ABSTRACT
One factor consistently associated with student success generally, and historically Black college/university (HBCU) academic performance specifically, is sense of belonging. Sense of belonging typically refers to a feeling that members matter to one another; it’s also a shared faith or belief that members’ needs will be met through their commitment to one another. Study results are mixed, with the weight of empirical evidence suggesting that sense of belonging predicts HBCU students’ college satisfaction, involvement, and learning engagement, to name a few. Consequently, colleges and universities have invested enormous resources in programmatic and policy initiatives designed to increase diversity, foster inclusion, and boost belonging at multiple levels. Yet, little is known about what was done, what worked, and what failed in terms of belonging amid the Great Pandemic – especially since increasing social support, while staying physically distant, seems adequate but insufficient for optimizing academic success. In this chapter, the author presents a case study of an HBCU that launched a college-wide effort to promote academic success via belonging during COVID-19. The chapter highlights the methods used and efforts taken to change cultures and practices and includes evidence-based insights about what worked (or didn’t) to “move the needle” on belonging and success.
