sense of belonging
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2022 ◽  
Vol 6 (1) ◽  
pp. 1-12
P. J. Moore-Jones

Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.

2022 ◽  
Vol 12 ◽  
Tomoko Omiya ◽  
Naoko Deguchi ◽  
Yumiko Sakata ◽  
Yuriko Takata ◽  
Yoshihiko Yamazaki

We conducted a longitudinal study to clarify the changes in the sense of coherence (SOC); that is, the ability to cope with stress successfully, of 166 Japanese junior high school students and their mothers before and after the onset of the COVID-19 pandemic. First, we analyzed changes in SOC at three time points for all students and divided them into two groups: Group 1 included students with SOC scores that increased or maintained before and after the onset of the pandemic and Group 2 included students with decreased SOC scores after the onset of the pandemic. Second, we conducted a comparative analysis between the two groups. Overall, results indicated that student's SOC scores increased. Additionally, interpersonal stress scores were lower after the onset of the pandemic than before. There were almost no differences in family relationships, financial conditions, or personality tendencies between the two groups. However, Group 2 did not regain their sense of belonging to school. In this group, the frequency of stress experiences in club activities after the onset of the pandemic, troubles with the opposite gender, and inability to catch up with the contents of the subject lecture were high. The accumulation of small stressors may have hindered the maintenance of a sense of school affiliation. Mothers of students in Group 2 either were full-time employees at baseline or had started a new job after the onset of the pandemic. Their children may have been affected by the household's damaged financial budget and changes in mother's working styles. As COVID-19 reduced the number of days students went to school, students' SOC could have reduced had they not felt a sense of presence or belonging due to the lack of participation in club activities, school events, etc. Teachers and mothers should communicate carefully with their students and children, respectively, to develop a sense of belonging.

2022 ◽  
Vol 11 (1) ◽  
pp. 1
Joris Vlieghe

This contribution deals with the impact of digitisation on what it means to educate and to be educated, especially in the wake of the massive switch to on-screen learning during the COVID-19 crisis. It is argued that we can only adequately relate to this phenomenon if it is based on a strong pedagogical and technocentric account of (school) education. Drawing from authors such as Arendt, Lahire, Stiegler and Serres, the argument is made that four basic pedagogical operations (sharing love for the world, showing newcomers that there is a common world, drawing attention to things that matter, creating the student experience and sense of belonging within a new generation) is under considerable threat. At least, this is the case if we don’t try to conceive of new digital technologies in a pedagogically meaningful manner, instead of unreflectively relying on existing conferencing technologies.

Helena Hautala ◽  
Hannu Lehti ◽  
Johanna Kallio

AbstractWe study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

Emily Miller ◽  
Tahereh Ziaian ◽  
Helena de Anstiss ◽  
Melanie Baak

Forced displacement of refugees, currently at record levels, leads to increased cultural diversity in many countries with benefits and challenges for individuals, communities, and societies. Refugees often face significant stressors both pre- and post-migration, and hence are at increased risk of poor mental health and wellbeing. Children and adolescents make up a significant proportion of refugees globally, and hence mental health supports for these young people are crucial. Current mental health research often uses pathologized approaches that focus on trauma, although there is growing literature highlighting the importance of a sense of belonging and the reduction in discrimination and social exclusion, emphasizing strengths and agency of individuals and communities. Resilience is often noted for its positive influence on mental health and wellbeing; however, research regarding how mechanisms of resilience function is still developing. This study investigated mental health and wellbeing of refugee-background Australian youth to better understand the role and function of resilience. Findings suggest that intersecting social ecologies, such as those within family, school, or community networks, contribute to development of identity and a sense of belonging for youth, which together form a resilient system that provides resources for wellbeing. Adaptations of school policy and practice can support positive mental health and wellbeing outcomes by contributing to and developing resilient environments, such as through building connections to family, improving positive recognition of cultural identity for individuals and across the whole school community, and actively working to minimize discrimination.

Jurnal PolGov ◽  
2022 ◽  
Vol 3 (2) ◽  
pp. 127-162
Felisitas Friska Dianing Puspa ◽  
Nicolas Kriswinara Astanujati

Tulisan ini berusaha memberikan elaborasi mengenai faktor-faktor apa saja yang berperan dalam kegagalan pemerintah atas kebijakannya di masa pandemi hingga memunculkan reaksi dari masyarakat sipil. Mulai dari minimnya preparedness, perbedaan sense of urgency, broken linkage, hingga rendahnya sense of belonging menjadi bahasan yang disajikan secara lebih lanjut dalam tulisan ini. Bagaimana pemerintah akhirnya mengakomodasi hadirnya komunitas sebagai bentuk resistensi yang mewujudkan terciptanya self-governing community. Yang mana keberadaannya juga mendorong berjalannya suatu demokratisasi. Melihat bahwa pergerakan dan polarisasi perlawanan sipil yang semakin tumbuh menjamur sebagai bentuk gerak komunal di masa pandemi. Indonesia menjadi salah satu negara yang turut meningkatkan resistensi. Melalui realita serta sumber-sumber sekunder, tulisan ini menjelaskan apa yang menyebabkan pemerintah gagap dalam penanganan pandemi hingga memicu kemunculan masyarakat sipil. Hingga akhirnya, civil society menjadi solusi (mobilizing for action) dalam tata kelola pemerintahan. Kata kunci: civil society, broken linkage, network governance, self-governing community, civil resistance, social contract 

2022 ◽  
Joseph Crawford

The COVID-19 pandemic has brought forth substantial unrest in the ways in which people work and organize. This had led to disconnection, rapid adaptation, work from home, emergence of a new digital industry, and an opportunity to create anew. This chapter provides a position for the future state of work and organizing, drawing on the belongingness hypothesis, to characterize a revised method of human connection that acknowledges unique differences in online connections. It also explores the role that flexibility and working from home have on organizational outcomes, through changing presenteeism, changes in how people develop trust, and how social resources are deployed. Advancing an understanding of this position creates a possible post-pandemic model of work that acknowledges the current climate and the learnings from before that pandemic. Through genuine acknowledgment of the current and past ways of working, it is possible to build a pathway to heighten employee’s sense of belonging and trust. This will support the return to, and evolution of, a form of normality post-pandemic.

2022 ◽  
Vol 12 (4) ◽  
Samantha Marangell ◽  
Chi Baik

This article aims to expand understanding of how to support international students’ mental wellbeing in Australian higher education. It presents findings from a study which explored international students’ own suggestions for how universities could improve their wellbeing. Qualitative responses were analyzed from 601 international students at one large, metropolitan university in Australia. Findings emphasize the relationship between course experience and student wellbeing and suggest that universities could improve international students’ wellbeing by focusing on improving their learning experiences and fostering a sense of belonging.

2022 ◽  
Vol 4 (3) ◽  
pp. 1-18
Phoebe S. Lin ◽  
Lynne N. Kennette

As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.

2022 ◽  
Vol 7 (1) ◽  
pp. 102-105
Mairi Scott ◽  
Susie Schofield

Introduction: The switch to online off-campus teaching for universities worldwide due to COVID-19 will transform into more sustainable and predictable delivery models where virtual and local student contact will continue to be combined. Institutions must do more to replace the full student experience and benefits of learners and educators being together. Methods: Our centre has been delivering distance blended and online learning for more than 40 years and has over 4000 alumni across five continents. Our students and alumni come from varied healthcare disciplines and are at different stages of their career as educators and practitioners. Whilst studying on the programme students work together flexibly in randomly arranged peer groups designed to allow the establishment of Communities of Practice (CoP) through the use of online Discussion Boards. Results: We found Discussion Boards encouraged reflection on learning, sharing of ideas with peers and tutors, reduce anxiety, support progression, and enable benchmarking. This led to a highly effective student sense of belonging to each other, our educators, and the wider University, with many highlighting an excellent student experience and maintaining a thriving CoP within the alumni body. Conclusion: Despite being based on one large postgraduate programme in medical education, our CoP approach is relevant to any undergraduate programme, particularly those that lead to professional qualification. With our mix of nationalities, we can ‘model the way’ for enabling strong CoP’s to share ideas about best practice with a strong student and alumni network which can be shared across the international healthcare community.

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