Legacy, voice, and identity: Understanding belonging through Black student experiences — A study of the significance of a Black cultural center for sense of belonging

Washington, Larry

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https://hdl.handle.net/2142/129466 Copy

Description

Title

Legacy, voice, and identity: Understanding belonging through Black student experiences — A study of the significance of a Black cultural center for sense of belonging

Author(s)

Washington, Larry

Issue Date

2025-04-29

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Doctoral Committee Chair(s)

Pak, Yoon

Committee Member(s)

• Baber, Lorenzo D
• Ruedas-Gracia, Nidia
• Moton, Theopolies J

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Black / African American
• Diversity
• Sense of Belonging
• Predominantly White Institution (PWI)
• Black Cultural Center (BCC), Imposter Syndrome
• Double Consciousness
• Community Building
• Academic Persistence
• Code-Switching
• Safe Space
• Legacy
• Uplift.

Abstract

This qualitative study examines how Black undergraduate students at a predominantly white institution (PWI) at a Tier One research university in the Midwestern U.S. experience and cultivate a sense of belonging. Particular attention is given to the role of a Black cultural center in supporting student agency. Data were drawn from in-depth interviews and a follow-up focus group with students from diverse backgrounds. Thematic analysis revealed that the cultural center functioned as a space of cultural affirmation, emotional safety, and connection, allowing students to show up authentically, free from judgment, code-switching, and the mental fatigue of impostor syndrome while navigating predominantly white spaces. Despite challenges of isolation and marginalization, participants described the center as a key support in building community and resilience. Findings highlight the significance of culturally grounded spaces in promoting identity development and academic persistence. Implications include the need for more supportive reporting options for students facing race-based barriers and the creation of inclusive campus environments that affirm the lived experiences and agency of Black students.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129466

Copyright and License Information

Copyright 2025 Larry Washington

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