Bibliografías temáticas / Sense of belonging

Literatura académica sobre el tema "Sense of belonging"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de abril de 2024

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Artículos de revistas sobre el tema "Sense of belonging"

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MacDonald, Helen Bishop. "The “Sense” of Belonging". Canadian Journal of Dietetic Practice and Research 66, n.º 4 (diciembre de 2005): 210. http://dx.doi.org/10.3148/66.4.2005.210.

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Blanchard, Anita, Natalie Koscal y Alison E. Burke. "A Sense of Belonging". New England Journal of Medicine 383, n.º 15 (8 de octubre de 2020): 1409–11. http://dx.doi.org/10.1056/nejmp2022637.

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Duck, Sarah. "A sense of belonging". 5 to 7 Educator 2009, n.º 58 (octubre de 2009): 20–21. http://dx.doi.org/10.12968/ftse.2009.8.10.44277.

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Brazzell, Johnetta Cross. "A Sense of Belonging". About Campus: Enriching the Student Learning Experience 5, n.º 6 (enero de 2001): 31–32. http://dx.doi.org/10.1177/108648220100500608.

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Marraffa Hudson, Maria. "A sense of belonging". Child Care 8, n.º 1 (enero de 2011): iii—iv. http://dx.doi.org/10.12968/chca.2011.8.1.iii.

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Diaz‐Berenstain, Laura K. "A sense of belonging". Pediatric Anesthesia 31, n.º 1 (30 de diciembre de 2020): 10–12. http://dx.doi.org/10.1111/pan.14070.

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Kumar, K. "A sense of belonging". BMJ 314, n.º 7076 (25 de enero de 1997): 311. http://dx.doi.org/10.1136/bmj.314.7076.311a.

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Blanchard, Anita, Barbara Bowman, Valerie Jarrett, Debra Malina y William McDade. "A Sense of Belonging". New England Journal of Medicine 387, n.º 26 (29 de diciembre de 2022): e70. http://dx.doi.org/10.1056/nejmp2215556.

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Keller, Jason. "A sense of belonging". Nursing 53, n.º 9 (septiembre de 2023): 49–50. http://dx.doi.org/10.1097/01.nurse.0000946796.40872.45.

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Rivas, Julia, Monica Burke y Katherine Hale. "Seeking a Sense of Belonging". Journal of International Students 9, n.º 2 (16 de mayo de 2019): 682–704. http://dx.doi.org/10.32674/jis.v9i2.943.

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International students studying at higher education institutions in the United States experience challenges as they adjust to new environments. Social connectedness to American college students could mitigate such challenges and assist international students with social and cultural integration. This study, using qualitative data from interviews, examined international students’ experiences and their sense of belonging on an American college campus, including the factors that contribute to or deter from it.
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Tesis sobre el tema "Sense of belonging"

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Wolff, Lauren. "International students' sense of belonging". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/213.

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Student sense of belonging in universities is tied to increased retention rates and satisfaction with university experience. However, international students may be experiencing low levels of belonging, especially with American students. From a survey that asked students about their sense of belonging to the university, with American students, and with other international students, it was found that ethnic background had an impact on the level of belonging and connection. Through interviews with four Chinese females and two Caucasian males, further information was gathered about their experiences that contributed to or inhibited their sense of belonging. Themes such as discrimination, levels of English fluency, and participation in groups on campus emerged as some factors for why some students felt a high sense of belonging when others felt a low sense of belonging. Suggestions for how to improve university services to increase sense of belonging were addressed at the end of the study.
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George, Amber Elizabeth. "Interpreting dislocation gathering a sense of belonging /". Diss., Online access via UMI:, 2007.

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Broughton, Kelly M. "Students’ Sense of Belonging in Study Space". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1571956186042992.

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Ahn, Mi Young. "Sense of belonging as an indicator for social capital : a mixed methods analysis of students' sense of belonging to university". Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/sense-of-belonging-as-an-indicator-for-social-capital-a-mixed-methods-analysis-of-students-sense-of-belonging-to-university(c54c267b-f939-4463-9763-a58d12fcc398).html.

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Social capital, from the collective social capital theory perspective, is constituted by trust, social network and participation. Social capital is agreed to be crucial for civil society and wellbeing, but there is no general consensus on how to define and measure it. Sense of belonging shares important meanings with social capital, but is more amenable to measurement. Social capital, primarily a metaphor, is elastic, implicative, and versatile, whereas belonging is a more concrete and tangible concept that is suitable for the measurement. This research explores how belonging is related to social capital, and examines whether belonging can be used as an indicator for social capital. A mixed methods, qualitative and quantitative research design was developed to collect data on students’ sense of belonging to Bangor University. A new instrument, the 10 Words Question, was developed to elicit participants’ own thoughts and feelings, while a survey questionnaire was used in parallel, with questions about belonging, social capital, and demographic information. The empirical analysis reveals that there are four main domains of belonging, academic and social engagement, surroundings, and personal spaces. This challenges previous research on the subject in the UK. The findings suggest that students’ sense of belonging is strongly associated with social capital. Further conceptual and statistical analysis shows that there is significant overlap with each of the main components of social capital. One implication of the study is that a one-dimensional approach to students’ sense of belonging to an institution may result in poorly targeted and ineffective policies. The research highlights the complex characteristics of belonging, so if students’ belonging is to be used to promote academic success and retention, more conceptually refined approaches and empirically detailed evidence will be required. This research also demonstrates that belonging data can be used as a simple alternative indicator for social capital.
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Roiha, A. (Anu). "Nurturing pupils’ sense of belonging in basic education". Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811233104.

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There is widespread research evidence that sense of belonging to school is critical to the success of public education. Schools are influential settings for extra-familial socialization and therefore important places to satisfy children’s social and psychological needs, such as the innate need to belong. In case individual’s need of belonging and participation are not satisfied, the situation might lead into voluntary or involuntary social exclusion. Avoiding this is of particular concern to societies, not only because of moral reasons and legally binding curriculum, but also because of long-term impact on social stability and prosperity. The purpose of this descriptive literature review is to have an overview of what kind of perspectives have been taken, and what kind of claims have emerged in the prior research on sense of belonging. The research questions are what is sense of belonging, and why and how should it be nurtured in inclusive basic education. The sources of information are mainly psychological, educational and sociological studies about belonging, with special focus on studies related to school context. The most central sources of this thesis have been published in peer reviewed academic journals in either Finnish or in English. Based on the literature review I suggest that the transdisciplinary conceptualization of sense of belonging developed by Mahar, Cobigo and Stuart (2012) should be used in future research, as it captures all the dimensions of sense of belonging: subjectivity, reciprocity, groundedness, dynamism and self-determination. A positive sense of belonging among pupils should be considered as a high priority among educators, other school-based adults as well as decision makers, because when the need to belong is met, positive outcomes occur for example in academic performance. Sense of belonging can be nurtured by focusing on nurturing social relationships and taking into consideration the structural and contextual characteristics of school, such as physical environment and amenities of the school, safety, the presence of supporting resources, used learning methods and teachers’ attitudes. When striving for inclusive education, it is crucial that teachers consciously aim to create a new kind of national identity and culture that enables everyone’s sense of belonging
Tutkimustiedon valossa yhteenkuuluvuuden tunteen on sanottu olevan ratkaisevassa roolissa julkisen koulutuksen onnistumisessa. Koulut ovat merkittäviä perheen ulkopuolisia sosiaalisia ympäristöjä ja siksi tärkeitä lapsen sosiaalisten ja psykologisten tarpeiden, kuten synnynnäisen yhteenkuuluvuuden tarpeen tyydyttämiselle. Mikäli yksilön yhteenkuuluvuuden ja osallisuuden tarpeet eivät tyydyty, seurauksena voi olla joko vapaaehtoinen tai tahdosta riippumaton syrjäytyminen. Syrjäytymisen välttäminen on yhteiskunnalle erityisen tärkeää, ei pelkästään moraalisten syiden ja laillisesti sitovan opetussuunnitelman vuoksi, vaan lisäksi koska sillä tiedetään olevan pitkäaikaisia vaikutuksia myös yhteiskunnan sosiaaliseen vakauteen ja hyvinvointiin. Tämän kuvailevan kirjallisuuskatsauksen tavoitteena on tehdä yleiskatsaus aikaisempaan tutkimukseen yhteenkuuluvuuden tunteesta. Tutkimuskysymykset ovat: Mitä yhteenkuuluvuuden tunne on sekä miksi ja miten siitä tulisi pitää huolta inklusiivisessa perusopetuksessa. Perehdyin tutkimusaiheeseeni monipuolisen teoreettisen katsauksen kautta. Keskeisimpänä lähdeaineistona toimivat aikaisemmin tutkimusaiheesta tehdyt ja mielellään koulumaailmaan liittyvät psykologiset, kasvatustieteelliset ja sosiologiset tutkimukset. Tutkimuksen tärkeimmät lähteet on julkaistu vertaisarvioiduissa akateemisissa lehdissä joko suomen ja englannin kielellä. Kirjallisuuskatsauksen pohjalta ehdotan, että tulevaisuuden tutkimuksissa käytettäisiin tutkijoiden Mahar, Cobigo ja Stuart (2012) kehittämää yhteenkuuluvuuden tunteen poikkitieteellistä käsitettä, sillä siinä yhdistyvät kaikki yhteenkuuluvuuden tunteen ulottuvuudet: subjektiivisuus, vastavuoroisuus, perusteltavuus (groundedness), dynaamisuus ja itsemääräämisoikeus. Oppilaiden positiivisen yhteenkuuluvuuden tunteen tulisi olla korkealla opettajien, muiden koulun aikuisten ja päättäjien tärkeysjärjestyksessä, koska sillä tutkimusten mukaan sillä on positiivisia seurauksia esimerkiksi koulumenestykseen. Yhteenkuuluvuuden tunteeseen pystyy vaikuttamaan keskittymällä sosiaalisten suhteiden hoivaamiseen sekä ottamalla huomioon koulun rakenteet ja kontekstuaaliset piirteet, kuten koulun fyysisen ympäristön ja palvelut, turvallisuuden, tukiresurssien olemassaolon, käytetyt opiskelutavat ja opettajien asenteet. Pyrittäessä inklusiiviseen opetukseen, opettajien täytyy tietoisesti pyrkiä luomaan uutta kansallista identiteettiä ja kulttuuria, joka mahdollistaisi kaikkien yhteenkuuluvuuden tunteen
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Goodman, Cecil. "Landscapes of Belonging| Systematically Marginalized Students and Sense of Place and Belonging in Outdoor Experiential Education". Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278854.

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This qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.

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Goward, Shonda L. "Social Class and Sense of Belonging| A Quantitative, Intersectional Analysis". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742884.

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The purpose of this study is to understand how social class background plays a role in student experiences on selective campuses. This study centers the experience of low-income students and extends the work of Ostrove and Long (2007). Previous research has indicated that race, gender, and social class status have each, respectively, been demonstrated to have statistically significant relationships to sense of belonging. This research affirms existing research, but also finds that there are more positive relationships than previously theorized. Minoritized students had higher mean scores related to personal-emotional adjustment and social adjustment. Students from the lowest social class also reported higher scores on the same two adjustment scales than their peers.

Based in the theory of critical quantitative analysis (Stage, 2007), the research uses the Student Adaptation to College Questionnaire (Baker & Siryk, 1999) in order to assess sense of belonging. This survey measures overall sense of belonging, academic adjustment, social adjustment personal-emotional adjustment and institutional attachment. Examining these measures in an intersectional way revealed results that were more nuanced than was previously found in the literature. The data was analyzed using simple linear regression, analysis of variance, and hierarchical multiple regression. The survey was conducted among undergraduate students at The George Washington University, a private, urban institution in Washington, D.C.

In demonstrating that minoritized and economically and educationally challenged students may be adjusting better than has been previously stated, this study emphasizes the need to affirm students in the identities they hold for themselves rather than studying them through deficit models. Reinforcing the cultural and social norms of marginalized groups aids in their personal growth and development, which often leads to a university’s desired outcome, which is retention and graduation.

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Dávila, de León Celeste y García Gemma Jiménez. "Sense of belonging and organizational commitment: prediction of well-being". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/100858.

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This following study aimed to determine the discriminant validity of Sense of Belonging and the different types of organizational commitment, and analyse the relationship and the predictive capacity of these constructs for subjective and psychological well-being. 354 people completed surveys measuring the constructs described. The results showed that Sense of Belonging and the different types of organizational commitment are different constructs, and they have different relationships the diverse indicators of well-being according to the type of employment. The affective commitment was the most relevant predictor in entry level employees, and Sense of Belonging was the only predictor in employees with leadership positions.
Los objetivos del presente trabajo son determinar la validez discriminante del sentido de pertenencia y de los diferentes tipos de compromiso organizacional, y analizar la relación y capacidad predictiva de estos constructos del bienestar subjetivo y psicológico. 354 personas cumplimentaron un cuestionario que permitía medir los constructos descritos. Los resultados muestran que el sentido de pertenencia y los diferentes tipos de compromiso organizacional son constructos diferentes, y que se asocian de forma diferencial con los diversos indicadores del bienestar en función del tipo de puesto de trabajo estudiado. El compromiso afectivo es el predictor más importante para los empleados que desempeñan puestos de base, y el sentido de pertenencia es el único predictor para los puestos de mando.
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Iliyana, Parashkevova. "SENSE OF BELONGING AND CONNECTEDNESS IN THE ONLINE ESPERANTO COMMUNITIES". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21053.

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The thesis is focused on researching the recent phenomena of the emerging virtual Esperanto communities. The aim is to understand how feeling of belonging and connectedness are generated online. The theoretical framework that the study follows is Sense of Community theory by McMillan and Chavis (1986). It presents 4 components that combined together create a strong bond within a community – membership, influence, shared emotional value, and reinforcement of needs, later revised to spirit, trust, art and trade respectively. This particular theory helped significantly structure the way the analysis was carried out. The main results from the qualitative and quantitative data are that the sense of connectedness the respondents demonstrated to the Esperanto communities was strong. The interview participants have been members for more than 10 years, and have indicated they believed they shared similar values and needs with their co-members, but most strong ones with the groups they shared other interests except Esperanto. The Internet, as all interview participants confirmed, has played a huge role for the development of the Esperanto language and culture and currently connects thousands of Esperantists worldwide and provides them with a space to be producers of their media, Esperanto. Furthermore, some statements demonstrated that not speaking the language results in excluding people from the group, excluding also new members who used auxiliary languages (e.g. English or German) along with Esperanto, to help their communication at Esperanto gatherings. Finally, there were also found signs of segregation among an older generation of Esperantists, who made division between Esperanto speakers and non-speakers and between the different Esperanto institutions.
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Hinton, Anna Elisabeth. "Lunchtime Experiences and Students' Sense of Belonging in Middle School". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6890.

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We know that it is important that students feel a sense of belonging in school, but additional research is needed to better understand the influences on belonging, especially for junior high and middle school students. Junior high lunchtime is an ideal space to study as a potential influence on belonging because it is a central part of the secondary school experience and it is a social space for students. The purpose of this study is to connect lunchtime experiences to school belonging by showing that how students experience lunchtime and how this affects their overall sense of belonging in school.Descriptive statistical methods such as SPSS Two-Step Cluster Analysis as well as predictive statistics such as logistical regression are used to evaluate data collected during a schoolwide survey conducted in spring 2014 at a junior high (grades 7-8) located in the intermountain region of the United States. The survey provided responses from 832 students across the junior high. Results indicate that loving lunch significantly positively affects school belonging and that students naturally group into different profiles based on their lunchtime preferences. The results also indicate that these lunchtime activity preference profiles significantly affect belonging. Three recommendations are made based on the findings of this study. (a) Offer a variety of lunchtime activity options for students to choose from aimed at making lunch a more positive experience for all students. (b) Create more structured activities for students to participate in during lunch for those who may have anxiety about what to do during lunch. (c) Involve students in making lunch more enjoyable for themselves and others through a school-wide initiative to improve lunchtime experiences for all students.While this study confirms the suspected connection between lunchtime experiences and school belonging, further research is necessary to better understand how lunchtime is experienced by students and how lunchtime can be used as a space for fostering belonging in junior highs.
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Libros sobre el tema "Sense of belonging"

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A sense of belonging. London: Arrow Bks., 1994.

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A sense of belonging. London: Century, 1993.

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A sense of belonging. Long Preston: Magna, 1995.

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James, Erica. A sense of belonging. London: Orion, 2008.

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A sense of belonging. London: Orion, 2008.

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A sense of belonging. Rochdale: Juliana, 2008.

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Canada. Parliament. House of Commons. Canadian citizenship: A sense of belonging. Ottawa: Queen's Printer, 1994.

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Hebden Bridge: A sense of belonging. London]: Frances Lincoln, 2012.

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A sense of belonging, and, Airs & graces. [Place of publication not identified]: Orion, 2005.

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A sense of belonging: Sustaining and retaining new teachers. Portland, Me: Stenhouse Publishers, 2009.

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Capítulos de libros sobre el tema "Sense of belonging"

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Raman, Shibu. "Sense of Belonging". En Encyclopedia of Quality of Life and Well-Being Research, 5828–31. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2646.

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Raman, Shibu. "Sense of Belonging". En Encyclopedia of Quality of Life and Well-Being Research, 6308–10. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2646.

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Woosley, Sherry y Dianne Timm. "Sense Of Belonging". En The Impact of a Sense of Belonging in College, 246–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447870-27.

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Ajodhia-Andrews, Amanda. "Sense of School Belonging". En Voices and Visions from Ethnoculturally Diverse Young People with Disabilities, 213–61. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-235-6_6.

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Valdez, Carmela y Rosalyn Harvey-Torres. "A Sense of Belonging". En Critical Consciousness in Dual Language Bilingual Education, 222–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-28.

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Corona, Yolanda y Carlos Pérez. "The Sense of Belonging". En The Given Child, 125–42. Göttingen: Vandenhoeck & Ruprecht, 2007. http://dx.doi.org/10.13109/9783666604362.125.

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Winkle-Wagner, Rachelle, Susan D. Johnson, Carla Morelon-Quainoo y Lilia Santiague. "A Sense of Belonging". En On Becoming a Scholar, 179–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-15.

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Waller, Lee. "Belonging and performance – the trap of not belonging". En A Sense of Belonging at Work, 48–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003108849-6.

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Waller, Lee. "Diversity and belonging". En A Sense of Belonging at Work, 90–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003108849-10.

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Allen, Jennifer. "Final Words: I Believe". En A Sense of Belonging, 130–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680484-11.

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Actas de conferencias sobre el tema "Sense of belonging"

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Meer, Nasar. "Pluralising National Identities: Lessons from Theory". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/quib9349.

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Chaix, Bénédicte. "“Citizen of the World”: Sense or Lack of Belonging?" En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/zacq8354.

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Kadhum, Oula. "Diaspora Mobilisation and Belonging in the UK: The Case of the Iraqi Diaspora in the Aftermath of the 2003 Intervention". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/hepz1504.

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Mustafa, Anisa. "Collective Identity, Muslim Identity Politics and Multiculturalism". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/gjzz5284.

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Kwhali, Josephine. "Christianity: Oppressor and Liberator? Reflections on Black Theology and the Religious Experiences of U.K. African-Caribbean Elders". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/mbgd2121.

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Griffin, Roger. "Longing to Belong: Cultivating Transcultural Humanism in Modern Britain as a Source of Identity". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/hxvf1594.

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Shahraz, Qaisra. "A Sense of Belonging in a Diverse Britain: The Migrant Experience of British Pakistanis in Britain, as Explored Through the Literary Work of Qaisra Sahraz’s Novel, Revolt, and Short Fiction, A Pair of Jeans, Escape, and Train to Krakow". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/opjd1850.

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Cowden, Stephen y Gurnam Singh. "Social Cohesion in the New Age of Capital: From Moral Imperative to Moral Panic". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/zxif6847.

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Poupazis, Michalis. "‘Placebo Nostalgia’: The Greek-Cypriot Diaspora in Birmingham, Its Churches, and Limits to Who Can Belong". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/lyzc2838.

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Moncrieffe, Marlon. "Reconceptualising Mass Migration Within the Primary School History Curriculum Master Narrative for a Broader Sense of Connection and Belonging to England and English History". En Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/uslc6991.

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Informes sobre el tema "Sense of belonging"

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Perez, Marleigh. Sense of Belonging from a Distance: How Online Students Describe, Perceive, and Experience Belonging to the Institution. Portland State University Library, mayo de 2020. http://dx.doi.org/10.15760/etd.7335.

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Stave, Kimberly. In Search of a Third Place on Campus: An Exploration of the Effects of Built Space on Students' Sense of Belonging. Portland State University Library, mayo de 2020. http://dx.doi.org/10.15760/etd.7339.

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Sanchez, Rebecca. Cultural Wealth and the Racialized Experiences of Persisting Latinx Business Students in a Predominantly White Institution: A Study on Sense of Belonging. Portland State University Library, abril de 2020. http://dx.doi.org/10.15760/etd.7327.

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Hernández, Laura y Linda Darling-Hammond. Creating identity-safe schools and classrooms. Learning Policy Institute, agosto de 2022. http://dx.doi.org/10.54300/165.102.

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This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
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Lindwall, Jennifer. The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7143.

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Sullivan, Miriam, Genevieve Franulovich, Sharon Matthews y Andrew Kelly. Just in Time, Just for You: Growing a Peer Learning Program. Journal of the Australian and New Zealand Student Services Association, diciembre de 2023. http://dx.doi.org/10.30688/janzssa.2024-1-01.

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Peer learning programs are well established as an effective approach to improving students’ learning and wellbeing. However, they can be difficult to implement and grow in practice. This paper describes the introduction of a “just-in-time, just-for-me” Peer Skills Advisers program and how it has evolved over the last five years. The peer staff found that the role improved their sense of belonging and employability, but observed that it is challenging to set boundaries with students. The program grew steadily over time as students and staff became more aware of the service, although there is still room for growth in online support.
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Méndez Méndez, Nahomi, Andrea Mususy Méndez García y Luís Ángel Méndez Carreaga. Somos del Mar: Desarrollo y Comunidad en el Manglito. CORIOLI Institute, abril de 2023. http://dx.doi.org/10.59498/sxhw1065.

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El Manglito was a community in Baja California Sur, Mexico, that was turning into a cesspool for all the communities surrounding it. About 15 years ago, an NGO NOS brought in biologists and environmental scientists to work with the community. NOS took steps to clean up community by removing waste and and implementing sustainable fishing practices. 15 years later, a sharp increase in cartel violence was reported. Since the COVID-19 pandemic, cartel violence inward into Mexico has both increased and diversified. With border closures negatively affecting the cartel’s economy, they have turned to different forms of income generation, including extortion of local communities. The Corioli Institute team approached the El Manglito community to explore a potential collaboration that took shape as a trust building exercise. We went in with an open and participatory approach to engage with the community, informing them of our research capabilities, understanding their needs and desires, and asking what would be most useful for them. The community were keen on building intergenerational cohesion, with the older generation expressing a desire to foster a sense of belonging for the young people within the community. One of the primary drivers of youth participation in cartels within the community was a lack of belonging within the community, which children and yoth sought within the cartels. Engaging with children and youth, we elected to produce a coffee table book. Our team led a series of workshops, brought in consultants, and funded the production of the coffee table book for the community. The final book was a resounding success and is being put into libraries across Mexico. The novel participatory, receptive, collaborative approach to trust building and social cohesion within the El Manglito community resulted in a strong sense of identity, efficacy, and pride among the youth of the community.
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Thompson, Stephen, Brigitte Rohwerder y Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: Evidence from India. Institute of Development Studies (IDS), junio de 2021. http://dx.doi.org/10.19088/creid.2021.004.

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Around the world, people with disabilities can be the most marginalised in society. Having a disability and being a member of a religious minority or an excluded social group can compound the reasons why some people find themselves on the outskirts of social systems which normally provide financial and moral support and a sense of identity and belonging. A recent study from India found that identity markers such as religion, caste and gender can exacerbate the exclusion already experienced by people with disabilities. Taking deliberate steps to strengthen the social inclusion of people with disabilities who also come from minority religious groups and socioeconomically marginalised backgrounds can help them fulfil their potential to fully and effectively participle in society on an equal basis with others, and strengthen community ties, making the society in which they live more inclusive.
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Wachen, John y Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, agosto de 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.
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Wachen, John y Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, septiembre de 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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