Education and Black Creative-Class Identity Among Black Homeowners: Exploring Library Engagement in Ward 8, Washington, D.C.

This study examines how educational attainment and creative-class identity influence public library use among Black homeowners in Ward 8, Washington, D.C., a historically disinvested, yet resilient, Black community. Using an adapted theoretical framework (Chatman’s Small World Theory, Florida’s creative class theory, and Crenshaw’s intersectionality), the research investigates how symbolic capital informs institutional engagement in a racially homogeneous but economically stratified setting. A survey of 56 Black homeowners examined the relationships among education, income, creative-class identity, and library use. Logistic regression analysis revealed that higher educational attainment was a significant predictor of identification with the Black Creative ClassTM. However, neither income nor creative-class identity significantly predicted public library use. These findings challenge the assumption that middle-class status or creative-class affiliation ensures participation in educational or cultural institutions. Instead, they suggest that deeper dynamics, such as cultural relevance, perceived alignment, and trust, may shape engagement with public libraries. The study advances knowledge in library and information science (LIS) and urban studies by demonstrating how spatial context and class distinctions within Black communities shape library engagement. The results underscore the need for culturally responsive library strategies that recognize class-based variation within racial groups, moving beyond monolithic models of community outreach.