University Students’ Sense of Belonging to the Home Town: The Role of Residential Mobility

Cicognani, Elvira; Menezes, Isabel; Nata, Gil

doi:10.1007/s11205-010-9716-2

Cited by 23 publications

(18 citation statements)

References 24 publications

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“…Numerous studies have used these theoretical perspectives to understand students' choice of higher education study location and their transition from home to university (see e.g. Chow & Healey, 2008;Cicognani et al, 2011;Gabriel, 2006;Holton, 2015). In these studies, the focus is on students' perceptions and feelings with regards to place and belonging.…”

Section: Students' Choice Of Higher Education Institutionmentioning

confidence: 99%

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

Haley

2020

Nordic Journal of Studies in Educational Policy

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This study examines how Swedish students originating from metropolitan areas have used university colleges to access higher education. In the 1970s, as part of a series of reforms to the Swedish higher education system, university colleges were established. One reason being to make higher education more accessible to students outside the metropolitan areas. However, students from metropolitan areas have increasingly enrolled in these institutions over time. Multinomial logistic regression was used to examine the pre-entry attributes of metropolitan students from four enrolment cohorts (1995, 1998, 2001, and 2004) and patterns in their enrolment at university colleges. The results indicate that over time metropolitan students from less advantaged backgrounds have increasingly attended university colleges, particularly those whose qualifications excluded them from entering the more prestigious universities.

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Section: Students' Choice Of Higher Education Institutionmentioning

confidence: 99%

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

Haley

2020

Nordic Journal of Studies in Educational Policy

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“…Simply because students may have grown up in the community within which they attend college does not mean that their sense of community with that locality cannot increase. Cicognani, Menezes, and Nata (2011) found that students who were native to their college's location experienced an increase in sense of community from freshman to senior year, indicating that they had not reached their peak level of sense of community within their home locality just by growing up in that community. In other words, there is always room for growth.…”

Section: Transiency and The Local Studentmentioning

confidence: 99%

Developing a “Sense of Community”: Exploring a Cognitive Component of Civic Engagement

2018

EJOPA

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Civic engagement has become an important component of higher education practice that assists colleges and universities in fulfilling their civic mission and public purpose. This reflective essay outlines an oftentimes forgotten aspect of that work—how we integrate students into the life of a community and help them develop a sense of interdependence with it. The concept of “sense of community” allows this opportunity and should be incorporated in higher education professions as both a guiding principle and an outcome of engaged scholarship. The author outlines the idea of incorporating the sense of community concept into higher education civic engagement, including its definition, its impact, and implications for current practice. While not prescriptive in its analysis and propositions, the article poses questions for thoughtful reflection on civic engagement in higher education.

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“…Promoting students' belongingness is imperative in the Chinese city of Hong Kong, where the study takes place, as well as other societies (Barrett, 2007;Cicognani et al, 2011;Tse, 2007). Most notable is the expanding of mass education that draws myriad resources and people to the provision and reception of education (Kember, 2010;Post, 2003).…”

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confidence: 99%

Educational contributions to students’ belongingness to the society, neighbourhood, school and family

Cheung

Cheung²,

Hue

2016

International Journal of Adolescence and Youth

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Educational contributions to students' belongingness to the society, neighbourhood, school and family Chau-kiu Cheung a , Hoi Yan Cheung b and Ming-tak Hue c a department of applied social sciences, city university of hong Kong, hong Kong, china; b faculty of education, university of Macau, Macau, china; c department of special education and counselling, hong Kong Institute of education, hong Kong, china The contribution of education to students' belongingness or social integration is a supposed function of education (Hwang, 2013; Maurer, 2011). This supposition stems from structural-functionalist theory, which regards education as a structural part of society to fulfil the integrative function (Shaidullina et al., 2015; Woock, 2001). Essentially, students' belongingness to or social integration into society and its sectors in the neighbourhood, school and family is pivotal for the maintenance of societal functioning (Adcidiacono et al.

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University Students’ Sense of Belonging to the Home Town: The Role of Residential Mobility

Abstract: Place identity, Sense of community, University students,

Cited by 23 publications

References 24 publications

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

Developing a “Sense of Community”: Exploring a Cognitive Component of Civic Engagement

Educational contributions to students’ belongingness to the society, neighbourhood, school and family

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