Where Do I Belong? – Exploring How Students of Color Perceive Sense of Belongingness and Ego-Resiliency at Predominantly White Institutions

Abstract

The landscape of higher education has witnessed a notable surge in the enrollment of racially underrepresented students, particularly individuals representing various nonwhite racial or ethnic identities. While universities acknowledge the importance of contextual diversity in their mission statements, given the evolving diversity of the student body, the real-life experiences of these students remain complex. The purpose of the study was to explore how students of color perceive ego-resiliency and sense of belonging within the context of academic life at Predominantly White Institutions (PWIs) using a phenomenological approach, drawing on in-depth interviews with eight graduate students of color. The findings through five identified themes suggest that students of color at PWIs often navigate complex experiences of belongingness shaped by systemic structures and personal resilience. Despite feelings of marginalization due to limited faculty diversity and culturally less responsive climates, participants fostered community support, accessed affirming spaces, and relied on internal coping strategies, highlighting the role of ego-resiliency. Even minimal cultural validation through peer support, identity-based groups, or inclusive pedagogy reinforced their sense of belonging. These results emphasize the need for institutional transformation that centers student voices and promotes inclusive, affirming academic environments.

Keywords: students of color, PWIs, ego-resiliency, belongingness, wellbeing.