Developing a sense of belonging in the classroom: community college students taking courses on a four-year college campus

Pichon, Henrietta Williams

doi:10.1080/10668926.2014.964429

Cited by 11 publications

(3 citation statements)

References 17 publications

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“…Positive peer interaction influences students' sense of belonging by creating more socially and academically supportive environments (Johnson et al, 2007). This finding supports the existing literature's result indicating the positive relationship between peer connection and the sense of belonging (Johnson et al, 2007;Pichon, 2016;Strayhorn, 2008). Higher education researchers have focused and examined this relationship with regard to minority students, particularly Latinos and African-Americans.…”

Section: Discussion Of Social Factorssupporting

confidence: 79%

Investigating the sense of belonging of international students through a predictive model

Singh

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Section: Discussion Of Social Factorssupporting

confidence: 79%

Investigating the sense of belonging of international students through a predictive model

Singh

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“…To assist with not feeling comfortable sharing ideas in class, contributing to discussions and asking questions in class, faculty may assist these students by having students participate in small, in-class work groups; this way, they may be more inclined to ask questions of peers than faculty. Holland et al (2012) cautions institutions to not underestimate the importance of peer interactions to address the stress of academic work, especially because many students begin to develop their sense of belonging in the classroom (Pichon, 2015). Adding to that, faculty can allow students to write questions or concerns they may have about lessons and address these during the beginning of the next class.…”

Section: Discussionmentioning

confidence: 99%

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Pichon

2016

JME

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Purpose The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI). Design/methodology/approach This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail. Findings There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community. Research limitations/implications It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region. Originality/value This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

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“…We understood in advance there would be a range of different prior educational experiences and formal educational qualifications in the classroom, based on the age range of participants, the variation in their time since experiencing formal education and on information imparted through discussion with prison staff and prison students. For students on this course, of critical significance was their interaction with peers in exploring their sense of belonging (Pichon, 2016) in the prison classroom context. This also resonates with the work of Harris et al (2017) and their exploration of the co-production of the pedagogical self .…”

Section: Pedagogy Abstraction and Pedagogical Capitalmentioning

confidence: 99%

Abstraction, belonging and comfort in the prison classroom

Little

Warr

2022

Incarceration

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Prison education, at the institutional and policy level, is too often about the use value of qualifications, rather than the exchange value inherent in the experience of learning. This article explores how abstract discussion can be used to resolve this problem by facilitating the production and exchange of pedagogical capital in a prison classroom. The development of pedagogical capital, a form of symbolic capital related to learning, enhanced the sense of belonging and comfort experienced by students. The classroom comprised learners from university and prison, participating in informal discussion emanating from abstract questions. Based on interviews with, and feedback and reflections from, students participating in an eight-week course located in a higher security Category B training prison in the midlands of England (‘HMP Lifer’), we discuss how pedagogical capital was produced and maintained. Firstly, it supported teachers to create a trustworthy learning space to discuss abstracted concepts and challenge each other – at an appropriate construal distance – without the discussion becoming too emotionally charged or exposing potential vulnerabilities. Secondly, it enabled students to use their own historical knowledge and experiences (narratives), creating a more equitable contributory space and reducing the risk of judgement. Thirdly, these elements combined to facilitate an iterative process of dialogical investment and exchange. The findings strongly suggest that the pedagogical approach was crucially important in creating a safe, trustworthy, equitable learning space in which students felt sufficiently at ease to exchange their thoughts and ideas as part of group discussion. We conclude that this pedagogical approach has wider implications for enhancing student resources, and fostering a sense of belonging in other, non-penal contexts, including higher education institutions.

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Developing a sense of belonging in the classroom: community college students taking courses on a four-year college campus

Cited by 11 publications

References 17 publications

Investigating the sense of belonging of international students through a predictive model

Investigating the sense of belonging of international students through a predictive model

Descubriendo mi lugar

Abstraction, belonging and comfort in the prison classroom

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