Developing a Sense of Belonging in Community College Students

Martinez, Edward; Munsch, Patricia

doi:10.1177/1086482219896044

Cited by 14 publications

(31 citation statements)

References 7 publications

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“…Conversely, a diminished sense of belonging has been associated with risky behaviors, such as emotional distress and even suicidal involvement [18]. Thus, nurturing students' sense of belonging should positively improve the quality of higher education institutions [19]. Furthermore, students with a strong sense of belonging are likely to experience increased positive psychological functioning and, consequently, increased student performance and college completion rates [20].…”

Section: Antecedents Of Sense Of Belonging In Learningmentioning

confidence: 99%

College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation

Tian

Zhang

Zhou

et al. 2021

IJERPH

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Sense of belonging constitutes a critical component of college students’ retention and academic achievement, especially in disadvantaged higher education institutions such as private colleges in China. Using nationwide survey data (n = 3816) from Chinese private colleges, this study explores how college satisfaction, sense of achievement, and student happiness contribute to freshmen’ sense of belonging. Structural equation modeling analyses have identified the significant positive associations between freshmen’s emotion regulation and sense of belonging. In particular, emotion regulation plays a mediating role in the relations between college satisfaction, sense of achievement, student happiness, and the sense of belonging. Therefore, private colleges should design and implement orientation programs to improve freshmen’s learning experience, especially college satisfaction and student happiness, to enhance their sense of belonging.

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Section: Antecedents Of Sense Of Belonging In Learningmentioning

confidence: 99%

College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation

Tian

Zhang

Zhou

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…They may have also been more likely to have experienced structural racism throughout their upbringing ( Carnevale & Strothel, 2013 ; McNair et al, 2020 ; Pattillo, 2015 ; Shedd, 2015 ). For all these reasons, community college students tend to be more doubtful about belonging in college ( Krumrei-Mancuso et al, 2013 ; Martinez & Munsch, 2019 ; Museus et al, 2017 ), struggle with academic work ( Acevedo-Gil et al, 2015 ; Logue, 2016 ; Monaghan & Attewell, 2015 ), deal with competing life demands ( Vasquez et al, 2019 ), and therefore be more vulnerable to dropping out before they have the chance to succeed. Research has confirmed that community college attrition is associated with low-income status, first-generation college status, and belonging to an underrepresented minority ( Atherton, 2014 ; Berliner, 2013 ; Collier & Morgan, 2008 ; NSC, 2020a ; Redford & Mulvaney Hoyer, 2017 ; Sirin, 2005 ; Sparkman et al, 2012 ; Soria & Stebleton, 2012 ).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Lackner

2023

Community College Review

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Objective: This quantitative study examines the impact of the COVID-19 pandemic on students’ persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education.

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“…Cultural competence refers to an educator's ability to know the student and their background and incorporate those backgrounds into the learning materials so the student sees themselves reflected in what they are learning while being educated about larger ideas in a safe environment (Ladson-Billings, 2011). The level of cultural competency demonstrated by an educator regarding students' backgrounds can make all the difference in their achievement and success, especially for those students on academic probation (Carales & Hooker, 2019;Hlinka, 2017;Hutto, 2017;Martinez & Munsch, 2019;Miller & O'Daniel, 2019;Wood, 2014;Wood & Turner, 2010).…”

Section: Sense Of Belonging and Culturally Relevant Practicesmentioning

confidence: 99%

“…Welcoming, embracing, integrating, and celebrating students' culture is a way to increase sense of belonging for marginalized students (Carales & Hooker, 2019;Martinez & Munsch, 2019). faculty and practitioners to take back the onus of educational responsibility.…”

Section: Sense Of Belonging and Culturally Relevant Practicesmentioning

confidence: 99%

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

Virtue¹,

Lett²,

Cheshire³

et al. 2023

J-CASP

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Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.

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Developing a Sense of Belonging in Community College Students

Cited by 14 publications

References 7 publications

College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation

College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation

Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

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