Recent Immigrant Students at Research Universities: The Relationship Between Campus Climate and Sense of Belonging

2014 ◽  
Vol 55 (2) ◽  
pp. 196-202 ◽  
Author(s):  
Michael J. Stebleton ◽  
Krista M. Soria ◽  
Ronald L. Huesman ◽  
Vasti Torres
Keyword(s):  
Research Universities ◽  
Sense Of Belonging ◽  
Campus Climate ◽  
Immigrant Students ◽  
Recent Immigrant ◽  
The Relationship

Racial Differences in the Effects of Campus Climate on Sense of Belonging at Public Research Universities

2018 ◽  
pp. 233-250
Author(s):  
Young K. Kim ◽  
Oscar Espinoza-Parra ◽  
Liz A. Rennick ◽  
Marla A. Franco ◽  
Marie Christie Dam ◽  
...  
Keyword(s):  
Racial Differences ◽  
Research Universities ◽  
Sense Of Belonging ◽  
Campus Climate ◽  
Public Research ◽  
Public Research Universities

scholarly journals Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

2013 ◽  
Vol 33 (2) ◽  
pp. 29-43 ◽  
Author(s):  
Krista M. Soria ◽  
Michael Stebleton
Keyword(s):  
Research Universities ◽  
Sense Of Belonging ◽  
Public Research ◽  
Academic Majors ◽  
Negatively Associated ◽  
Major Satisfaction ◽  
Intrinsic Motivations ◽  
Public Research Universities ◽  
The Relationship ◽  
Students Satisfaction

In this paper, we analyzed the relationship between students' motivations for choosing academic majors and their satisfaction and sense of belonging on campus. Based on a multi-institutional survey of students who attended large, public, research universities in 2009, the results suggest that external extrinsic motivations for selecting a major tend to be negatively associated with students' satisfaction and sense of belonging. Intrinsic motivations and internal extrinsic motivations tend to be positively related to students' satisfaction and sense of belonging.

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

scholarly journals Gay Male Football Fans’ Experiences: Authenticity, Belonging and Conditional Acceptance

Sociology ◽  
2021 ◽  
pp. 003803852199401
Author(s):  
Rory Magrath
Keyword(s):  
Sexual Minority ◽  
Sense Of Belonging ◽  
Future Research ◽  
Heterosexual Men ◽  
Structured Interviews ◽  
Gay Male ◽  
Recent Emergence ◽  
Football Fans ◽  
Conditional Acceptance ◽  
The Relationship

The relationship between English football and homosexuality has changed significantly in recent years. However, research examining this area of study has predominantly focused on the attitudes of ostensibly heterosexual men. By drawing on semi-structured interviews with 35 ‘out’ gay male fans, this article is the first to focus explicitly on LGBT fans’ sense of place in English football. Contrary to previous research, these gay male fans represent ‘authentic’ notions of fandom through their passion for football and respective clubs. The recent emergence of LGBT Fan Groups has provided sexual minority fans increased visibility, and a sense of belonging and community. Finally, despite ongoing concerns about football stadia’s hypermasculine and heteronormative environment, these fans believe that they have become an increasingly inclusive space. Accordingly, this article demonstrates that sexual minority fans are central to English football and argues that future research must acknowledge their increased prevalence.

scholarly journals The #orthorexia community on Instagram

2021 ◽  
Author(s):  
Martina Valente ◽  
Sophie Renckens ◽  
Joske Bunders-Aelen ◽  
Elena V. Syurina
Keyword(s):  
Content Analysis ◽  
Sense Of Belonging ◽  
Mixed Methods Study ◽  
Therapeutic Interventions ◽  
Negative Consequences ◽  
Online Questionnaire ◽  
Level Of Evidence ◽  
Helping Others ◽  
The Relationship ◽  
Share Information

Abstract Purpose This mixed-methods study delved into the relationship between orthorexia nervosa (ON) and Instagram. Methods Two quantitative data sources were used: content analysis of pictures using #orthorexia (n = 3027), and an online questionnaire investigating the experience of ON and the use of Instagram of people sharing ON-related content on Instagram (n = 185). Following, interviews (n = 9) were conducted with people posting ON-related content on Instagram and self-identifying as having (had) ON. Results People who share ON-related content on Instagram were found to be primarily young women (questionnaire = 95.2% females, mean age 26.2 years; interviews = 100% females, mean age 28.4 years), who were found to be heavy social media users and favor Instagram over other platforms. Questionnaire respondents agreed in defining ON as an obsession with a diet considered healthy, with bio-psycho-social negative consequences, though those who self-identified as having (had) ON were more likely to point out the negative impairments of ON. Interviewees deemed Instagram partially responsible for the development of ON. Instead, they agreed that Instagram encourages problem realization. Content analysis showed that ON is encoded in pictures of ‘food’, ‘people’, ‘text’ and ‘other.’ Interviewees revealed that they started posting to recover, share information, help others, and they felt inspired to post by other accounts. A sense of belonging to the #orthorexia community emerged, where people share values and ideals, and seek validation from others. Conclusion Conversations around #orthorexia on Instagram generate supportive communities aiding recovery. Individuals use Instagram for helping others and themselves recovering from ON. Understanding how people help each other, manage their health, cope with symptoms, and undertake recovery can inform the implementation of therapeutic interventions for ON. Level of evidence Level III, evidence obtained from well-designed cohort or case–control analytic studies.

American Scientists’ Willingness to Use Different Communication Tactics

2021 ◽  
pp. 107554702110111
Author(s):  
John C. Besley ◽  
Todd P. Newman ◽  
Anthony Dudo ◽  
Leigh Anne Tiffany
Keyword(s):  
Research Universities ◽  
Science Communication ◽  
Careful Choice ◽  
American Research ◽  
Willingness To Use ◽  
The Relationship

The careful choice of tactics—such as specific messages, styles, channels, or sources—is how strategic science communicators ensure that the time and money going into communication results in intended changes to chosen audiences’ beliefs, feelings, and frames, as well as associated behaviors. Using a sample of scientists from American research universities ( N = 516), we assess scientists’ willingness to use 11 different communication tactics and the relationship between these tactics and potential predictors. We find that scientists are open to a range of communication tactics. Practical and theoretical implications for science communication are discussed.

Deepening a Sense of Being Taiwanese

2021 ◽  
Vol 34 (3-4) ◽  
pp. 366-390
Author(s):  
Shu-ling Yeh ◽  
Ying-Cheng Chang
Keyword(s):  
Social Structure ◽  
Sense Of Belonging ◽  
Cultural Transformation ◽  
Catholic Faith ◽  
Taiwanese Identity ◽  
Japanese Colonial ◽  
Colonial Government ◽  
First Time ◽  
The Relationship ◽  
Core Part

Abstract This paper examines how the Amis, the largest indigenous community in Taiwan, draw on their Catholic faith to understand what it means to be Taiwanese. For over a century, the Amis were treated as marginalised citizens by the Japanese colonial government and the Han-Chinese Kuomintang under Chiang Kai-shek and Chiang Ching-kuo. Their predicament changed when political priorities shifted from cultural assimilation to multiculturalism after 1987. Successive Taiwanese governments since then have actively sought to incorporate indigenous culture as a core part of Taiwanese identity. Focusing on how the Amis intertwined their adopted Catholic notions and practices with pre-Christian ideas, social structure, and rituals, this paper demonstrates the ways in which the Amis carve out a place for themselves in wider Taiwanese society. It adds to ongoing discussions about the relationship between conversion and cultural transformation in Oceania by arguing that Catholicism empowered the Amis to deepen their sense of belonging to the island republic and, for the first time, assert themselves fully as Taiwanese.

TRANSLATION OF SOCIAL CITIZENSHIP TO ARCHITECTURE & BUILT ENVIRONMENT: A METHODOLOGICAL REVIEW

2017 ◽  
Vol 15 ◽  
Author(s):  
Mohd Noorizhar Ismail ◽  
Abdul Razak Sapian ◽  
Peter Scriver ◽  
Mizanur Rashid
Keyword(s):  
Sense Of Belonging ◽  
Local Community ◽  
Driving Forces ◽  
Local Population ◽  
Social Citizenship ◽  
Historical Evidence ◽  
Religious Buildings ◽  
Research Designs ◽  
Local Acceptance ◽  
The Relationship

Social Citizenship is a concept that is used to represent acceptance and identity by the local community. This is a manifestation expressed in the form of space, monument or buildings. Buildings such as mosques and other religious buildings are a form of manifestation to such expression left for other generations to see and study. This manifestation of citizenship through religious buildings can be an expression of struggle, establishment, sense of belonging and local acceptance towards achieving social citizenship. The understanding of this concept implicitly shows that these elements are the driving forces behind the architecture that is erected in order to find approval from the local population. This paper reviews the employed research designs, methods and procedures in the process of understanding the translation of social citizenship to architecture expressed by mosques. The methods adopted were aimed toward obtaining archival/historical evidence that can elicit proof of the concept. The methods also involved the process of inquiry that would be the basis for discussion and to draw a conclusion to the relationship between social citizenship and architecture. This paper also highlights the strengths and limitations of the methodological techniques besides spelling out the variables needed to prove the relationship.

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

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

10.28945/4423 ◽  
2019 ◽  
Vol 4 ◽  
pp. 067-084 ◽  
Author(s):  
Joseph A Kitchen ◽  
Michael S. Williams
Keyword(s):  
Student Engagement ◽  
Student Involvement ◽  
Sense Of Belonging ◽  
National Sample ◽  
Future Research ◽  
Engagement Theory ◽  
Persistence Rates ◽  
Institutional Engagement ◽  
The Relationship

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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