Measuring the Relation between Sense of Belonging, Campus Leadership, and Academic Achievement for African American Students at Historically Black Colleges and Universities (HBCUs): A “Gender Equity” Analysis

Abstract

ABSTRACT The purpose of this study was to measure the relationship between sense of belonging, campus leadership, and academic achievement for African Americans at HBCUs, paying close attention to potential sex differences or “gendered effects.” Analyzing cross-sectional survey data from 259 African American HBCU students using hierarchical linear regression tests with a nested design, results suggest a statistically significant relationship exists between sense of belonging and predictive factors in the final models, although noticeable differences were found comparing Black men and women. Gendered effects are examined using separate regression models and one-way ANOVA tests. Implications for policy, practice, and future research are discussed in the context of previous literature.