The concept of sense of belonging is a critical component of student success, retention, and well-being in higher education, particularly for underrepresented students. This dissertation examines the lived experiences of Black students and explores how sense of belonging impacts their collegiate experiences as members of historically white fraternities and sororities (HWFS).

Using a critical lens, this qualitative narrative research draws on Critical Race Theory (CRT) to examine how fraternal structures, practices, and power dynamics within historically white fraternities and sororities shape Black students’ lived experiences and sense of belonging. Nine Black students participated in this study, who are fraternity and sorority members of National Panhellenic Conference (NPC) and North American Interfraternity Conference (NIC) organizations. Through narrative interviews, the research explored their personal stories, revealing insights into the benefits, racial interactions, emotional responses, and challenges faced by Black members. Findings highlight that while some participants experienced genuine inclusion and meaningful relationships, others encountered racial microaggressions and systemic biases that undermined their sense of belonging within these spaces.

The implications of this research provide critical insights for those seeking to create inclusive environments within fraternal organizations. By applying CRT, this study highlights the systemic barriers that limit a sense of belonging and advocates for structural change, inclusive policy reform, accountability mechanisms, leadership development, and culturally responsive practices. Recommendations for future practice include intentional and comprehensive diversity training, institutional support for cross-collaboration, and the integration of sense of belonging into student leadership frameworks guided by CRT.