Abstrakt

Estimating the Effects of Living-Learning Community Participation on Black Students' Sense of Belonging at Predominantly White and Historically Black Colleges and Universities

Terrell Strayhorn

Using data from a national administration of the National Survey of Student Engagement (NSSE), this study explored differences in living-learning community participation on black students’ sense of belonging at historically black and predominantly white institutions. Ancova results showed statistically significant differences in black students’ sense of belonging based on LLC participation controlling for gender, although affects varied by campus racial composition. Implications of educational policy and practice are delineated, along with recommendations for future research.

In terms of structure and organisation, LLCs today range widely. According to Matthews et al., LLCs are being used more frequently to deepen and enhance students' college experiences. As an illustration, Jessup-Anger et al. examined qualitative interview data from 8 sophomore students at a private Catholic PWI (5 women, 3 men). They discovered that students ascribed their LLC participation to their growing grasp of social justice problems and improved capacity for civic engagement. Additionally, students said that their LLC experiences had aided in the development of their social skills and sense of community.