Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups

Johnson, Dawn; Soldner, Matthew; Leonard, Jeannie Brown; Alvarez, Patty; Inkelas, Karen Kurotsuchi; Rowan-Kenyon, Heather T.; Longerbeam, Susan D.

doi:10.1353/csd.2007.0054

Cited by 434 publications

(380 citation statements)

References 22 publications

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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: 98%

“…For example, various US studies demonstrated that African American students and Asian Pacific or Hispanic/Latino students feel less strongly that they belong in a program than white American students (Hurtado and Carter 1997;Johnson et al 2007). In another study, Hurtado (1994) found that many Hispanic students feel that they do not 'fit in' on their campus.…”

Section: Sense Of Belongingmentioning

confidence: 99%

“…the work of Tinto (1993Tinto ( , 1997Tinto ( , 1998 and the literature on sense of belonging) and their respective empirical support, the question can then be asked as in what ways the concept of sense of belonging on the one hand and quality of interactions on the other hand are interrelated. In their study on sense of belonging, Johnson et al (2007) argued that positive peer and faculty interaction influences students' sense of belonging by making complex environments feel more socially and academically supportive. The results of their study, however, did not confirm this argument.…”

Section: The Link Between a Sense Of Belonging And Interactionmentioning

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: 98%

Section: Sense Of Belongingmentioning

confidence: 99%

Section: The Link Between a Sense Of Belonging And Interactionmentioning

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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“…En educación, existe algún análisis sobre la relación de los estudiantes con sus centros educativos y su posible impacto en el rendimiento académico y la motivación (véase Johnson et al, 2007). El estudio de la construcción de la identidad profesional en los estudiantes es prácticamente inexistente en el campo de las artes; los autores únicamente conocen el trabajo de D´Santiago Tiburcio y Gutiérrez Rico (2014).…”

Section: Consideraciones Preliminaresunclassified

La construcción de una identidad profesional de estudiantes universitarios de arte a través de proyectos de aprendizaje-servicio

Menéndez-Varela

Gregori-Giralt

2017

Arte Individ. Soc.

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Resumen. El presente artículo investiga las representaciones de estudiantes de reciente ingreso en las titulaciones de arte que surgieron en la realización de proyectos de aprendizaje-servicio dirigidos a colectivos en riesgo de exclusión social. Se utilizó una rúbrica en la elaboración y evaluación de los proyectos. Desde los presupuestos de la Teoría Fundamentada, dos investigadores realizaron un análisis cualitativo sobre los cambios surgidos a lo largo del curso en la concepción y fundamentación de los proyectos. Los resultados mostraron tres logros fundamentales en los estudiantes: a) la comprensión de que el arte es un factor indispensable en el desarrollo integral de las personas y en la mejora de la sociedad; b) el comienzo del proceso de construcción de la identidad profesional en el campo de las artes; y c) el fortalecimiento de la dimensión metacognitiva del aprendizaje. Este último aspecto incrementó la toma de conciencia y el compromiso de los estudiantes con sus proyectos, y fue un factor determinante en la calidad de las versiones definitivas de los mismos. Palabras clave: Aprendizaje-servicio; rúbricas; teoría fundamentada; proyectos; educación superior.[en] The construction of the professional identity in university arts students via service-learning projectsAbstract. This article investigates the representations of first year arts undergraduates emerging from a series of service-learning projects designed for groups at risk of social exclusion. A rubric was used in the design and assessment of the projects. Applying the presuppositions of Grounded Theory, two researchers carried out a qualitative analysis of the changes in the conception and justification of the projects that occurred during the academic year. The results highlighted three fundamental achievements made by the students: a) the understanding that art is an indispensable element in personal development and in social progress; b) the beginning of the process of construction of a professional identity in the field of the arts; and c) a reinforcement of the metacognitive dimension of learning. This last aspect increased the students' awareness and commitment to their projects, and was a determining factor in the quality of their final products.

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“…Without the assistance of Hispanic faculty and staff to serve as mentors and advisors, their experiences were hardly understood and solved. Moreover, the college environment has proven to impact students' sense of belonging (Johnson et al, 2007). Johnson and his colleagues found that Hispanic students perceived a lower sense of belonging in institutions than Caucasian students.…”

Section: Hispanic Students In Higher Educationmentioning

confidence: 99%

The Embodied Experience of a Football Championship Subdivision Student-Athlete

Turk

Stokowski

et al. 2017

JHEAI

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Many scholars believe that due to the intensity of college sport, student-athletes are denied a well-rounded experience. Although previous research has focused on the educational experiences of the general student-athlete population, few studies have focused on the culture that constructs the overall student-athlete experience. The authors utilized Riessman's (2008) narrative methodology to reveal the genuine human experience and assist in mobilizing action for progressive social change. The data was collected via semi-structured interviews and journal entries to examine the embodied in-season experience of one athletically gifted Cuban Football Championship Subdivision (FCS) football student-athlete. Open coding revealed four major themes that are discussed: football, identity, social support, and stereotype. This study is one of the first to explore both the experience of a FCS student-athlete and shed light on a Cuban football student-athlete's experience.

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Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups

Cited by 434 publications

References 22 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

La construcción de una identidad profesional de estudiantes universitarios de arte a través de proyectos de aprendizaje-servicio

The Embodied Experience of a Football Championship Subdivision Student-Athlete

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