Dimensions of Difference, Sense of Belonging, and Fitting In

• In Event: 082 - Open Refereed Roundtable Session I
  In Refereed Roundtable: A. Table 04. Education I

Abstract

Scholars have shown that sense of belonging predicts persistence at an institution. Much research done on sense of belonging has been collected using quantitative scales that may obscure variation or context of responses. We qualitatively explore students’ sense of belonging to their campus community. We focus special attention on the tensions that exist in feelings of belonging about peers, teachers, and academic culture. We find that students feel tensions between their desires: to be part of a tight peer group and to be able to easily socialize across peer groups despite differences; for a larger, more diverse student body, and one-on-one interactions with teachers; to be surrounded by both academically driven students and peers who are not singularly focused on school. These tensions reveal both support for the positive effect of learning communities on sense of belonging, and potential challenges to which institutions that institute learning communities should be aware.

Authors

• Molly J. Dingel, University of Minnesota-Rochester

• Starr Sage, University of Minnesota-Rochester