The Impact of Culturally Engaging Campus Environments on Sense of Belonging

Museus, Samuel D.; Yi, Varaxy; Saelua, Natasha

doi:10.1353/rhe.2017.0001

Cited by 198 publications

(198 citation statements)

References 40 publications

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“…For example, in the annual Cordyceps mining season, a series of cases surrounding Cordyceps have occurred, which has seriously aff ected the security and stability of the local society. Similar situations exist in diff erent ethnic areas (Museus, Yi, & Saelua, 2017). In theory, the contradictions of diff erent ideologies are irreconcilable in a certain sense, and confl icts of interest can often be resolved through joint consultation among stakeholders.…”

Section: Cultural Interaction In Ethnic Areas Promotes Cultural Identmentioning

confidence: 95%

Cultural Identity and National Unity Education Based on the Perspective of Intercultural Interaction in College Freshmen Enrollment Psychology

Luo¹

2019

RCIS

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With the increase of population mobility and the promotion of Intercultural interaction in college freshmen enrollment, cultural identity is more conducive to national unity, and national unity education emphasizes the identity of communities with common language, history, region, culture, customs, and habits. This paper expounds the realistic challenges of cultural pluralism to China's national education and national security under the background of globalization, introduces the basic characteristics of multiculturalism, and deeply studies the cultural diversity of China's ethnic regions and the integrated development of the Chinese nation. In view of the current situation in China, the impact of cultural identity on political, economic, cultural, religious, and ecological construction has introduced in detail. The economy promotes people's livelihood, the party's leadership stabilizes the social environment, and the cultural interaction of ethnic areas promotes cultural identity in college freshmen enrollment and national unity. Finally, the system construction from national cultural identity to Chinese cultural identity based on the theory of national identity is proposed. There are problems and infl uencing factors in the process of college freshmen enrollment, and corresponding suggestions for improvement have put forward. In addition, it should have pointed out that if cultural identity in college freshmen enrollment can have eff ectively used in the study of national unity education, it is necessary to draw on the relevant results of Intercultural perspective psychology.

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Section: Cultural Interaction In Ethnic Areas Promotes Cultural Identmentioning

confidence: 95%

Cultural Identity and National Unity Education Based on the Perspective of Intercultural Interaction in College Freshmen Enrollment Psychology

Luo¹

2019

RCIS

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“…Indeed, the lack of a sense of belonging is a fundamental reason why students leave college (Strayhorn, 2012). Sense of belonging is a concept that is especially well-suited to understanding the experiences of Black and Latinx students with regard to persistence and college completion (Hurtado & Carter, 1997;Hurtado et al, 2007;Maestas et al, 2007;Strayhorn, 2012;Museus, Yi, & Saelua, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A review of extant college sense of belonging scholarship revealed several factors that engender or otherwise impact belonging. While traditional student success frameworks (e.g., Astin, 1984;Tinto, 1993) emphasize student behaviors, a growing body of research explores how environmental factors influence student sense of belonging (Hurtado & Carter, 1997;Johnson et al, 2007;Johnson, 2012;Museus, Yi, & Saelua, 2017). For instance, Museus and colleagues (2017) examined the relationship between various aspects of culturally engaging campus environments and sense of belonging.…”

Section: Literature Reviewmentioning

confidence: 99%

Thwarting the Temptation to Leave College: An Examination of Engagement’s Impact on College Sense of Belonging among Students of Color

Kitchen

Williams

2019

JSPTE

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Aim/Purpose: Persistence rates among Black and Latinx students continue to fall behind those of their White peers. One way to address this issue is to promote a stronger college sense of belonging. While student involvement has been linked to sense of belonging, postsecondary institutions need to seriously reflect on, and recommit to, their own role in engaging Black and Latinx students to promote their sense of belonging, a strong correlate of persistence and college completion. Background: A sense of belonging has been linked to college success, including student persistence. One potential way to promote a sense of belonging among Black and Latinx students is through student engagement. This paper examines the relationship between student engagement and college sense of belonging among a national sample of 10,475 Black and Latinx students. Guided by student engagement theory, we parse out the role of student involvement and institutional engagement to examine the unique and net impact of each facet of engagement as it relates to college sense of belonging among Black and Latinx students. Methodology: This study employs hierarchical linear regression modeling to examine the unique and net impact of two facets of student engagement: (a) student involvement, and (b) institutional engagement, as each relates to college sense of belonging among a national sample of 10,475 Black and Latinx students. Contribution: This paper contributes to scholarship on persistence, engagement, and belonging among Black and Latinx students. Guided by engagement theory, the study takes a nuanced view of student engagement that acknowledges the role of student involvement, and critically, examines the role of institutional engagement in terms of variance explained in sense of belonging among Black and Latinx students. Consistent with calls from the literature, this study provides an empirical examination that recognizes institutional responsibility for promoting a sense of belonging among Black and Latinx students, who are often marginalized in higher education, rather than placing the onus on the students alone. Findings: Overall, student engagement explains 18% of variance in sense of belonging among Black and Latinx students, controlling for a range of student characteristics. Student involvement explains a significant amount of variance above and beyond student background characteristics alone. Institutional engagement explains unique variance in belonging above and beyond student involvement alone, and it has the largest impact on sense of belonging of any variable in our models. Recommendations for Practitioners: Administrators, practitioners, and leadership at postsecondary institutions should acknowledge their central role in engaging Black and Latinx students. Institutions should seek out ways to communicate the resources, support, and involvement opportunities they offer through appropriate venues such as minority student and allied organizations, cultural events, and by working with existing networks of minorities on campus. Increased efforts on the part of institutions to have a broader and more inclusive reach to engage their students may communicate to students that they matter and the institution cares about their success—leading to a greater sense of belonging. Findings from this study suggest there may be ways for students and university staff to collaborate on student success to promote desirable student outcomes like sense of belonging. Recommendation for Researchers: The results provide evidence for the utility of a multidimensional conceptual or theoretical model in research that parses out involvement, engagement, and sense of belonging as independent constructs and specifies the relationship between each construct. It also calls attention to the important role of institutional support and engagement as a means of promoting sense of belonging among Black and Latinx students, and supports shifting the onus of engagement and belonging away from the student alone and toward institutions and their practices. Researchers should continue to explore how to promote belonging through different facets of engagement, and acknowledge the role of the institution in promoting belonging. Impact on Society: This paper contributes to addressing seemingly intractable gaps in college persistence rates among Black and Latinx students and their White counterparts. Specifically, it contributes to an understanding of practices and policies to promote sense of belonging through student engagement to reap associated benefits such as college persistence and completion. Closing the persistence and completion gaps among student racial/ethnic groups can contribute to greater educational equity and in turn greater societal equity. Future Research: Future research should continue to parse out student involvement, institutional engagement, and sense of belonging as distinct constructs when examining the relationship between student engagement and belonging. The present study demonstrates the merit to this approach, permitting the researcher to determine the unique and combined influence of each element of engagement on belonging that would have otherwise been obscured if treated as a single construct. Adopting this approach also offered insight into the specific facets of engagement that appear to impact belonging for Black and Latinx students instead of a monolithic treatment of student involvement or engagement, allowing for a more nuanced understanding.

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“…Existing research indicates that students' sense of belonging is positively correlated to students' academic performance (e.g. GPA) (Shook & Clay, 2012;Goodenow, 1993;Hoffman, Richmond, Morrow, & Salomone, 2003), willingness to engage and reengage with the topic (Cheryan, et al, 2009;Museus, Yi, & Saelua, 2017), and to interest and intention to persist in a field of study (Hausmann, Schofield & Woods, 2007;Layous, et al, 2017).…”

Section: Belongingness Promotes Interest Developmentmentioning

confidence: 99%

Promoting Sense of Belonging and Interest in Geosciences among Undergraduate Women through Mentoring

Du¹

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The purpose of this study is to investigate whether students' university sense of belonging mediates the relationship between mentor network diversity and students' interest development among undergraduate women in STEM majors. The sample for this study was consisted of 277 undergraduate women majoring in a STEM discipline with initial interests in geosciences across nine universities within the United States. A regression-based mediation analysis was performed using the Hayes' (2013) macro to test the indirect effect of mentor support on interest through university sense of belonging. Consistent with our hypothesis, the analysis revealed a statistically significant and positive indirect effect of the mentor network diversity on interest in geoscience through university sense of belonging, a×b = .04, 95% CI = [.01,.08]. More specifically, the mentors network diversity positively predicts university sense of belonging (B = 0.19, p <.05), and in turn university sense of belonging positively predicts students' interest in geoscience (B = 0.20, p < .05). These results imply that undergraduate women's interests can be aroused and maintained through their increased sense of belonging, which can be satisfied by diversifying their mentor network resources.

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The Impact of Culturally Engaging Campus Environments on Sense of Belonging

Cited by 198 publications

References 40 publications

Cultural Identity and National Unity Education Based on the Perspective of Intercultural Interaction in College Freshmen Enrollment Psychology

Cultural Identity and National Unity Education Based on the Perspective of Intercultural Interaction in College Freshmen Enrollment Psychology

Thwarting the Temptation to Leave College: An Examination of Engagement’s Impact on College Sense of Belonging among Students of Color

Promoting Sense of Belonging and Interest in Geosciences among Undergraduate Women through Mentoring

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