2026-09-25T01:39:31Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129466 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Larry Washington, accepted the attached license on 2025-04-29 at 11:59. The student, Larry Washington, submitted this Dissertation for approval on 2025-04-29 at 12:12. This Dissertation was approved for publication on 2025-04-29 at 17:09. DSpace SAF Submission Ingestion Package generated from Vireo submission #22079 on 2025-10-19 at 18:19:36 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 2025-04-29 Pak, Yoon Pak, Yoon Baber, Lorenzo D Ruedas-Gracia, Nidia Moton, Theopolies J 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. eng 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. 2025-05 Thesis https://hdl.handle.net/2142/129466 Copyright 2025 Larry Washington Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ph.D. Dissertation