The purpose of this quantitative study is to examine the relationship between African American medical students’ sense of belonging (SOB) and three theory-driven determinants—relational consistency, navigational capacity, and identity-affirming cues—using data from a multi-institutional survey of graduate and professional students in the United States. The study further explores whether these relationships differ based on undergraduate institutional origin, comparing students who earned their bachelor’s degrees from historically Black colleges and universities (HBCUs) and predominantly White institutions. Findings reveal that all three mechanisms are positively associated with SOB in the expected direction, with relational consistency and navigational capacity exerting stronger effects among HBCU-educated students. Implications for policy, practice, and future research in medical education are discussed.
Strayhorn et al. (Wed,) studied this question.