member helps validated that they belong
in this environment. Faculty engagement is essential to their success (Wood, Harris &
White, 2015).
4. Examples of Classroom Interaction and Engaging Activities- feeling validated, listened
to, and engagement with the learning process had a positive impact on students’ sense of
belonging in the classroom (Rendón, 2002, Strayhorn, 2008; Wood, Harris & White,
2015).
5. Examples of Faculty Behaviors that Display a lack of Caring- Communication
challenges, mocking a student’s question, being inattentive, overly critical, or rigid create
a classroom environment that does not support Black male learning (Wood, Harris &
White, 2015).
151

6. Impact of Faculty Member’s Racial Identity- Connectedness with faculty and genuine
care were experienced by students with both Black and White faculty members. For most
students interviewed, the race of the faculty member was secondary to the experience
they received from the faculty member. Wood, Harris & White (2015) say clearly that all
faculty members, regardless of their racial/ethnic or gender background, can effectively
teach men of color.
Summary of Findings for Research Question 2: How do Black male student’s experiences
outside of the classroom impact their sense of belonging?
1. Impact of COVID-19: This had a significant impact on everyone’s in and out of class
experience.
2. Importance of Validating Agents Outside of Class: Supportive relationships with staff
and peers outside of the classroom had a significant positive impact on these students
(Wood & Harris, 2014; Wood, Harris & White, 2015)
3. Importance of Black Scholars Program: The literature supports the significant role these
validating agents within the BMI program play for Black males within the community
college environment (Brooms, 2018; Strayhorn, 2008, Wood, Harris & White, 2015).
Support, access to resources and information, community.
4. Importance of Campus Spaces Where You Belong: Similar to the findings for the
Importance of the Black Scholars and Black Community findings- Finding a place where
you feel safe, have shared interests with others, and can be yourself were key themes
(Brooms, 2018; Strayhorn, 2008; Wood, Harris & White, 2015).
5. Importance of Black Community: Creating a sense of community on campus, having
shared experiences, and finding support and connection within their shared experiences
152

were all mentioned as positive factors (Brooms, 2016; Strayhorn, 2008; Wood, Harris &
White, 2015).
6. Advice for New Black Males: This finding displayed responses full of honesty, insight,
and support to help others within the Black community. These men know they have
something to contribute and give back to others to help support another through their
experience (Brooms, 2016; Strayhorn, 2008; Wood, Harris & White, 2015.)
7. Preferred Communication Method and Early Alert Tool- The students in this study were
split in the variety of ways that they would like to have their faculty and the institution
communicate with them (verbal and email). When students were asked about the campus
early alert tool, they had limited exposure to or awareness of the tool.
8. Positive Community College Experience- All interviewed students said they would return
to this community college if given a chance to do it over again. They cited proximity,
convenience, reputation, financial support, campus diversity, and strength of faculty and
counselors as the main reasons. These examples highlight a positive campus climate
experience (Brooms, 2016; Wood & Palmer, 2014; Wood, Harris & White, 2015).

Abstract (if available)

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Asset Metadata

Creator Elliott, Kiersten Tate (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2021-08

Publication Date 07/28/2021

Defense Date 06/29/2021

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

Tag African American males,Black males,community college,faculty validation,OAI-PMH Harvest,sense of belonging,validating agents

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Lawler, Hannah (committee member), Maddox, Anthony (committee member)

Creator Email elliott_kiersten@smc.edu,ktelliot@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15661059

Unique identifier UC15661059

Legacy Identifier etd-ElliottKie-9922

Document Type Dissertation

Format application/pdf (imt)

Rights Elliott, Kiersten Tate

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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