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<p>This manuscript examines the design and perceived benefits of a first-year university seminar for students who self-identify as young men of color. Grounded in applied developmental theory and a storied social-ecological framework, the course integrates group processes, a peer mentor model, and connections to an organizational change network to promote student success, belonging, and prosocial behavior. Using qualitative methods, student reflections, peer mentor insights, and facilitator experiences were analyzed, revealing three major themes: secure base formation, narrative identity development, and emotional resilience and well-being. Findings demonstrate that embedding relational, reflective, and responsive practices into course-based interventions fosters social-emotional growth, prosocial behaviors, and persistence. This model illustrates how first-year seminars can serve as innovative, tier-one psychological interventions, advancing holistic student success. The study presents a scalable framework for institutions seeking to center belonging interventions and developmental outcomes into the first-year experience to enhance retention and integration into campus life.</p>

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The Homebase Approach: A First-Year University Seminar as a Secure Base for Students Who Self-Identify as Young Men of Color

  • 期刊论文

  • 发表日期：

    2025年8月1日

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  • Ricky J. Pope

摘要

This manuscript examines the design and perceived benefits of a first-year university seminar for students who self-identify as young men of color. Grounded in applied developmental theory and a storied social-ecological framework, the course integrates group processes, a peer mentor model, and connections to an organizational change network to promote student success, belonging, and prosocial behavior. Using qualitative methods, student reflections, peer mentor insights, and facilitator experiences were analyzed, revealing three major themes: secure base formation, narrative identity development, and emotional resilience and well-being. Findings demonstrate that embedding relational, reflective, and responsive practices into course-based interventions fosters social-emotional growth, prosocial behaviors, and persistence. This model illustrates how first-year seminars can serve as innovative, tier-one psychological interventions, advancing holistic student success. The study presents a scalable framework for institutions seeking to center belonging interventions and developmental outcomes into the first-year experience to enhance retention and integration into campus life.