Date of Award
Spring 5-2026
Document Type
Thesis
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Amber Jean-Marie Pabon
Second Advisor
Dr. Chris Weiler
Third Advisor
Dr. Tabetha Bernstein-Danis
Abstract
This qualitative phenomenological study examined how Black male students at a public community college experienced digital belonging through a Title Three–funded Online Student Support Hub. Instead of focusing on broad institutional outcomes, the study centered on students' personal experiences. It investigated how students felt seen by staff, how relevant cultural references were integrated, and how quickly and thoughtfully the institution responded. Data came from nine participants through semi-structured interviews, reflective journals, and review of key documents. Through analysis, the study identified four key themes: building personal relationships, obstacles and feelings of separation, efforts to make digital support more personal, and affirming cultural identity. Results revealed that digital belonging was constructed through meaningful student engagement and interaction within the Hub. When online systems were fast, individualized, and culturally aware, students felt greater trust and engaged more. In contrast, automated or culturally generic messages led to disengagement and feelings of separation. These findings highlight the need for digital support systems that prioritize human connection and cultural relevance to foster belonging for Black male community college students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Rogers, June Paulette, "Cultivating Digital Belonging: A Phenomenological Study of Black Male Students’ Experiences in a Title Three Online Student Support Hub" (2026). Education Doctorate Dissertations. 60.
https://research.library.kutztown.edu/edddissertations/60
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
