Belonging

Kirby, L. A. J., & Thomas, C. L.  (2022).  High impact teaching practices foster a greater sense of belonging in the college classroom. Journal of Further and Higher Education, 46(3):368-381.

Classroom-level belonging is specifically associated with increased self-efficacy and academic motivation.  However, research about how to foster classroom-level belonging is scarce. To address this gap, we asked psychology and education college students to evaluate a course using the Teacher Behaviour Checklist, the Classroom Community Scale, and the Classroom Climate Scale. We found that caring and supportive teacher behaviour predicted (1) a community of connectedness, (2) a climate of high instructor organisation and support, professional competency and communication,  (3) a stronger community of learning and (4) a climate of higher academic expectations. Analyses also revealed that caring and supportive teacher behaviour predicted higher learning and academic expectations. It appears that high-impact teaching practices, in general, improve classroom belonging. Repeated positive interactions of faculty members with students are crucial for developing student's sense of classroom-level belonging. Our results highlight the importance of caring and professional competence to classroom-level belonging. Implications for student success and faculty development initiatives are also discussed.

Weiss, S. (2021).  Fostering sense of belonging at universities.  European Journal of Education, 56(1):93-97. 

The article presents the discussion on reflecting the importance of a sense of belonging for underrepresented student groups. Topics include referring to the connection between sense of belonging and social inequalities; highlighting the human need sustaining overall social, emotional, and physical wellbeing; developing and strengthening intellectual performance; and discussing the interrelation of sense of belonging and socioeconomic status.

Crowe, J. A. (2021). Creating a departmental climate that increases a student's sense of belonging, perceived faculty support and satisfaction with the major. Innovative Higher Education, 46(1):95-109.

Research shows that a lack of peer study support, particularly a lack of friends in the major, is linked to students switching majors. Furthermore, strong relationships with faculty have a significant influence on students' decisions to persist in the major. However, it is unclear how the creation of an environment that fosters student research and professional development can improve these aspects of the college experience, namely forming a sense of belonging in the major or raising levels of satisfaction with the major. This study analyzes survey data of the effects of student involvement in a three-year scholarship program that focuses on providing faculty mentorship of student research, multiple opportunities for professional development and multiple connections with faculty and scholarship recipients across three universities. Overall, findings show that the scholarship program is having a positive impact on scholars. Scholars have a higher sense of belonging and have high levels of satisfaction in their majors.

Miller, A. L., Williams, L. M., & Silberstein, S. M. (2019). Found my place: The importance of faculty relationships for seniors' sense of belonging. Higher Education Research and Development, 38(3):594-608.

While previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students' faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student--faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty.