Date of Award
8-2026
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
School
Psychology
Committee Chair
Dr. Kenji Noguchi
Committee Chair School
Psychology
Committee Member 2
Dr. Lin Agler
Committee Member 2 School
Psychology
Committee Member 3
Dr. Elena Stepanova
Committee Member 3 School
Psychology
Abstract
Black students who attend Predominantly White Institutions (PWIs) are currently facing challenges that appear to be systemic. These challenges are related to low graduation rates, student attrition, and underrepresentation. Having a sense of belonging is a fundamental human need, contributing to improved mental health, stronger social relationships, and better academic achievement. Much of the previous research has been correlational, examining how various social relationships are related to the experiences of Black students at PWIs. This study experimentally examined how these Black students’ social relationships impacted their sense of belonging and academic success. Participants in this study were randomly assigned to one of four conditions: a neutral condition, a condition involving a fellow high school classmate, a condition involving a college friend, or a condition involving a connection made with a faculty member through an invitation to a hypothetical study session. After a study manipulation, participants were asked a series of questions via an array of measures covering four dependent variables: reaction, perception, feeling, and academic expectations, in addition to their sense of belonging. Results provided no significant main effects of conditions on their responses to the study session invitation and university sense of belonging. There was, however, significant findings for same-ethnic friends as a moderator on the measure of academic expectations. When participants had a lower ratio of same-ethnic friends (diverse friends), they showed a higher level of academic expectations to an invitation from a faculty member than from old friends. Ethnic identity showed positive relationship with university affiliation and faculty/staff relations. These overall finding suggest that 1. Having and being open to diverse friendship groups positions Black students to develop higher academic expectations when they were invited to a study session by faculty. 2. Black students who possess a higher level of ethnic identity (identity commitment) have a secure sense of university belonging, and opportunities to develop a greater connection to university faculty and staff.
Copyright
Jamion T. Burney, 2026
Recommended Citation
Burney, Jamion T., "Impact of Social Relationships on the Sense of Belonging Among Black Students Who Attend Predominantly White Institutions" (2026). Master's Theses. 1209.
https://aquila.usm.edu/masters_theses/1209