Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University

Read, Barbara; Archer, Louise; Leathwood, Carole

doi:10.1080/03075070309290

Cited by 352 publications

(270 citation statements)

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“…First, sense of belonging was measured with a six-item scale developed for the present study. The fact that we found no differences between ethnic minority and majority students' sense of belonging (see Table 2), contrary to previous research (Hurtado 1994;Hurtado and Carter 1997;Johnson et al 2007;Read et al 2003;Zepke and Leach 2005), makes us wonder if the scale was appropriate. It is possible that the concept of sense of belonging is more complex than we assumed.…”

Section: Discussioncontrasting

confidence: 54%

“…In another study, Hurtado (1994) found that many Hispanic students feel that they do not 'fit in' on their campus. A study by Read et al (2003) focused on the extent to which ethnic minority students actually do fit in at universities and the degree to which 'academia' is foreign to them. They reported that the presence of students of a similar age, class, gender or ethnicity was not necessarily sufficient to make them feel comfortable in the university environment, and thus to make them feel like they 'belong'.…”

Section: Sense Of Belongingmentioning

confidence: 99%

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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students' sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.

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Section: Discussioncontrasting

confidence: 54%

Section: Sense Of Belongingmentioning

confidence: 99%

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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“…''For conventional students, passing through HE [higher education] can be a relatively smooth, integrative process involving confirmation of what they already know and hold to be true'' (Bamber and Tett 2001, p. 59). Conversely, non-traditional students generally report a sense of otherness (Read et al 2003). As Meeuwisse (2012) notes, academic success for non-traditional students is not just a case of being smart enough, but there are many other complex psychological elements that are critical for academic success for these students.…”

Section: Academic Fatalismmentioning

confidence: 99%

“…Students coming from backgrounds lacking in familiarity with higher education can find the academic community in higher education ''bewildering'' (Meeuwisse et al 2010) and ''alien and unsettling'' (Read et al 2003). This lack of familiarity does not only concern familiarity in terms of formal content, social culture or academic language, but can also be in terms of the actual ''field'' (Bourdieu 1986(Bourdieu , 1998Bourdieu and Passeron 1990) that students need to interact: for example: a lecture hall with 800 students, computer labs with more than 1000 PCs, and a modern library with full multimedia services.…”

Section: Fatalistic Suicidementioning

confidence: 99%

Academic Fatalism: Applying Durkheim’s Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

Godor

2016

Interchange

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Student drop-out remains a critical issue facing educational professionals. For higher education, the vast research in the past 40 years has been influenced by the work of Tinto and his model of student persistence. In this model are several elements that have proven to sharpen the focus of student drop-out research such as the concept of integration. The philosophical foundation for these concepts stems from Durkheim's work on suicide. Specifically, Tinto's employs Durkheim's ''egotistical'' suicide type as an analogy for student departure while attributing students' departure as a decision to separate themselves from the academic community. However; assigning causation of student departure to students' decisions stands in stark contrast to the theoretical underpinnings of Durkheim's work. Durkheim believed that certain social tendencies cause suicides. If student drop-out is to be typified by a certain Durkheimian suicide ''type,'' then specific social facts must exist in those societies. In this article, student departure in higher education will be examined using Durkheim's theory of suicide complemented with Bourdieu's theory of symbolic violence. Egotistical suicide will then be re-examined as an analogy for student departure and the Durkheimian suicide ''fatalistic'' will be presented as suitable analogy for student departure.

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“…While there are examples of productive participation, the pattern of collective trajectories of this group differs sharply from that of traditional entrants (Reay 2006). The onus falls largely to students to adapt to established practices which remain strongly oriented towards traditional white middle-class populations (Read et al 2003, Burke 2005). …”

Section: Profitable Portfolios: Capital That Counts In Higher Educationmentioning

confidence: 99%

Profitable portfolios: capital that counts in higher education

Watson

2013

British Journal of Sociology of Education

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Word count: 7944 including abstract, key words, acknowledgements and reference list. 2 Profitable portfolios: capital that counts in higher educationUnder-representation in UK higher education of students from less privileged social backgrounds is an enduring problem. While there are examples of productive participation, the pattern of collective trajectories of this group differs sharply from that of traditional entrants (Reay 2006). The onus falls largely to students to adapt to established practices which remain strongly oriented towards traditional white middle-class populations (Read et al. 2003, Burke 2005).Bourdieu's theory of practice informed the analysis of data emerging from a longitudinal case study and empirical insights are offered into how students with non-traditional academic backgrounds experienced and negotiated the demands of studying in one of the UK's research-intensive universities. A new conceptual framework identifies academic, linguistic, social and professionallyoriented capital as underpinning the logic of practice of this sub-field of higher education, and their influence on the positional tendencies and trajectories of the students operating within it are highlighted.

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Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University

Cited by 352 publications

References 0 publications

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

Academic Fatalism: Applying Durkheim’s Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

Profitable portfolios: capital that counts in higher education

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