Perceptions of Undergraduate Student Belonging Prior to Starting College From 2018 to 2022

• In Event: Student Perceptions and Feelings of Belonging Across COVID and Beyond

Abstract

Objective
The goal of this study is to examine the trend in expectations to belong in college, along with feelings of stress, confidence, and excitement about starting college, from pre-COVID-19 (entering college in 2018) through the most recent cohort of undergraduate students (entering college in 2022).

Perspectives and Theoretical Framework
Theoretical models suggest a sense of belonging at school can buffer a student against stress and uncertainty, particularly during a school transition, such as starting college. Empirical evidence supports these models by showing correlational and experimental work linking students’ belonging with improved academic outcomes. Early work suggests that COVID-19 negatively impacted students’ connectedness and belonging (Wolniak and Burman, 2022). However, it is not clear whether the disruptions caused by the pandemic have lasting effects. It is possible that students transitioning to college after a year or two of disruptive schooling might struggle with their expectations to belong academically and/or socially in college. By examining belonging across pre-, mid-, and current COVID years, we can identify differences across cohorts of entering college students and potentially lingering effects of the pandemic.

Data Sources and Methods
Sample: Five cohorts (N = ~40,000) of incoming first year students to a large, public university in the western United States from 2018-2022. The demographic breakdown is: 37.7% Asian, Asian-American, and Pacific Islander, 24.26% Mexican-American, Latinx, Chicanx, 21.39% White, 8.36% East Indian/Pakistani, 3.94% African-American/Black, and 0.55% Native American.
Measures. Expected belonging: 6-item scale (alpha = .83) rated from (1) not at all to (5) an extreme amount (e.g., “How much do you expect you will fit in academically at the university? - When you arrive on campus this fall?”) Expected feelings: three questions on a 6-item scale rated from (1) not at all to (5) extremely (e.g., “How anxious do you feel about coming to the university?”)

Results
The results show a positive trend (Appendix A). Expected belonging increased from 2018 to 2020 for first year students. Similarly, first year students' expectations of excitement and confidence increased, and feelings of anxiety decreased. Further analyses will be conducted to include 2021 and 2022 student data, and to examine differences by student identity (race/ethnicity, socioeconomic status, and first-generation status).

Scholarly Significance
The findings suggest that students were doing alright, at least in terms of their expectations for college. Students entering college in 2020 seemed as prepared mentally as their pre-COVID peers to start college. This might be explained by the increased university outreach during 2020, because it was recognized as a time of struggle for many students. As can be seen from the data, expectation scores hover around the scale midpoint, indicating that there is considerable room for improvement when it comes to helping students feel they belong at their new institution. Institutions can learn from the increased outreach efforts during the pandemic and implement similar practices during non-emergency times to help bolster students’ expected belonging.

Authors

• Danielle Huddlestun, San Diego State University

• Marika Sigal, University of California - Davis

• Karla Santana Valenton, University of California - Davis

• Jacob Hibel, University of California - Davis

• Heather Rose, University of California - Davis

• Susan Ebeler, University of California - Davis

• Kali Trzesniewski, University of California - Davis