Abstract
The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).
Highlights
1.1 Introduction of ProblemResearch has shown that students of color (e.g., Blacks, American Indians, and Hispanics) are underrepresented and underserved in postsecondary education, which leads to an increase in the opportunity gap and a decrease in social mobility advancement (American Council on Education, 2020; Museus et al, 2018)
Research has shown that students of color (e.g., Blacks, American Indians, and Hispanics) are underrepresented and underserved in postsecondary education, which leads to an increase in the opportunity gap and a decrease in social mobility advancement (American Council on Education, 2020; Museus et al, 2018)
The data collected for this study was a subset of a larger inquiry that posed the question, “How do Men of Color (e.g., African Americans, Hispanic Americans, and Native Americans) reflect on their first year college experience attending a Predominantly White Community College?” The hope is that the voices and narratives of these males can provide insight into the lived experience of men of color (MOC) navigating a white college community with the anticipation of being valued and mattering
Summary
1.1 Introduction of ProblemResearch has shown that students of color (e.g., Blacks, American Indians, and Hispanics) are underrepresented and underserved in postsecondary education, which leads to an increase in the opportunity gap and a decrease in social mobility advancement (American Council on Education, 2020; Museus et al, 2018). Along with increased public scrutiny concerning the cost-benefit of a college education, institutions struggle to ensure equity in access and support to a changing demographics of learners, students of color and marginalized populations (Kuh, Ikenberry & Jankowski, 2015; Arum & Roksa, 2011). Among those challenges is the ability to foster a college environment that promotes a sense of belonging through intentional and orchestrated efforts. Unlike other large companies and organizations, higher education does not offer extensive training to help http://hes.ccsenet.org
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