A welcoming campus racial climate fosters African American students' sense of belonging and intent to continue enrollment in mostly White schools¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? African Americans developed a sense of belonging and showed intent to continue enrollment in mostly White schools when the campus racial climate was welcoming. → Evelyn Ezikwelu 2020

Evidence¶

Evelyn Ezikwelu 2020¶

Evelyn Ezikwelu. (2020). Institutional Racism and Campus Racial Climate: Struggles for Sense of Belonging Among Black Students in K-12 Public Schools. Journal of Critical Thought and Praxis, 10(1). https://www.iastatedigitalpress.com/jctp/

q2 · i? · review · r1

The review reports, citing Hausmann et al. (2007), an experimental study finding that "African Americans developed a sense of belonging and showed their intent to continue enrollment" when climate was welcoming. The reviewed study's design is not described further; no effect sizes are printed.

"an experimental study conducted by Hausmann et al. (2007) showed that African Americans developed a sense of belonging and showed their intent to continue enrollment in mostly White schools if the campus racial climate was welcoming"

Discussion¶

Related Claims¶

• Black students experience a more hostile campus racial climate than other students of color in schools
• A sense of belonging is firmly linked with improved student attainment, increased learners' satisfaction and reduced attrition rates in campus-based learning — related
• Positive campus racial climate is vital for Black students' success, while negative climate remains detrimental to students of color in predominantly White schools — possibly the same claim (merge candidate)
• First-year students' sense of belonging to their university predicts intentions to persist, controlling for background variables and other persistence predictors — related
• A racial school-climate gap exists: White and Asian students generally report higher safety, support, and connectedness than African American, American Indian, and Hispanic students — related
• White teachers' deficit thinking about Black students produces a negative campus racial climate and unfriendly teacher-student relationships — related
• Racism has negative psychological implications for Black students' sense of belonging, self-identity, and academic success in schools — related
• Underrepresented racial and first-generation students systematically report fewer institutional belonging opportunities than white and continuing-generation peers — related
• Campus symbols such as antebellum architecture signal belonging to White and high-SES students and unwelcomeness to marginalized students — related