The Perceived Effects of Black Students' Involvement with Microcommunities on Academic Success at Predominantly White Institutions

The purpose of this qualitative hermeneutic phenomenological study explored the perceived influence that micro-communities and support networks have on the academic success of Black students at Predominantly White Institutions across the United States. This study explored how the roles of micro-communities or strong support networks influence the academic success of Black students at Predominantly White Institutions (PWIs). Through the Social Capital Theory lens, the researcher assessed the lived experiences of current or former Black students to understand how involvement with support networks impacted their academic achievement or success, which included factors contributing to network structure, resources, support and the relationship that individuals establish within the networks to achieve academic success. The researcher used a central question that considered how the lived experience of Black graduates or students' micro-community participation influences their academic success at PWIs. Using a purposive sampling type, the researcher’s goal was to shed light on the micro- community's role in promoting academic success among Black students at PWIs and identify strategies for strengthening network relationships, support, and resources to support greater academic achievement and success. The researcher collected data through interviews, focus groups, and electronic journaling; the analysis was conducted using a hermeneutic phenomenological approach to uncover meaningful patterns and themes within the lived experiences of Black students. Five themes developed from the analyzed data, (1) the importance of belonging, (2) building community and informal networks, (3) overcoming the challenges in PWIs, (4) the institutional support structures within PWIs, and (5) the role of extracurricular.