Students Impact Racialized Community College Faculty Sense of Belonging: A Phenomenological Study

• In Event: Advancing Faculty Competence and Well-Being in the Era of AI

Abstract

This phenomenological study examines how students shape health professions faculty sense of belonging (SB) at a Canadian community college by utilizing an Integrated Framework of Belonging. SB is a fundamental human need linked to well-being, motivation, and faculty retention. Through interviews with eleven diverse faculty, four key themes emerged: student feedback and appreciation, relationships and mutual connection, classroom engagement, and navigating self-doubt and boundaries. While positive student interactions enhanced SB by affirming faculty purpose and value, challenges such as disrespect complicated these dynamics. Findings emphasize that student–faculty relationships are reciprocal and central to SB. Results from this study emphasize the need for institutions to foster student-informed, inclusive, and emotionally supportive environments for all faculty.

Authors

• Muhammad Owais Aziz, Old Dominion University

• Peggy Gesing, Old Dominion University