Social Belonging and College Retention: Results From a Quasi-Experimental Pilot Study

Wolf, David A. Patterson Silver; Perkins, Jacob; Butler‐Barnes, Sheretta T.; Walker, Thomas A.

doi:10.1353/csd.2017.0060

Cited by 37 publications

(13 citation statements)

References 21 publications

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“…Various interventions and programs have been developed with the goal of increasing students’ sense of belonging to improve academic performance, retention, and persistence ( 15 , 16 , 17 ). At some universities, programs that cultivate interpersonal and disciplinary connections among students, such as peer mentoring programs, have improved student retention and increased enrollment, even during the COVID-19 pandemic ( 18 ).…”

Section: Perspectivementioning

confidence: 99%

A Faculty-Led, Community-Building Program That Enhances Student-Faculty Connections within Biology

Schafer

Guenther

Stovall

et al. 2022

J Microbiol Biol Educ.

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Section: Perspectivementioning

confidence: 99%

A Faculty-Led, Community-Building Program That Enhances Student-Faculty Connections within Biology

Schafer

Guenther

Stovall

et al. 2022

J Microbiol Biol Educ.

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“…Additionally, it is important to assemble a team that is diverse in academic experiences and personal identities. Lack of inclusion and isolation is often a key factor in students and trainees dropping out of college and academic career paths (5). As trainees of different genders, races, ethnicities, and nationalities as well as educational backgrounds, scientific fields, and career stages, we could physically demonstrate to students the diversity of people who work in academia to offset some of these sentiments.…”

Section: Assemble a Team Of Motivated And Diverse Research Trainee Vo...mentioning

confidence: 99%

Four guiding principles for effective trainee-led STEM community engagement through high school outreach

Luecke¹,

Schiffman²,

Singh³

et al. 2022

Preprint

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The education system in the US displays troubling disparities in academic performance of different racial and income groups, known as the achievement gap. During summer 2020, our research group committed to promoting racial and ethnic diversity in academia to reduce the achievement gap in Los Angeles. Since educators with a growth mindset employing active learning in their classrooms can elevate performance of students from underrepresented minority groups in STEM fields, we initiated QBio-EDGE (Quantitative Biology - Empowering Diversity and Growth in Education), a trainee-led outreach program for high schools in Los Angeles. We developed active learning modules focused on quantitative biology. Here, we describe our outreach effort, key factors that contributed to its success, and the challenges we overcame. We hope that this practical guide may inspire research trainees of all levels to support local schools by participating in science outreach with active learning. We challenge institutions to actively support these efforts.

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“…Interventions of this type expose individuals to brief 'messaging' that is intended to alter perceptions and support more positive appraisal of existing social ties and interactions. Five initiatives of this type involved university students 60,[178][179][180][181] and two involved school children. 182,183 All were US based, and a majority of these involved the same group of researchers.…”

Section: Light-touch Psychological Inputsmentioning

confidence: 99%

Reducing loneliness among migrant and ethnic minority people: a participatory evidence synthesis

et al. 2020

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Background To date, there has been little research into the causes of, and solutions to, loneliness among migrant and ethnic minority people. Objectives The objectives were to synthesise available evidence and produce new insights relating to initiatives that aim to address loneliness among these populations, plus the logic, functioning and effects of such initiatives. Data sources Electronic database searches (MEDLINE, Applied Social Sciences Index and Abstracts and Social Science Citation Index via Web of Science – no date restrictions were applied), grey literature searches, and citation and reference searching were conducted. Data were generated via nine workshops with three consultation panels involving 34 public contributors, and one practitioner workshop involving 50 participants. Review methods Guided by ‘systems thinking’, a theory-driven synthesis was combined with an effectiveness review to integrate evidence on the nature and causes of loneliness, interventional types and programme theory, and intervention implementation and effectiveness. Results The theory review indicated that common conceptualisations of ‘loneliness’ can be usefully extended to recognise four proximate determinants when focusing on migrant and ethnic minority populations: positive social ties and interactions, negative social ties and interactions, self-worth, and appraisal of existing ties. A total of 170 interventions were included. A typology of eight interventions was developed. Detailed logic models were developed for three common types of intervention: befriending, shared-identity social support groups and intercultural encounters. The models for the first two types were generally well supported by empirical data; the third was more tentative. Evaluation of intervention processes and outcomes was limited by study content and quality. Evidence from 19 qualitative and six quantitative studies suggested that social support groups have a positive impact on dimensions of loneliness for participants. Evidence from nine qualitative and three quantitative studies suggested that befriending can have positive impacts on loneliness. However, inconsistent achievements of the befriending model meant that some initiatives were ineffective. Few studies on intercultural encounters reported relevant outcomes, although four provided some qualitative evidence and three provided quantitative evidence of improvement. Looking across intervention types, evidence suggests that initiatives targeting the proximate determinants – particularly boosting self-worth – are more effective than those that do not. No evidence was available on the long-term effects of any initiatives. UK intervention (n = 41) and non-intervention (n = 65) studies, together with consultation panel workshop data, contributed to a narrative synthesis of system processes. Interlocking factors operating at individual, family, community, organisational and wider societal levels increase risk of loneliness, and undermine access to, and the impact of, interventions. Racism operates in various ways throughout the system to increase risk of loneliness. Limitations There was a lack of high-quality quantitative studies, and there were no studies with longer-term follow-up. UK evidence was very limited. Studies addressing upstream determinants operating at the community and societal levels did not link through to individual outcome measures. Some elements of the search approach may mean that relevant literature was overlooked. Conclusions Theory regarding the causes of loneliness, and functioning of interventions, among migrant and ethnic minority populations was usefully developed. Evidence of positive impact on loneliness was strongest for shared-identity social support groups. Quantitative evidence was inadequate. The UK evidence base was extremely limited. Future work UK research in this area is desperately needed. Co-production of interventional approaches with migrant and ethnic minority people and evaluation of existing community-based initiatives are priorities. Study registration This study is registered as PROSPERO CRD42017077378. Funding This project was funded by the National Institute for Health Research Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 10. See the NIHR Journals Library website for further project information.

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Social Belonging and College Retention: Results From a Quasi-Experimental Pilot Study

Cited by 37 publications

References 21 publications

A Faculty-Led, Community-Building Program That Enhances Student-Faculty Connections within Biology

A Faculty-Led, Community-Building Program That Enhances Student-Faculty Connections within Biology

Four guiding principles for effective trainee-led STEM community engagement through high school outreach

Reducing loneliness among migrant and ethnic minority people: a participatory evidence synthesis

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