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be created specifically for Black students to support their growth, development, and
connection. Strategies could include encouraging shared identity meetups within affinity
spaces, creating connections back to affinity groups on campus, highlighting Black
clubs and organizations within newsletters and publications, or even providing a linked
course for Black students within a residential neighborhood based on the shared identity
of race, culture, or experience. This strategic focus on the Black student experience
within a curricular approach provides an inclusive experience.
Institutional Commitment: Staff Support and Student Investment
In this study, mattering was defined as the power of shared identity based on race,
ethnicity, and experience and was highlighted by Black students in the ILLC and those
in traditional housing. Seeing themselves within the leadership of their residence hall
created a sense of safety for Black students, demonstrated institutional commitment,
and provided an outlet to discuss their experiences. For Black students living in ILLCs,
having staff with a shared identity was fundamentally important to help them with
coping and success strategies. This study also showed that hiring White allies was
simply not enough to support Black student mattering, since shared identity was a
baseline need. This likely requires fundamental changes within hiring and retention
staffing practices, including an intentional and proactive approach to hiring staff at all
paraprofessional and professional staffing levels.
Black students participating in this study also discussed the importance of their
voice within decision making. This was vital for two reasons: to increase student involvement,
giving them a voice within university decision making, and to provide open
lines of feedback between Black students and university administration. A student advisory
board for Black-identifying students to provide recommendations for improving
the on-campus housing experience is one way to meet this need. For many institutions,
this advisory board could be housed within the Residence Hall Association (RHA),
since this organization works and interfaces with other student leadership boards and
with housing administration. Placing a Black student leadership board within the RHA
can provide an important symmetry in the connections to housing leadership, collaboration
with other student leaders, and increased opportunities for Black student
leadership. This recommendation is also very much in keeping with this study design,
which called for Black students to have direct decision-making power within their own
student housing experience.
SUGGESTIONS FOR FUTURE RESEARCH
Findings within this study showed that the recognized definition of mattering in the
literature was representative of majority White populations and did not fully encompass
Black college students' experience. Further, utilizing current national definitions
to define mattering for Black students could create a greater sense of marginality because
it would involve power being given to majority populations to define the Black
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Journal of College & University Student Housing "Housing While Black" Theme Issue

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