Interracial roommate relationships: A mechanism for promoting sense of belonging at university and academic performance

The current study investigated whether intergroup contact through roommate assignment in college dormitories affects the academic well-being of minority and majority students at a predominantly White university. Participants were first-year students randomly assigned to either a majority or minority group roommate. During the beginning and end of their first semester at college, participants completed a questionnaire packet which included ratings of their sense of belonging and identification with their university. At the end of the school year, participants’ official grade point averages (GPA) were also recorded. In general, students randomly assigned to an interracial roommate relationship reported an increased sense of belonging at university at the end of the first semester at college. Specifically for minority students, those randomly assigned to a majority group roommate reported a stronger sense of belonging at university and received a higher GPA than minority students randomly assigned to a minority roommate. Analyses suggested that sense of belonging partially mediated the effect of room type on minority students’ GPA. Room type did not affect majority students’ GPA. These findings have implications for improving academic satisfaction, performance, and retention.

► The effect of intergroup contact via roommate assignment on academic well-being.
► Students in interracial rooms reported increased sense of belonging at university.
► Minority students with majority group roommate reported stronger sense of belonging.
► Minority students with majority group roommate received higher GPAs.
► Roommate assignment did not affect majority group students GPA.