Recognizing the diversity in how students define belonging: evidence of differing conceptualizations, including as a function of students’ gender and socioeconomic background

Abstract

Sense of belonging is a fundamental human motivation and, in higher education settings, has been associated with students’ motivation and academic outcomes. However, less is known about the nuances of how students define belonging within a university context, and how their gendered and socio-economic identity-based experiences inform these definitions. Using a qualitative approach, we interviewed 36 UK university students to better understand (1) students’ definitions of belonging to university, and (2) how these conceptualizations are shaped by their experiences in terms of their gender, their socioeconomic status, and the intersection of these two identities. Interviews showed that students defined belonging in terms of social belonging. These definitions were shaped by their (a) cultural capital about university, (b) socioeconomic or gender identity experiences and (c) perceived similarity with other students. Indeed, despite the fact that students’ definitions of belonging were associated with how they have experienced belonging to university, identity-based experiences were mostly mentioned when they perceived they did not belong, which was framed as a “sense of anti-belonging”. Otherwise, students defined belonging as (a) being authentic, considering—for example—gender identity-based experiences of acceptance in university, or (b) sharing similar experiences with others, considering the importance of perceiving similarity with other students to feel they belong and, in some cases, being necessary to learn about university culture to perceive similarity with others. Theoretical and practical implications are discussed in terms of how belonging conceptualisations are bound up in identity and context, opening questions about the consequences of inclusion and diversity policies in higher education.

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

“…Latent mean comparisons showed AAPI students exhibited lower levels of CC than White peers, and regression analyses suggested that attaining the CC that is rewarded at a PWI may incur costs for life satisfaction, particularly for AAPI students. As noted by others, attainment of this CC may both be especially relevant for minoritized students in developing a sense of belonging (Fernández et al, 2023) and pose an additional burden for minoritized students (e.g., Isserles & Dalmage, 2000;Strayhorn, 2010Strayhorn, , 2018. Scholars have posited, in fact, that developing a sense of belonging within structurally racist institutions may not be a wholly positive thing, even if it is positively associated with academic attainment (Stokes, 2023).…”

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. , Fernández et al, 2023).…”

“…Still, loadings of CC items on SSF-g, though all positive and significant, were weaker than those of other items. Future research should further test the validity of CC as a factor of college belonging, in particular considering for whom and under what circumstances CC might be a valid factor (e.g., Fernández et al, 2023).…”

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. considering for whom and under what circumstances CC might be a valid factor (e.g., Fernández et al, 2023).…”

“…Some researchers treat CC and college belonging as two distinct but closely related concepts (Agbenyega, 2017; Brooms, 2018). Fernández et al (2023), however, found that while affluent students defined belonging in terms of authenticity and social fit, less socioeconomically privileged students also “recognised CC to be a key dimension of feeling they belonged” (p. 15). Others have also found that students’ definitions of belonging are informed by their social identity-based experiences (Vaccaro & Newman, 2016).…”