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

Abstract

1 LLCs are typically defined as “a group of students who live together in the same on-campus building and share similar academic or special interests” (Inkelas et al., 2018, p. 1). Strong social connections and supportive relationships with others on campus have been consistently linked with college students’ sense of belonging, a major correlate of educational success (Strayhorn, 2019). Sense of belonging refers to the “psychological sense that one is a valued member of the college community” (Hausmann et al., 2007, p. 804). It is, indeed, “a feeling that members matter to one another . . . and a shared faith that members’ needs will be met through their commitment to be together” (Strayhorn, 2019, p. 11). Although a basic human need, belonging takes on heightened importance in some college settings, especially for ethnoracial minorities in majority institutions such as Black students at predominantly White institutions (PWIs), professional schools (Strayhorn, 2020a), and historically Black colleges and universities (HBCUs) (Strayhorn, 2021). The weight of empirical evidence consistently shows that Black students’ sense of belonging, like their non-Black peers, is positively associated with critical learning and development outcomes, including grades, identity, and persistence (Jessup-Anger et al., 2012; Maestas et al., 2007; Rhee, 2008; Strayhorn, 2020b). Prior scholarship has established that myriad factors shape college students’ sense of belonging, including aspects of one’s campus environment, namely students’ living arrangements and learning conditions (Johnson et al., 2007). To this end, many colleges and universities established cultural centers, firstyear seminars within year-long experiences, and living–learning communities (LLCs)1 as high-impact practices (i.e., time-intensive academic experiences that provide structured opportunities potent for catalyzing growth; Kuh & O’Donnell, 2013; Kuh et al., 2017) that connect academic and social aspects of college life, emphasize certain learning foci, and provide supportive social networks for students to engage in challenging educational opportunities (Inkelas & Weisman, 2003). Such initiatives are also increasingly present at HBCUs (Strayhorn, 2021). Existing research has demonstrated the Research in Brief Jason C. Garvey, executive associate editor