Sense of Belonging and Graduate Students

Strayhorn, Terrell L.

doi:10.4324/9781315297293-9

Cited by 181 publications

(420 citation statements)

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“…However, these findings are inconsistent with other pre-university programs demonstrating improved perceived academic self-efficacy beliefs among FiF students. (Dory et al, 2019;Schwartz et al, 2018: Strayhorn (2018. The program content and context of the research varies greatly in duration, student cohort, university location, and how long the program has been operating, which makes comparisons difficult to determine.…”

Section: Discussionmentioning

confidence: 99%

Giving Australian First-in-Family Students a Kick Start to University

Chapin

Oraison

Nguyen

et al. 2023

SUCCESS

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Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.

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Section: Discussionmentioning

confidence: 99%

Giving Australian First-in-Family Students a Kick Start to University

Chapin

Oraison

Nguyen

et al. 2023

SUCCESS

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“…Given our explicit interest in the role of race and culture in Black male college students’ academic advising experiences, we intentionally selected a PWI where presumably cross-racial interactions are more frequent and obvious according to prior research (Allen, 1992; Carnaje, 2016). Prior research on Black students, and specifically Black males at PWIs, offers clear and compelling evidence about the role that race, gender, and dominant racial composition play in their campus experiences, perceived learning gains, and sense of belonging (e.g., Allen, 1992; Brooms, 2019; Davis, 1994; Fleming, 1984; Palmer et al, 2014; Strayhorn, 2019). This study extends such work by focusing specifically on a critical academic support service—academic advising—for Black males.…”

Section: Methodsmentioning

confidence: 99%

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019

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To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

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“…Within contexts like this, students might have a diminished sense of belonging when aspects of their social identities are handled less than graciously. Of course, numerous studies have shown how these experiences affect students' overall collegiate experiences (e.g., Strayhorn, 2019;Vaccaro & Newman, 2016). Yet, although Ebele considered this an important, albeit negative, moment in her experience in a formal leadership program, she was not deterred from continued participation in the program.…”

Section: "You Know What I'm Gonna Say Something"mentioning

confidence: 99%

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

Rosch¹,

May²,

Wilson³

et al. 2023

Journal of Leadership Education

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The relative ubiquity of student leadership development programs in postsecondary education -supported at over 2,000 unique institutions globally -requires efforts to assess their outcomes commensurate with the investment made in them. This research study collected qualitative data from a group of 25 recently graduated undergraduate alumni who had participated in a broad range of formal leadership initiatives at a four-year public university. Our goal was to critically examine the degree to which they felt they developed leadership competencies necessary for their success in their current post-graduate professional roles. A common theme suggested that one of the most significant outcomes of participation was their capacity to develop an identity as a leader of their peers -gained from tearing down their pre-existing perceptions regarding what leadership entails and building a detailed and broader understanding. Several respondents identified the indirect benefit of participating with a diverse group of peers, especially regarding building working relationships across personal difference. Not all respondents, however, possessed positive experiences. Several failed to make connections from the "fun" curriculum to their professional responsibilities. Underrepresented students specifically experienced marginalization and challenges feeling included. We discuss the implications of these findings and suggestions for future improvement.

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Sense of Belonging and Graduate Students

Cited by 181 publications

References 0 publications

Giving Australian First-in-Family Students a Kick Start to University

Giving Australian First-in-Family Students a Kick Start to University

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

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