Date of Conferral
5-29-2024
Date of Award
May 2024
Degree
Ph.D.
School
Psychology
Advisor
Dr. Melody Moore
Abstract
Throughout college, social identity and belonging to social groups significantly shape an individual’s identity. Historically Black colleges and universities (HBCUs) have become more diverse as more White students, faculty, staff, and administrators have begun to learn and work in this environment. This mixed-methods study aimed to contrast self-reported measures and experiences between Black and White students attending historically HBCUs. Social identity theory guided the study, as the theory suggests that groups, such as family, culture, and academic class, play a significant part in establishing pride and self-esteem. The qualitative component of the study explored the perceptions of social identity among 10 White and Black students at an HBCU by virtual interviews. Quantitatively, this study examined potential differences in self-reported measures of social identity with the Collective Self-Esteem Scale (CSES), between 52 White and Black students enrolled at an HBCU. The research revealed that Black and White students at an HBCU experienced positive social identity. Both groups found a welcoming and inviting space on campus. These findings emphasize the importance of ongoing efforts to promote diversity and inclusivity in college settings. This contribution to positive social change underscores the continuing need for initiatives encouraging cross-cultural interactions and creating supportive environments for all students, regardless of their racial backgrounds.
Recommended Citation
Datcher, Korliss Hall, "Social Identity Comparison of Black and White Students of Attend Historically Black Colleges and Universities" (2024). Walden Dissertations and Doctoral Studies. 15864.
https://scholarworks.waldenu.edu/dissertations/15864
