Files
Abstract
This dissertation explores notions of belonging among minority Honors students through student self-identifying questionnaires and semi-structured interviews. One objective of this study is to explore how the Honors educational environment impacts minority student populations and their overall sense of belonging. Another objective of this study is to examine the influence of race, class, gender, culture, and educational experiences prior to entering the Honors College. In the context of this study, a minority classification refers to the student’s self-identification as one or more of the following groups: LatinX, Indigenous American, Black/African American, Pacific Islander, and/or Middle Eastern. The findings of this qualitative case study indicate that having a fostered identity before entering the Honors College, minority representation, community, and social/emotional safety are aspects of the Honors educational experience that contribute to the participants’ notions of belonging. The study presents implications for diversity, equity, and inclusion in Honors programs, as well as institutional and systemic changes to help promote minority student success.