Date of Award
8-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Planning, Design, and the Built Environment
Committee Chair/Advisor
Matthew Powers
Committee Member
Angela Carter
Committee Member
B.D Wortham-Galvin
Committee Member
Cynthia Deaton
Committee Member
Elyse Newman
Abstract
This research offers a comprehensive analysis of the various dimensions of belonging, isolation, and the role of identity in architecture learning environments (ALEs) for Black architecture students. In a multi-site case study, the study analyzes the experiences of Black students in the habitus that forms these ALEs at three universities with fifteen participants. Through qualitative investigation and thematic analysis, this research evaluates the obstacles these students face when endeavoring to establish meaningful connections.
The results of this study provide a greater understanding of the impact that isolation, lack of representation have on students and the significance of support-seeking activities in fostering diversity withing architecture schools. Using a meticulous research framework, this dissertation provides essential insights into the delicate balance between what is viable for a select few who inhabit a symbolic area of the field and what is attainable and inclusive for all within architecture. The results and conclusions of this study contribute to the limited existing discourse while also providing practical implications for nurturing a sense of belonging and minimizing loneliness among Black students in ALEs.
Recommended Citation
Scott, Stacy, "Belonging by Design: The Exploration of Architecture Learning Environments and their Role in the Sense of Belonging and Field Identity of Black Architecture Students" (2023). All Dissertations. 3368.
https://tigerprints.clemson.edu/all_dissertations/3368
Included in
Architecture Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons, Social Justice Commons