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Belonging has been described as a basic human need (Strayhorn, 2012) associated with academic success. Yet, research suggests that students from minoritized social identity groups report a lower sense of belonging than their privileged peers. Data collected via a grounded theory study offer qualitative insight into the development of belonging for Women of Color during their first semester at a predominately white university. In this paper, we use the term Women of Color, as described by Mohanty (1991) to refer to the “sociopolitical designation for [women] of African, Caribbean, Asian and Latin American descent, and Native peoples of the U.S. [and]… new immigrants to the U.S.” (p. 7). Rich student narratives reveal previously undocumented interconnections among the development of a sense of belonging, cultural competency, unmet expectations, lack of compositional and structural diversity, and campus counterspaces.

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This study examines the impact and interaction of individual differences in personality, empathic style, ethical position, and trait violence sensitivity on perceptions of violence in a "justified" or "unjustified" video clip. Undergraduate students (n=229) enrolled in an introductory psychology course participated in an online survey where they were randomly assigned to 1 of 6 groups (Video Order x Justification). As found in previous studies, in general, participants rated the justified clip as less violent, even though both videos depicted the same scene.When rating the unjustified violence, individual differences did not seem to impact severity ratings but when participants were told the violence was justified, those who scored higher in Idealistic ethical position and higher in Violence Sensitivity actually rated it as more violent, which may be a reactive decision. iii ACKNOWLEDGMENTS