Abstract
In four experiments, students read that their university was creating either an ethnic space (a space geared to people of particular ethnic groups) or a general space for students. In an internal meta-analysis, underrepresented students of color (N = 205), but not White students (N = 760), who read about the ethnic space reported greater belonging, value of underrepresented students by the university, support, and academic engagement compared to those who read about a general space. Ethnic spaces may hold broader psychological significance than that of mere gathering places, improving outcomes even for those who do not frequently use them. Creating ethnic spaces may be one strategy for making university environments more welcoming for underrepresented students of color.
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