The Journal of College and University Student Housing - Volume 41, No. 2 & Volume 42, No. 1 - 154

participants who considered leaving after the
ﬁrst year indicated that the main reason they
returned was due to their commitments to organizations and the supportive networks they
created during their ﬁrst year. These networks
facilitated a sense of belonging to the institution, which afﬁrms the results of other studies
on the importance of social support for
African American students at PWIs (Gloria et
al., 1999; Paredes-Collins, 2012).
Navigational capital refers to one's ability
to progress through social institutions (Yosso,
2005). In a follow-up interview Brian noted,
"what I've realized is that it takes a very different kind of person to attend this institution
and be really involved in this experience, especially if you're a minority, I will say." Other
participants described key ways in which they
navigated the campus environment, including
asking others in their peer mentoring programs for assistance with classes, joining National Pan-Hellenic Council (NPHC) groups,
and obtaining leadership positions on campus.
Connecting with others who shared the same
interests and values enabled them to create
peer groups that helped them ﬁnd their way
through a PWI.

IMPLICATIONS FOR RESIDENCE
LIFE
Residence halls are uniquely positioned to
provide support to African American students
at PWIs through programs, peer mentors,
and conversations with live-in staff members.
Several of our ﬁndings have signiﬁcant impact
for college and university housing professionals, who can help to create support networks
for this population and to encourage their commitment and strengthen their ability to achieve

154

balance. Residence life professionals can take
advantage of the ﬁrst-year requirement to live
on campus by connecting African American
students with their peers on the ﬂoor. Resident
assistants could create different programs,
such as ﬂoor meals, which could bring individuals together to ﬁnd common interests. Additionally, ﬁrst-year mentoring groups could be
developed to help African American students
ﬁnd a group of peers who can serve as a community of support. Each of the 11 participants
in this study mentioned that connections
made during their ﬁrst year were pivotal in
their ability to ﬁnd a community of support.
Connections to student organizations and peer
groups are well researched in terms of their
ability to facilitate a sense of connection to the
collegiate environment (Astin, 1993; Pascarella
& Terenzini, 2005; Tinto, 1993). Stronger connections between the ﬁrst-year experience and
second-year experience should be made so that
students have continuing avenues of support
and resources. Whether the commitment is to
oneself, a peer group, or a student organization, the power of making a commitment at
the end of their ﬁrst year allowed these students to continue to grow and thrive during
their second year.
Residence life professionals could also
work to create second-year living-learning
communities. Giving ﬁrst-year students the
chance to live on campus with other peers
during their second year can help solidify
social networks formed in the ﬁrst year and
to create a commitment to the institution,
while exposing students to new networks and
opportunities. Topics to address in this community could include time management,
involvement, and motivation. Several institu-

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
The Journal of College and University Student Housing - Volume 41, No. 2 & Volume 42, No. 1

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