This exploratory sequential mixed methods study explored how African American, Asian/Pacific Islander, Latino/Hispanic, and Native American (ALANA) students develop a sense of belonging within higher education at one private, Predominantly White Institution (PWIs) within the United States when co-curricular programs are offered within the metaverse facilitated through extended reality (virtual reality and augmented reality) headsets. Research has identified that PWIs and private institutions within the United States often lack support and resources to help ALANA students develop a sense of belonging. Despite the increased interest in immersive technology in higher education, limited research has explored leveraging such technology to improve the ALANA student experience. This study included a survey distribution, two workshops, and semi-structured interviews with fourteen participants to explain how VR and AR technology can help develop students' sense of belonging. The data collected revealed that ALANA students' comfort with extended reality technology varied. Many participants shared experiences of curiosity, excitement, and anxiousness before entering the workshops while feeling emotions of happiness, excitement, and joy after the workshops. All participants were interested in continuing such programming efforts to supplement for co-curricular programming. Familiar themes such as relationships, connections, and experiences emerged from this study. However, new insights were provided on how extended reality can be used beyond the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]