Student Perceptions of Inclusion at a Historically Black University

Abstract

Abstract:In this study, student perceptions of diversity and inclusion at a Historically Black University were explored using a qualitative research methodology. Sixteen undergraduate and graduate students participated in individual and focus group interviews that examined faculty and peer relationships, campus programming, and methods of university communication. Findings revealed that students felt a strong sense of connection with their instructors, but social integration with peers was mixed. Using Tinto’s theory of student departure, we described student participants’ encounters with culturally relevant andragogy, student life programs, and interactions with classmates.