Date Approved

6-9-2026

Embargo Period

6-9-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

James Coaxum III, Ph.D.

Committee Member 1

Mary Beth Walpole, Ph.D.

Committee Member 2

Terrell Strayhorn, Ph.D.

Keywords

Black men;High-impact practices;Leadership development;Mentoring;Sense of belonging;Study abroad

Disciplines

Education | Educational Leadership

Abstract

This qualitative case study used Strayhorn’s Sense of Belonging Model (2018) to examine how collegiate Black men experienced affirmation, connection, and mattering through participation in Leaders of the Free World (LFW), a culturally grounded program integrating mentoring, leadership development, and short term study abroad. Through semi structured interviews, a focus group, and document analysis, five themes emerged: (1) Global Exposure and Cultural Heritage, (2) Identity Development, (3) Academic Realignment, (4) Mentoring and Relationship Growth, and (5) Leadership Capacity Building. Findings show that LFW fostered the core belonging conditions Strayhorn (2018) identifies: psychological safety, meaningful relationships, validation, and institutional navigation support. The short term study abroad experience deepened cultural identity and academic motivation, while mentoring and leadership development provided accountability, representation, and guidance that strengthened persistence and agency. Implications highlight the need for equity centered, culturally grounded, high impact practices (HIPs) that intentionally cultivate belonging for Black men in higher education. Recommendations include expanding access to global learning opportunities, strengthening mentoring ecosystems, investing in identity affirming leadership development, and addressing racialized campus climates that undermine belonging and academic success.

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