A Different World: an Examination of the Relationship between Student Involvement and Student Well-Being in Black and White Students at a Predominantly White Institution

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dc.contributor.advisorSmith, Julia
dc.contributor.authorMillet, Mackenzie Janelle
dc.contributor.otherClose, Stacey
dc.contributor.otherSulé, V. Thandi
dc.date.accessioned2024-10-02T13:31:05Z
dc.date.available2024-10-02T13:31:05Z
dc.date.issued2023-01-01
dc.description.abstractThe purpose of the study was to compare the relationship between student involvement and student well-being in Black and White students at a Predominately White Institution. Research has shown that students who are involved in organizations have more positive collegiate experiences. The primary areas of the study focused on student involvement, student well-being, and student racialized experiences and the relationship with anxiety, self-esteem, depression and psychological stress. Ultimately, this study examined the factors that contributed positively or negatively to the experiences of students on campus and provided recommendations for increasing the emotional well-being of Black students at Predominantly White Institutions. The methods for this study used a quantitative, cross-sectional approach. Data collection involved survey data which explored relationships between variables and the testing of differences between groups for significance. More specifically, it used descriptive statistics, cross tabulations (chi-square), one-way ANOVA, correlations between continuous measures and compared the size of correlations. The key findings of this study were that the majority of students were involved in at least one organization on campus. Both races of students stated their reasons for joining were due to enjoyment in the organizations, positive feelings of connectedness, sense of belonging, and celebration of cultural traditions. Additionally, students reported to have lower levels of depression and anxiety when they were involved in organizations on campus. This finding suggests that it is not the quality or number of organizations in which students are involved that impacts their emotional well-being; rather, it is the quality of experiences. Students indicated that negative experiences with microaggressions resulted in stress, anxiety, and depression, and a decrease in self-esteem. Furthermore, students reported having higher levels of self-esteem when they felt integrated within the university community
dc.identifier.urihttps://hdl.handle.net/10323/18231
dc.relation.departmentEducation
dc.subjectAnxiety
dc.subjectBlack students
dc.subjectDepression
dc.subjectStress
dc.subjectStudent Involvement
dc.subjectWell-being
dc.titleA Different World: an Examination of the Relationship between Student Involvement and Student Well-Being in Black and White Students at a Predominantly White Institution

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