Estimating Differences in the Effects of Living-Learning Community Participation on Black Students' Sense of Belonging at Predominantly White and Historically Black Colleges and Universities

Autor/in	Strayhorn, Terrell L.
Titel	Estimating Differences in the Effects of Living-Learning Community Participation on Black Students' Sense of Belonging at Predominantly White and Historically Black Colleges and Universities
Quelle	In: Journal of College Student Development, 64 (2023) 2, S.225-230 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Living Learning Centers; African American Students; Sense of Community; Student Participation; Black Colleges; Predominantly White Institutions; Student Attitudes; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten
Abstract	Prior scholarship has established that myriad factors shape college students' sense of belonging, including aspects of one's campus environment, namely students' living arrangements and learning conditions (Johnson et al., 2007). To this end, many colleges and universities established cultural centers, first-year seminars within year-long experiences, and living-learning communities (LLCs) as high-impact practices (i.e., time-intensive academic experiences that provide structured opportunities potent for catalyzing growth; Kuh & O'Donnell, 2013; Kuh et al., 2017) that connect academic and social aspects of college life, emphasize certain learning foci, and provide supportive social networks for students to engage in challenging educational opportunities (Inkelas & Weisman, 2003). Such initiatives are also increasingly present at historically Black colleges and universities (HBCUs) (Strayhorn, 2021). The purpose of this study was to estimate differences in the relationship between LLC participation and sense of belonging in college for Black students at HBCUs and predominantly White institutions (PWIs). Because prior studies have shown differences across gender (Garvey et al., 2020), the authors controlled for this variable in the multivariate analyses. A single research question guided the study: Does Black students' sense of belonging vary by LLC participation and campus racial composition, controlling for gender? (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01