Prescribed, Ritualized, and Activated Belonging: A Qualitative Study of Student Belonging at a Historically Black College and University

Abstract

A sense of belonging is critical for students at any college and university. However, research on the sense of belonging of Black male college students at Historically Black Colleges and Universities (HBCUs) has been sparse. This qualitative study explores the experiences of Black male undergraduate students’ sense of belonging at an HBCU. A series of focus groups at a single-sex historically Black college were utilized. Our findings indicate different elements and types of belonging that students attributed to their HBCU experiences: (a) prescribed belonging, (b) ritualized belonging, and (c) activated belonging. Each of these types of belonging emerged as a theme, and there was a progression of how a sense of belonging matured across these three types. Another finding indicates belonging can be highly individualized. Despite shared activities or intentions to promote them, differences exist when students arrive at feeling a sense of belonging. While some students may not use the term “belonging,” they nuanced “community” and “brotherhood” as equivocal concepts. While safety, a sense of community, and vital identity formation processes impact overall student experiences, the study’s findings indicate the kinds of interactions, ritualized events, and role models that may uniquely contribute to a sense of belonging for Black male students at HBCUs.