Abstract

Black, Indigenous, and People of Color (BIPOC) students at predominantly White institutions (PWIs) report decreased sense of belonging compared to White students (Hunn, 2014; Hurtado & Carter, 1997; Museus et al., 2018; Strayhorn, 2019). The study aimed to answer, "What are the daily lived experiences of BIPOC students at a PWI?" and "How do BIPOC students at a PWI describe feelings of belonging (if at all)?" The study was conducted at a private, religiously affiliated, PWI, in the Western United States. The University Belonging Questionnaire (Slaten et al., 2018) was used to sort students' feelings of belonging. Female participants who endorsed high belonging and low belonging were invited to focus group interviews. A total of 10 participants comprised of graduate and undergraduate students of varying ethnicities and races participated. A focused multiperspective interpretative phenomenological analysis (IPA) design was employed for this study. In total, there are five context-related themes describing how students navigate their experiences: Cultural Worlds, Support System, Religion, Academics, and Classmates. Both focus groups felt similarly about the importance of friends/family as a support system. The high belonging versus low belonging focus groups felt differently about belonging, discrimination, being a spokesperson, being a chameleon, religion, professors, and their classmates. Those in the HBG reported feeling connected to peers and faculty. The LBG reported feelings of isolation related to feeling othered by peers and faculty. Based on this study's findings, several recommendations are offered. Educators should strive to create environments where mentor-student relationships are fostered, microaggressions are lessened, and the larger community campus values BIPOC students. These efforts will better support BIPOC female students as they navigate their experiences in higher education settings, particularly in PWIs.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2023-05-30

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd12803

Keywords

Black Indigenous, People of Color, multicultural, female students, race/ethnicity

Language

english

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