Centering belongingness, mattering, and inclusion (BMI) in the achievement and wellbeing of BIPOC (Black, Indigenous, People of Color) students and faculty at MSIs and PWIs.
Jose Soto, Professor of Psychology (PI, PSU)
Matt McCrudden, Professor of Education (Co-PI, PSU)
Javier F. Casado Pérez, Assistant Professor of Education (Co-PI, PSU)
Fred Bonner II, Professor of Education (Co-PI, Prairie View A&M University)
For racially minoritized individuals in the United States, the problem of dwindling representation at increasingly higher levels of education is an all too familiar reminder of the structural oppression they face in society. As individuals move from K-12 to college to graduate school and into the professoriate, the racial diversity declines significantly (American Council on Education, 2020; National Center for Science and Engineering Statistics, 2020; US Department of Education, 2022). The lack of representation at each level presents a significant impediment to increasing the representation at subsequent and previous levels. For example, lack of racial diversity among graduate students limits the pool of future professors while also failing to reflect higher education as a viable option for undergraduates of color. While many are aware of these shortcomings in higher education, they are often seen as problems at each individual level that need to be primarily addressed within each respective level. In actuality, the problems of under representation of scholars of color at different levels of higher education are inextricably interrelated and they create a major impediment to cultivating a rich and inclusive scientific community that allow historically marginalized group members to thrive within the academy.
The current project aims to establish a partnership between PSU and Prairie View A&M University (PVAMU), a Historically Black College and University (HBCU) in Texas, in order to collect quantitative and qualitative data from BIPOC undergraduate students, graduate students, and faculty to understand the experiences of belonging and alienation that individuals at PWIs and MSIs face and how these experiences have or have not influenced how they have engaged with their respective institutions, their perceived success and academic achievements, their interest/commitment to academic careers, and their overall mental health and wellbeing.