“I Belong Because It Wasn’t Made for Me”: Understanding Working-Class Students’ Sense of Belonging on Campus

Bettencourt, Genia M.

doi:10.1080/00221546.2021.1872288

Cited by 42 publications

(33 citation statements)

References 44 publications

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“…For students with clinically concerning symptoms, peer support programs may not be widely utilized or beneficial. At the same time, peer support has been shown in qualitative research to foster a sense of belonging and contribute to overall well‐being (Bettencourt, 2021; McBeath et al, 2018). Universities should examine for whom peer support programs are most effective and direct scarce resources accordingly.…”

Section: Discussionmentioning

confidence: 99%

Social support and end‐of‐semester depression, burnout, and adjustment in students making the transition to university

Dunn

Alexander

Howard

2022

Infant and Child Development

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Nearly 40% of Canadian university students are depressed. However, strong social support may mitigate adverse outcomes for some. This study examined: (1) If students who showed initial depression were more likely to experience poorer end‐of‐semester well‐being (continued depressive symptoms, burnout, and poor social and academic adjustment); and (2) if social support was a moderator for initial depression effects on poorer end‐of‐semester well‐being. Participants (N = 461) were first‐time first‐year undergraduates who completed questionnaires in September and December 2018. Entering university with depressive symptoms was associated with end‐of‐semester depression, burnout and decreased academic adjustment. Across well‐being outcomes, social support was not beneficial for those who entered university with high depressive symptoms.

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Section: Discussionmentioning

confidence: 99%

Social support and end‐of‐semester depression, burnout, and adjustment in students making the transition to university

Dunn

Alexander

Howard

2022

Infant and Child Development

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“…3) cultivating reflective practices with peer facilitators to expose power dynamics fueling systems of oppression during clinical and educational encounters (Hare 2007;Lijadi 2018;Bettencourt 2021).…”

Section: Ungaslighting the Physician Burnout Discoursementioning

confidence: 99%

“…Ungaslighting the physician burnout discourse is a multifaceted strategy. Resisting assimilation involves individual self-preservation strategies, like (1) inventorying values, principles and interests to anchor individuals to a more human identity outside the profession; (2) protecting this pre-medical core identity by compartmentalising the professional identity developed to survive institutional contexts; and (3) cultivating reflective practices with peer facilitators to expose power dynamics fuelling systems of oppression during clinical and educational encounters (Lijadi 2018; Bettencourt 2021; Hare 2007). Equally important is recognising how commonplace, celebrated aspects of training, like the white coat ceremony and never-ending shelf, step and board exams, perpetrate harm.…”

Section: Ungaslighting the Physician Burnout Discoursementioning

confidence: 99%

White supremacy culture and the assimilation trauma of medical training: ungaslighting the physician burnout discourse

Legha¹,

Martinek²

2022

Med Humanities

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The physician burnout discourse emphasises organisational challenges and personal well-being as primary points of intervention. However, these foci have minimally impacted this worsening public health crisis by failing to address the primary sources of harm: oppression. Organised medicine’s whiteness, developed and sustained since the nineteenth century, has moulded training and clinical practice, favouring those who embody its oppressive ideals while punishing those who do not. Here, we reframe physician burnout as the trauma resulting from the forced assimilation into whiteness and the white supremacy culture embedded in medical training’s hidden curriculum. We argue that ‘ungaslighting’ the physician burnout discourse requires exposing the history giving rise to medicine’s whiteness and related white supremacy culture, rejecting discourses obscuring their harm, and using bold and radical frameworks to reimagine and transform medical training and practice into a reflective, healing process.

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“…It has been observed that high levels in the sense of belonging in university students contributes to increasing their levels of participation, being able to seek help in the face of difficulties, feeling less alone, anxious or depressed, increasing the use of self-regulation strategies and raises levels of academic self-confidence and motivation [64,66,77]. In addition, various investigations have observed that the sense of belonging turns out to be a direct predictor of study engagement, dropout, and permanence in studies [40,41,45,65,66,73,[77][78][79][80].…”

Section: Sence Of Belongingmentioning

confidence: 99%

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Albornoz¹,

Infante-Villagrán²,

Galve-González³

et al. 2021

Preprint

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Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

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“I Belong Because It Wasn’t Made for Me”: Understanding Working-Class Students’ Sense of Belonging on Campus

Cited by 42 publications

References 44 publications

Social support and end‐of‐semester depression, burnout, and adjustment in students making the transition to university

Social support and end‐of‐semester depression, burnout, and adjustment in students making the transition to university

White supremacy culture and the assimilation trauma of medical training: ungaslighting the physician burnout discourse

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

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