Lived Experiences of Students of Color at a Faith-based Predominantly White Institution: A Narrative Inquiry

Abstract

The purpose of this qualitative narrative inquiry study (n = 9) is to understand the lived experiences of students of color at a faith-based predominately white institution (PWI). Students of color who attend PWIs graduate at a lower rate than their majority-culture peers and are less likely to report feeling a significant sense of belonging to the institution (Strayhorn, 2019). Understanding student perceptions of sense of belonging as a key component related to student success may help educational leaders support students in faith-based PWIs complete their intended course of study and lead to increased educational outcomes. A sample of nine (n = 9) students or former students of color were invited to participate in the study, consisting of semi-structured open-ended interviews to document the lived and told stories of participants. Analysis of interviews demonstrated six major themes reflecting the experiences of participants that can inform educational leaders. These themes were feeling different, faith and history, caring faculty and staff, connection and belonging, faculty and staff representation, and feeling comfortable to have crucial conversations and feeling psychologically safe, and also providing personal support when needed. Explaining the findings through a lens of critical race theory (CRT) and intersectionality reveals the importance of genuine relationships and listening to students to appreciate each student’s unique contributions, engaging in potentially controversial topics constructively, cultural intelligence (CQ), and the importance of faculty and staff representation.