Undergraduate Students’ Library Interactions: Does Race Shape How Students Experience Library Help?
DOI:
https://doi.org/10.18438/eblip30585Abstract
Objective – The goal of this study was to examine whether an undergraduate student's race influences their interactions and perceived quality of experiences with librarians/library staff and student employees.
Methods – The study consisted of a survey distributed by email to undergraduate students at a medium size public university located in North Central Massachusetts. Students answered questions about the frequency of their interactions with librarians and student employees, whether they felt respected during the interactions, whether their information needs were met, and whether the interactions increased their feelings of belonging at the university. Data analysis on the 366 students who completed the survey was conducted in SPSS using Fisher’s exact test.
Results – Findings revealed that Black students reported more frequent interactions with librarians/library staff and student employees than Latina/o/e and White students did. The difference across races regarding the frequency of interactions with librarians/library staff and student employees was statistically significant. Although Black students also reported higher levels of agreement for feeling respected, having their information needs met, and feelings of belonging than their counterparts, the differences among races were not statistically significant. Black, Latina/o/e, and White students felt respected, had their information needs met, and felt a sense of belonging regardless of whom they interacted with. Further, preferences for whom students interacted with depended on the type of information needed. Students sought librarians for research help and student employees for logistical support.
Conclusion – To improve the undergraduate student library experience, the authors discuss how to create a more accessible and inclusive library environment by leveraging student employees for peer mentoring, enhancing faculty collaboration to integrate library resources into coursework, and providing professional development for library staff to foster a welcoming atmosphere.
Downloads
References
Baugess, C. K., Jallas, M. R., Smith, M. D., & Wertzberger, J. (2017). Peer research mentors at Gettysburg College. In E. Rinto, J. Watts, & R. Mitola (Eds.), Peer-assisted learning in academic libraries (pp. 135–146). ABC-CLIO. https://cupola.gettysburg.edu/librarypubs/64
Bladek, M. (2019). Latino students and the academic library: A primer for action. The Journal of Academic Librarianship, 45(1), 50–57. https://doi.org/10.1016/j.acalib.2018.12.001
Borrelli, S., Su, C., Selden, S., & Munip, L. (2019). Investigating first-generation students’ perceptions of library personnel: A case study from the Penn State University Libraries. Performance Measurement and Metrics, 20(1), 27–36. https://doi.org/10.1108/PMM-07-2018-0018
Duffin, K., & Corrigan, E. (2023). African American undergraduate students’ perceived welcomeness at a midsized university library. Evidence Based Library and Information Practice, 18(3), 3–25. https://doi.org/10.18438/eblip30312
Elteto, S., Jackson, R. M., & Lim, A. (2008). Is the library a “welcoming space”? An urban academic library and diverse student experiences. Libraries and the Academy, 8(3), 325–337. https://doi.org/10.1353/pla.0.0008
Farrell, R., & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319–340. https://doi.org/10.1108/RSR-11-2014-0052
Folk, A. L., & Overbey, T. (2022). Narratives of (dis)engagement : Exploring Black and African American students’ experiences in libraries. ALA Editions.
Head, A. J., & Eisenberg, M. B. (2009). Lessons learned: How college students seek information in the digital age. Project Information Literacy Progress Report. University of Washington Information School. https://projectinfolit.org/publications/information-seeking-habits/
Kiyama, J. M., Museus, S. D., & Vega, B. E. (2015). Cultivating campus environments to maximize success among Latino and Latina college students. New Directions for Higher Education, 2015(172), 29–38. https://doi.org/10.1002/he.20150
Long, D. (2011). Latino students’ perceptions of the academic library. Journal of Academic Librarianship, 37(6), 504–511. https://doi.org/10.1016/j.acalib.2011.07.007
Massey-Burzio, V. (1992). Reference encounters of a different kind: A symposium. Journal of Academic Librarianship, 18(5), 276–280.
Mellon, C. A. (1986). Library anxiety: A grounded theory and its development. College and Research Libraries, 47(2), 160–165. https://doi.org/10.5860/crl_47_02_160
Miller, S., & Murillo, N. (2011). Why don’t students ask librarians for help?: Undergraduate help-seeking behavior in three academic libraries. In L. M. Duke & A. D. Asher (Eds.), College libraries and student culture: What we now know (pp. 53–55). American Library Association.
National Center for Education Statistics. (n.d.) Collecting race and ethnicity data from students and staff using the new categories. U.S. Department of Education, Institute of Education Science. https://nces.ed.gov/ipeds/report-your-data/race-ethnicity-collecting-data-for-reporting-purposes
O’Kelly, M., Garrison, J., Merry, B., & Torreano, J. (2015). Building a peer-learning service for students in an academic library. portal: Libraries and the Academy, 15(1), 163–182. http://doi.org/10.1353/pla.2015.0000
Office of Institutional Research and Planning. (2021). Institutional factbook, 2021-2022. Fitchburg State University.
Robinson, C.M., &Reid, P. (2007). Do academic enquiry services scare students? Reference Services Review, 35(3), 405–424. https://doi.org/10.1108/00907320710774283
Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge.
Stewart, B., Ju, B., & Kendrick, K. D. (2019). Racial climate and inclusiveness in academic libraries: Perceptions of welcomeness among black college students. Library Quarterly, 89(1), 16–33. https://doi.org/10.1086/700661
Studdard, P. (2000). Academic librarians as advisors. College & Research Libraries News, 61(9), 781–792. https://crln.acrl.org/index.php/crlnews/article/view/20998/25890
Twait, M., & Hulseberg, A. (2020). “In a different light”: Librarians as undergraduate student advisors. College & Research Libraries News, 81(4), 187. https://crln.acrl.org/index.php/crlnews/article/view/24381/32218
United States Census Bureau. (2021, August 12). 2020 census statistics highlight local population changes and nation’s racial and ethnic diversity [Press release]. https://www.census.gov/newsroom/press-releases/2021/population-changes-nations-diversity.html
Vinyard, M., Colleen, M., & Colvin, J. B. (2017). Why do students seek help in an age of DIY?: Using a qualitative approach to look beyond statistics. Reference & User Services Quarterly, 56(4), 257–267. https://journals.ala.org/index.php/rusq/article/view/6355
Whitmire, E. (1999). Racial differences in the academic library experiences of undergraduates. Journal of Academic Librarianship, 25(1), 33–37. https://doi.org/10.1016/S0099-1333(99)80173-6
Whitmire, E. (2003). Cultural diversity and undergraduates’ academic library use. Journal of Academic Librarianship, 29(3), 148–161. https://doi.org/10.1016/S0099-1333(03)00019-3.
Williams, L. L., & Quave, K. (2019). Quantitative anthropology: A workbook. Elsevier Science & Technology.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Connie Strittmatter, Dr. Danette V. Day
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International applies to all works published by Evidence Based Library and Information Practice. Authors will retain copyright of the work.
