Beyond Enrollment: Addressing Black College Students’ Sense of Belonging through Admissions and Recruitment
by Terrell L. Strayhorn, PhD & J'Quen Johnson
Every year, admissions departments are charged to recruit a diverse group of first-year and transfer students. Counselors, who are the main contact for prospective students, must understand their needs, preferences, and motivations to help them to enroll. But let’s be honest, with diversity, equity, and inclusion (DEI) under attack in higher education, recruiting underrepresented, minoritized students at predominantly white institutions (PWIs), particularly Black students in today’s society, has become more challenging than ever.
This is true for many reasons. Black prospective students have had a difficult time processing the horrific murder of unarmed Black people like George Floyd in Minneapolis, Breonna Taylor in Louisville, and, most recently, Tyre Nichols in Memphis. Regardless of their academic standing and test scores, Black students and their families are seriously concerned about safety both inside and outside the classroom after such public events and attacks. These problems are difficult for institutional leaders, particularly for Black admissions counselors at PWIs who may also worry, at times, about their physical safety, belonging, and well-being.
In this blog, we will offer suggestions for admissions staff to consider when seeking to recruit diverse students, especially Black college students at PWIs in a post-COVID “new normal.” We will offer insights, using belonging as a lens, about creating on-campus events, results-driven marketing materials, and effective counselor-student communication.
What’s Sense of Belonging?
Before delving too deeply into the practical points of this blog — that is, what admissions counselors can do to successfully attract diverse prospective students to their campuses — we should take a moment to discuss why they should do it. It’s simple: sense of belonging. Everyone wants to belong, to feel included, seen, heard, and valued for what they bring to the table, so to speak. Whether it was the administrative assistant who hoped his skills would be recognized as “part of” what led to the event’s success or the vice president who longed for the President to acknowledge her team during the “State of the University” address, we have all worked with coworkers who yearned for recognition. We all want to be acknowledged, praised and affirmed both as individuals, as groups (e.g., teams), and, yes, even as prospective college-bound students.
Sense of belonging is defined as “students’ perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group or others on campus,” according to sources (p. 3). It is a basic need and human right, not just a “second-hand emotion” (to honor the late Tina Turner). Research shows that belonging is particularly important to us at times and in spaces where we are more likely to feel (pre)judged, overlooked, or alienated, as can be the case for students of color attending or applying to PWIs. Lacking a sense of belonging can have negative, deleterious effects on students’ academic growth, personal development, cognitive load, and, believe it or not, their overall outlook on life and happiness, to cite a few.
Colleges and universities can attract a more diverse student body and cultivate strong feelings of connectedness and community if (and when) they prioritize fostering an inclusive and welcoming environment for Black students — and, in fact, all students. Institutions are inanimate objects incapable of doing things on their own, so institutional actors — in this case, admissions personnel — can take proactive steps on the institution’s behalf to create welcoming environments and affirming experiences that not only generate applications, reduce summer melt, and yield deposits but offer students the sense of belonging they rightfully deserve.
On-Campus Events
Prospective students often feel anxious and uncertain when attending on-campus events, like campus tours, information sessions, and meet-and-greets. This may be especially true for Black students attending PWIs, who may lack a sense of belonging or pre-existing social ties to others on campus. For instance, during a recent campus tour, I (Johnson) had a conversation with a student who said: “Yo, you know you and I don’t belong at a place like this. Being at an all-white school is scary — these white people don’t accept or respect us.” Reflecting on his comment, I couldn’t help but admit there were times when I felt unheard, invisible, or undervalued by the same institution I was recruiting students to. It’s a challenging task for Black enrollment counselors to attract Black students to PWIs when they may not feel wanted themselves.
In such moments, it’s important to be honest, acknowledge your feelings, and affirm that they have a point but that’s not the end of the story. You might share a time when (and where) you felt important, cared about, and supported by a colleague or supervisor. You might also point out that though predominantly white, the institution is not “all-white” and there are places where people of color connect, share space, and support one another. If nothing else, let them know that you will be in their corner.
To address these concerns, admissions staff should be mindful of the unique challenges Black students face during the college admissions process, especially at PWIs. They may struggle to feel seen, heard, and understood particularly at a PWI, and thus, worry about encountering discrimination, racism, or microaggressions from those who assume they’re an athlete not an artist, an affirmative action admit not a national merit scholar, and ready for work not college. Therefore, it’s crucial for on-campus admissions events to provide space for directly addressing these issues.
One effective approach is to incorporate representation and diverse voices into event planning. This can involve having Black student ambassadors or faculty members speak at information sessions, showcasing Black student organizations, and highlighting the accomplishments of Black alumni during campus tours. When prospective Black students see and meet individuals who look like them, and who have had positive experiences on campus, they are more likely to feel a sense of belonging and envision themselves at the institution.
Creating spaces for Black prospective students to connect with current students and each other is also important. This can be done by hosting culturally-relevant information sessions, online groups, or meet-and-greets specifically for Black students. These events provide an opportunity for people of color to share their experiences, build a supportive community, and exchange contact information. Current Black students can also offer valuable insights and resources to help incoming peers transition to college successfully.
By prioritizing representation, fostering connections, and addressing concerns, admissions staff can create an inclusive and welcoming environment where Black students feel valued and supported. It is the responsibility of universities and colleges to support all students, and ensuring a sense of belonging for Black students is a crucial part of fulfilling that responsibility.
Marketing Materials
Recruiting Black students to PWIs can be challenging even in the best of times, but particularly so in a post-COVID “new normal” and after the #BlackLivesMatter movement. Remember that fostering belonging starts from the very first point of contact. Address their basic needs and issues of safety, security, and social well-being “at the front door,” as they say. Just realize that the front door starts with recruiters in high schools, marketing materials in mailboxes, outreach events on campus, advertisements (i.e., print, TV, radio), social media campaigns, email, and so much more.
In the first wave of this, let’s try to stay literal. “You belong here” is a powerful message, especially when it’s true and reflects the actual experience of students, not just a lofty goal or aspiration. Following examples available in the public domain, put it on your recruitment sign, t-shirts, websites, business cards, and, like the American Psychological Association (APA), make it your theme for big events, like first-year orientation, convocation, conferences, or summer tours. Again, throwing this message on marketing materials without doing the hard work of celebrating diversity, ensuring equity, fostering inclusion, and improving climate can back-fire. Even when it’s not true for everyone, make it a priority, set broad goals, celebrate what works now, and welcome input from current and prospective students about ways to get better.
Effective Communication
From initial inquiry through enrollment or after, admission counselors communicate with prospective students and families on a variety of topics, including campus housing, class size, tuition, and student organizations, just to mention a few. While these questions are generally simple for counselors to answer, some of them are more challenging, particularly for counselors of color at PWIs who may feel unsure, at times, about their own place on campus. Examples include concerns about campus safety, interracial relations, and finances. Counselors should actively listen, practice empathy, and be honest when addressing these legitimate concerns. Counselors might also provide practical information on campus security measures, campus crime rates (check Clery Reporting), emergency response plans, and other safety initiatives. If students remain concerned, counselors may suggest an in-person campus visit to see the place for themselves.
Questions about interracial relations often center on issues of diversity generally and on-campus Black racial composition specifically. For example, one admissions counselor in Pennsylvania recently shared: “[Black] students often ask: ‘Is there a lot of diversity here? Will I be the only one?’” The counselor keeps it real, confesses the university is not a mecca for racial diversity, and recalls student diversity data, but stresses that “you can find or create community here.” This is far better than sugar-coating the response or portraying everything as “all skittles and rainbows,” as she so eloquently phrased it.
When it comes to campus visits, it’s important for counselors to schedule department meetings for prospective students and their families. These meetings offer a chance for students to ask questions, connect with people, and interact with current students. It’s the beginning of building positive relationships within the campus community. Research confirms that a sense of belonging in college is fostered through supportive relationships with faculty, staff, and peers who value students’ opinions in classes, clubs, and organizations. A few tips though: (1)provide clear directions or an easy-to-read map/guide, (2) notify on-campus hosts about the visitors in advance to avoid making students feel like they’re intruding, and (3) ask the student who or what they’d like to see during the visit…that’s an easy way of staying student-centered.
Engaging in these conversations may be tough for counselors, but it’s vital to acknowledge their importance in helping Black students make informed decisions about college. Effective communication is key, especially when addressing concerns related to campus safety, intergroup relations, and finances. To foster a safe and inclusive environment, counselors should prioritize active listening, empathy, and providing skillful responses.
Conclusion
In conclusion, admissions personnel must make conscious efforts to attract diverse students, notably Black college students at PWIs, by fostering their sense of belonging especially in the post-Covid “new normal.” By prioritizing a sense of belonging and actively addressing the concerns and needs of prospective students, admissions staff can create an environment where all students feel special, wanted, and valued, which will compel them to apply, accept our offer, pay a deposit, and, yes, enroll. We’ve even seen in our work where prospective students who are made to feel a strong sense of belonging convert into enrolled students who take on leadership roles and become some of our best ambassadors, recruiting other students to join the campus community. Everyone benefits, thus it’s a win-win for all. Just remember, belonging doesn’t happen automatically on its own. We build it through the kinds of policies, programs, and practices discussed in this blog.
