A Critical Quantitative Analysis of Students’ Sense of Belonging: Perspectives on Race, Generation Status, and Collegiate Environments

Durán, Antonio; Dahl, Laura S.; Stipeck, Christopher J.; Mayhew, Matthew J.

doi:10.1353/csd.2020.0014

Cited by 66 publications

(47 citation statements)

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“…Johnson et al (2007) studied first-year college students' sense of belonging found that African American, Hispanic/Latino, and Asian Pacific American students reported a less strong sense of belonging than White/Caucasian students. Similarly, Duran et al (2020) found that African American/Black students have significantly lower sense of belonging, and first-generation college students reported a lower sense of belonging. In addition, Stebleton et al (2014) indicated that campus climate is an important predictor in immigrant students' sense of belonging on campus.…”

Section: Introductionmentioning

confidence: 85%

College students’ satisfaction and sense of belonging: differences between underrepresented groups and the majority groups

2020

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Student satisfaction and sense of belonging are key to student retention and success. This study investigated undergraduate students' satisfaction and sense of belonging based on a survey of 2791 students from one predominantly white institution in the southeast United States. The results revealed that students were overall satisfied and felt they belonged to the campus community. Students in the underrepresented groups (i.e., non-White, non-heterosexual, and non-Christian) reported significantly less satisfaction and a weaker sense of belonging than those in the majority groups. Seniors reported significantly less satisfaction than freshmen and sophomore. Students with a conservative political view reported significantly more satisfaction than those with a moderate or liberal political view. In addition, students' sense of belonging as well as their ethnicity/race, sexual orientation, religious belief, political view, and student rank significantly predicted their satisfaction, and about 34% of the variation in students' satisfaction could be explained by these variables. The findings can inform policy making, funding navigation, and intervention programs in higher education, and higher education institutions should commit to equality, diversity, and inclusion in promoting student satisfaction and success.

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Section: Introductionmentioning

confidence: 85%

College students’ satisfaction and sense of belonging: differences between underrepresented groups and the majority groups

2020

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“…Moreover, previous research indicates that Native American students might experience belonging differently than other student populations (Duran et al, 2020; Fong et al, 2019). Examining belongingness factors among Indigenous students in community colleges, Fong et al (2019) found that the degree to which cultural values about reciprocity toward their community and self-empowerment were salient for the academic and career-related goals they had set for themselves.…”

Section: Literature Reviewmentioning

confidence: 99%

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Fong¹,

Owens²,

Segovia³

et al. 2023

Journal of Diversity in Higher Education

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Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students’ academic achievement: the degree to which institutions support Indigenous students’ cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students’ grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students’ cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed.

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“…Ghanaian universities, like other universities globally have historically provided individual programmes and resources to create a sense of community and reinforce connections between students and the university. Such university programs are not limited to campus-wide gatherings, one-on-one consulting appointments, professional and mentoring seminars that help students develop a sense of belonging to the school, which in turn enhance their learning experiences and educational advancements (Pascarella, & Terenzini, 2005;Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006;Duran, Dahl, Stipeck, & Mayhew, 2020). The University of Cape Coast provides services and programs such as counselling, students support services, open communication, mentoring services, etc.…”

Section: Sense Of Belongingmentioning

confidence: 99%

Attached or not attached: Does different learning styles exist among students with or without sense of belonging amidst covid-19?

Mahama

Asante²,

Mensah³

et al. 2021

Journal of Educational Technology and Online Learning

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This study was about peer attachment and learning styles being moderated by a sense of belonging among students during the COVID-19 era. Using an analytical cross-sectional survey design, 284 final-year undergraduates were selected through stratifiedproportionate and convenient sampling procedures. Data was gathered from the respondents using Learning Preference Scale (Owens & Straton, 1980), Adolescent Friendship Attachment Scale (Wilkinson, 2008) and Psychological Sense of School Membership . The data was analysed using descriptive (Frequencies and Percentages) and inferential statistics (Multivariate Multiple Regression, Simple Moderation with Hayes Process Macro and Multivariate Analysis of Variance).The study revealed that most students engaged in less peer attachment, felt less sense of belonging while secure attachment predicted the individual learning style of students. Furthermore, secure attachment and anxious attachments predicted the cooperative learning style of students while anxious attachment and avoidant attachment predicted the competitive learning style of students. Further, a sense of belonging moderated not peer attachment and learning styles of students, while no significant differences were found between male and female students in terms of peer attachment, learning styles, and sense of belonging. Therefore, it was recommended that students should practice individual learning styles most often but could collaborate with a few colleagues in some academic situations during this period of COVID-19. This is to help foster closeness and belongingness among the students. Research Article

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A Critical Quantitative Analysis of Students’ Sense of Belonging: Perspectives on Race, Generation Status, and Collegiate Environments

Cited by 66 publications

References 0 publications

College students’ satisfaction and sense of belonging: differences between underrepresented groups and the majority groups

College students’ satisfaction and sense of belonging: differences between underrepresented groups and the majority groups

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Attached or not attached: Does different learning styles exist among students with or without sense of belonging amidst covid-19?

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