Helping us think about ourselves: Black males’ sense of belonging through connections and relationships with faculty in college

Abstract

This qualitative study investigated the collegiate experiences of 65 Black males at three different historically white institutions. Specifically, this paper examines how students make meanings from their interactions and relationships with faculty in their pursuit for educational success during their college years. Findings revealed three key faculty-initiated elements that serve to create and maintain positive faculty-student relationships: (a) creating a positive classroom environment; (b) faculty’s student-centered caring; and (c) mentoring. The intricate inter-relationship of these elements is discussed through the voices and first-hand experiences of student participants. Recommendations are offered for supporting students’ success.

Keywords:

• Black males
• college
• faculty
• relationships
• mentoring
• sense of belonging

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Derrick R. Brooms

Derrick R. Brooms is faculty in sociology and Africana Studies at the University of Cincinnati and serves as a youth worker, as well. His education research primarily centers on Black boys’ pathways to and through college as well as on Black and Latino male students’ college experiences, engagement and leadership, and identity development.