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Broadening Perspectives on Belonging
Sun, April 14, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Room 412Session Type: Paper Session
Abstract
This session uses different lenses to illuminate crucial aspects of student belonging. The first delves into the Indigenous students' sense of belonging, employing an exploratory mixed methods approach to unveil key themes and develop a nuanced understanding of their experiences. The second reviews 180 articles to distinguish relatedness from belongingness, unveiling inconsistencies. The third explores the impact of professors learning students' names on classroom dynamics, linking it to a more supportive environment and decreased impostor feelings. Lastly, the fourth examines students' perceptions of teacher care in deeper learning schools, identifying variations in experiences and highlighting the need for culturally-congruent care. Together, these studies offer insights into fostering learning in culturally diverse environments and contexts.
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Chair
Papers
Wolastoqiyik Students’ Sense of Belonging in School: An Exploratory Sequential Mixed-Methods Study - Macy Bowman, Pennsylvania State University; Matthew T. McCrudden, Pennsylvania State University; Jimena Cosso, University of Maryland
Differentiating Relatedness and Belonging: Implications for Self-Determination Theory - Joseph Sireci, University of Oklahoma; Kanvarbir Gill, University of Oklahoma; H. Michael Crowson, University of Oklahoma
The Power of Names: Exploring Student Perceptions of Professor Name Learning in the College Classroom - Madeline Celeste O'Grady, University of Texas at Austin; Luke D. Rutten, University of Texas at Austin; Miranda G. Goldstein, University of California - Irvine; Desirée Lama, University of Texas at Austin; Katherine M. Muenks, University of Texas at Austin
“People Here Actually Care About You”: Students’ Perceptions of Teacher Care in Deeper Learning Schools - Karyn Miller, East Texas A&M University