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.
Texto completoGeorge, Amber Elizabeth. "Interpreting dislocation gathering a sense of belonging /". Diss., Online access via UMI:, 2007.
Buscar texto completoBroughton, Kelly M. "Students’ Sense of Belonging in Study Space". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1571956186042992.
Texto completoAhn, 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.
Texto completoRoiha, 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.
Texto completoTutkimustiedon 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
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.
Texto completoThis 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.
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.
Texto completoThe 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.
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.
Texto completoLos 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.
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.
Texto completoHinton, Anna Elisabeth. "Lunchtime Experiences and Students' Sense of Belonging in Middle School". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6890.
Texto completoCapps, Matthew Alan. "Characteristics of a sense of belonging and its relationship to academic achievement of students in selected middle school in Region IV and VI Education Service Centers, Texas". Texas A&M University, 2003. http://hdl.handle.net/1969.1/1584.
Texto completoRahimi, Fard Jahromi Seyedeh Dorna. "Sense of belonging and immigrant parents : strengthening the family-school partnership". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61223.
Texto completoEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Larson, Colleen Edith. "Creating a sense of belonging for Indigenous students in British Columbia?" Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61725.
Texto completoGraduate Studies, College of (Okanagan)
Graduate
Nunez, Isabel. "Academic expectations and sense of belonging among Hispanic high school students". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127177.
Texto completoIn 2012, Hispanic students dropped out of high school at a national rate of 13%, surpassing African Americans and Whites (National Center for Educational Statistics, 2012). Without a high school diploma or General Educational Development (GED) certificate, Hispanic students who dropout will most likely experience less opportunity for improving their quality of life. The purpose of this quantitative study was to gain insight into psychological factors that may influence and predict academic expectations of high school Hispanic students. The theoretical framework that provided the lens for this study was a sense of belonging based on Maslow’s (1954) hierarchy of needs.
The National Center for Educational Statistics (NCES) provided the secondary data from the High School Longitudinal Study of 2009 (HSLS:09). Through the statistical method of multiple regression analysis the secondary data assisted in the following hypotheses: a) sense of belonging is a predictor of high school student academic expectations; b) school engagement is a predictor of high school student academic expectations; c) socio-economic status is a predictor of high school student academic expectations; d) females and males have different academic expectations; and e) parent expectation is a predictor of high school student academic expectations.
Results from the multiple regression significantly predicts academic expectations of Hispanic high school students. These findings can potentially assist the field of education in providing data that will help solve issues of students of color and begin to close the achievement gap. Furthermore, this research study will provide the K-12 educational community knowledge and a deeper understanding of the relationship between a sense of belonging and Hispanic students completing high school. This study will add to the existing data on the validity of the importance a sense of belonging has on students’ academic outcome.
Hoops, Leah D. "College Students’ Sense of Belonging and Instructor Messages about Student Success". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492690711368004.
Texto completoSmith, Kylie M. "The relationship between residential satisfaction, sense of community, sense of belonging and sense of place in a Western Australian urban planned community". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/460.
Texto completoShaulskiy, Stephanie Levitt. "Belonging Beyond the Classroom: Examining the Importance of College Students’ Sense of Belonging to Student Organizations for Student Success". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478522948950651.
Texto completoFisher, Lauren B. "From the outside looking in: Sense of belonging, depression, and suicide risk". Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1350160014.
Texto completoChan, Wai-lan Candy. "Music extra-curricular activities and students' sense of belonging to the school". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37604569.
Texto completoChan, Wai-lan Candy y 陳惠蘭. "Music extra-curricular activities and students' sense of belonging to the school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37604569.
Texto completoFung, Winston Wai King. "Uighur's identity and sense of belonging, can soft power play a role?" HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/32.
Texto completoShamo, Mirela. "Self-identification and sense of belonging among Kosovo Albanian descendants in Sweden". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21953.
Texto completoKarasek, Kristen Lauren Karasek. "Exploring the Impact of Bridge Program Participation on Students' Sense of Belonging". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1541766992869182.
Texto completoCurran, John G. M. "An investigation into student sense of belonging at a post-1992 university". Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1029/.
Texto completoMarquez, Hector H. "Social Capital, Academics, and Sense of Belonging among High School Foster Youth". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284762.
Texto completoThis study assessed the impact of sense of belonging and social capital as predictors of academic achievement among foster youths in an urban high school. Prior work on social capital by Dr. Ricardo Stanton-Salazar was extended by applying his concepts of institutional agents to foster youths. This study was motivated by four research questions: 1. What resources are available for foster youths in the high school, and how are these accessed? 2. How does a sense of belonging relate and/or contribute to academic attainment? 3. How do social capital networks relate or contribute to academic attainment? 4. How does a course of study or program serve to define the experiences of students in foster care and influence their academic success?
How social capital networks relate or contribute to academic attainment is a fundamental question in foster youths’ academic achievement. This researcher argues that a new generation of research in this area should address the extent of foster youths’ academic achievement and outcomes. Previous research and current literature on students in foster care has focused on the negative aspects of academic achievement and has come from a deficit perspective. However, this study advances the understanding of social capital among foster youths in high school.
Findings must be considered preliminary due to the small sample size of 14 high school foster youths who participated in the study. The preliminary findings showed the correlation between social capital and academic attainment among foster youths in high school as well as how school districts can eliminate barriers and have open access to all classes and programs that benefit all students, especially those students who have been historically underrepresented. The research has implications for practitioners and policymakers in addressing the needs and concerns of students in foster care in educational settings. Recommendations included holding school districts and schools accountable for fully implementing the Local Control Funding Formula and Local Control Accountability Plan requirements by having measurable academic outcomes for students in foster care.
Randolph, Laura. "Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/442767.
Texto completoEd.D.
As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it is imperative we understand the distinct experiences of our minority populations. This research will specifically focus on the experiences of Black undergraduate females. To ensure the success of our Black females students, it is imperative we understand their need for a sense of belonging on a predominantly White campus in order to achieve higher-level opportunities of classroom and campus success. Sense of belonging is defined as the ability to connect, feel validated, accepted, and matter. This understanding is key to Black undergraduate females’ ability to successfully integrate academically and socially in their college environment. Existing research provides insight into the Black male experience, not limited to the challenges Black males face, as well as variables needed to enable Black males’ educational success. However, there is a general lack of awareness and attention to the nuanced experiences of our Black female students on predominantly White campuses. What challenges do Black females face and what factors can enable their educational success? This missed opportunity of understanding of their experiences limits faculty, staff, and administrators from creating an environment where Black females can succeed both inside and outside the classroom. This research gives voice to the experiences of this seemingly silent minority and challenges campus environments to address their operating norm of campus rituals and culture. The purpose of this qualitative study is to examine the experiences of nine Black undergraduate females at one predominantly White urban institution located in the North East. Through the use semi-structured interviews, this study seeks to understand in what ways Black female students’ understanding of self, relationship development, and engagement with their campus environment aids in the creation of their sense of belonging to their institution. Findings from this study demonstrate key components of belonging are rooted in understanding of self, and self in relation to others; the impact of participating in institutional programs; and the ability to navigate rules of engagement, both in the classroom and social environments. Participants demonstrate varying levels of belonging but provide key insight for higher education administrators to reflect upon their institutional programs, services, and opportunities to provide intentional space and place of support and ultimately find a place where they matter; their place of belonging.
Temple University--Theses
Tang, Qiuhua. "Effects of Animals, Language Constraint and Sense of Belonging on Acculturative Stress". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1250.
Texto completoHiggins, Ross. "A sense of belonging : pre-liberation space, symbolics, and leadership in gay Montreal". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/NQ36983.pdf.
Texto completoHackney, Debbie. "Small Learning Communities Sense of Belonging to Reach At-Risk Students of Promise". Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10029374.
Texto completoThe research design is a quantitative causal comparative method. The Florida Comprehensive Assessment Test (FCAT) which measures student scores included assessments in mathematics and reading. The design study called for an examination of how type of small learning community (SLC) or the type non-SLC high school environment affected student achievement in FCAT mathematics, FCAT reading, graduation rates, and entrance into college/post secondary education, employment, and teacher job satisfaction using analysis of variance. Results indicate that students who participated in SLCs were more likely to graduate from high school than their non-SLC counterparts. SLCs seem to be supportive of both high school completion and education beyond the high school diploma. Participating teachers provided self-reported levels of employment satisfaction using the Mohrman-Cooke-Mohrman Job Satisfaction Scales (MCMJSS). Results of the ANOVA analysis indicate that SLC teachers do demonstrate a significantly higher rate of job satisfaction than their non-SLC colleagues indicate the probability that the relation between the variables found in the sample ( p < .001) was significant. The results of this study were that SLCs improve student graduation rates, students’ entering college and post-secondary education and further expanded the empirical evidence that teachers in SLCs have increased job satisfaction.
Bonner, Kenyon Robert. "Making Sense of Belonging for Black Undergraduate Men on a Predominantly White Campus". Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841138.
Texto completoThe 6-year graduation rate for Black undergraduate men is the lowest of all students attending all postsecondary institutions in the United States. Only 35% of Black undergraduate men graduate in 6 years, compared to 60% of all students. The literature suggests that developing a sense of belonging may be particularly difficult for minoritized students who attend predominantly White institutions (PWIs). Sense of belonging is a student’s perceived social support on campus or feeling of connectedness and mattering. Additional research is needed to inform practices that foster higher levels of belonging for Black undergraduate men who attend PWIs to reduce the gap in college completion rates between Black undergraduate men and their peers. This study used a one-phase concurrent triangulation mixed-methods design. The mixed-methods approach involved analyses of quantitative data from the Student Experience in the Research University Undergraduate (ugSERU) Survey and analyses of qualitative data from in-depth student interviews to understand how sense of belonging varies among students of different race/ethnicities and gender and how Black undergraduate men experience sense of belonging at PWIs. The findings reveal that sense of belonging is higher for women compared to men. African Americans and Asians have comparable sense of belonging scores, but they are lower than White and Hispanic students. African American, Asian, Nonresident, and Multiracial men and women have significantly lower sense of belonging scores than Hispanic and White men and women. Two overarching themes emerged from the in-depth interviews, including forces that worked against students’ sense of belonging and forces that supported students’ sense of belonging. The in-depth interviews also revealed the divergent role that one force could play for different students by promoting sense of belonging for some students and working against sense of belonging for others. The findings from this study have several implications for higher education administrators serving at PWIs who wish to improve the retention and graduation of Black undergraduate men.
Todd, Dwayne. "The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.
Texto completoJackson, Lisa. "SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4427.
Texto completoMahlangu, Siyabonga Lunga. "A sense of place and belonging : creating good neighbourhoods through productive social infrastructure". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60185.
Texto completoInformele nedersettings in die Suid-Afrikaanse konteks is 'n unieke gevolg van Apartheid se ruimtelike beplanning. Oorspronklik in die vooruitsig gestel as nedersettings vir swart arbeiders het hulle 'n tuiste vir baie Suid-Afrikaners geword. Mamelodi was gestig as 'n effektief ontwerpde informele nedersetting vir arbeiders wat werk in Pretoria en het teen 'n eksponensi?le koers gegroei wat gelei het tot 'n groot aanvraag vir behuising. 'n Massa voorsiening van behuising was toe en n? 1994 ge?mplementeer om hierdie aanvraag te voorsien. Dieselfde strategie van behuising word steeds voortgesit deur die Reconstruction and Development Programme (RDP). Hierdie behuisingsvoorsiening was nog nie aangevul deur 'n voorsiening van openbare geriewe nie en het gelei tot eentonige woonbuurte wat gevul is met behuising en geen openbare ruimte. Die steeds groeiende gemeenskap van Lusaka, in die ooste van Mamelodi, is 'n gemeenskap met 'n landskap van behuising sonder openbare geriewe en openbare ruimtes. Hierdie woonbuurt het groot getalle mense wat in en uit beweeg, met sommige mense wat dit sien as 'n plek van blywendheid en ander as 'n tydelike ompad. Hierdie instroming van mense en die dualiteit van tydelikheid en blywendheid skep 'n baie dinamiese samelewing, een wat die huidiglike argitektuur nie op kan reageer nie. Die nuwe argitektuur moet die bogenoemde kwessies aanspreek om die gemeenskap toegang te bied tot openbare geriewe en openbare ruimtes wat waarde toevoeg tot hulle omgewing . Deur dit te doen kan die oplossings wat afgelei is bespreek en gebruik word om soortgelyke kwessies aan te spreek wat informele nedersettings regoor Suid-Afrika teister. Argitektuur is vir die mense
Mini Dissertation (MArch (Prof))--University of Pretoria, 2016.
Architecture
MArch (Prof)
Unrestricted
Mortensen, Margaret Ann 1972. "I relate to the sense of not belonging: Native American perspectives of homelessness". Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/278655.
Texto completoKwak, Yoonkyung. "Migrant husband couples in South Korea : social exclusion and their sense of belonging". Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738229.
Texto completoGin, Kevin Jason. "Racism Online: Racialized Aggressions and Sense of Belonging Among Asian American College Students". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107420.
Texto completoCollege students today are the most connected and social media savvy generation in the history of higher education (Junco & Cole-Avent, 2008) and maintain constant connections to online platforms such as Facebook and Twitter (Clem & Junco, 2015). Social media are now understood as a central component of campus and student life across colleges and universities (Martínez-Alemán & Wartman, 2009). Coinciding with the proliferation of social media use has been a rise in racialized hostilities on online settings. These offenses often target racially minoritized students, and scholars have become increasingly interested in understanding the ways this antagonism on social media impacts college student experiences (Tynes, Rose, & Markoe, 2013), including Asian Americans (Museus & Truong, 2013). This dissertation uses a critical race theory framework to examine the racialized environment on social media, how Asian American college students experience racialized aggressions, and how their sense of belonging is impacted by racially hostile online encounters. This dissertation addresses the following question: How do encounters with racialized aggressions on social media impact Asian American students’ sense of belonging at a PWI? 29 participants from a predominantly white institution, East Oak University, engaged in individual interviews, participant observations, artifact collection, and focus groups as part of this study. The findings of this study suggest that the encounter of racialized aggressions on social media, especially those on the anonymous platform Yik Yak, are detrimental in facilitating positive sense of belonging among Asian Americans at East Oak. These online racialized encounters are asserted to be rooted in the endemic nature of racism at East Oak, and the claiming of social media as a property that enabled Whites to define and dictate campus culture by engaging in racist discourse. The nature of these online communications speaks to the ways that social media is suggested to influence both sense of belonging and institutional racial climates on today’s college campuses
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.
Texto completoTillery, Amy Dutton. "The Moderating Role of Adult Connections in High School Students' Sense of School Belonging". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/44.
Texto completoCostello, Ronald J. "Sense of belonging in cyberspace| Examining the impact of hybrid courses on student persistence". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703374.
Texto completoThe following is a quantitative study of the effects of hybrid course offerings on student sense of belonging and satisfaction at a commuter campus. The study employed the following independent variables: gender, age, race, class standing, GPA (which was self-reported), marital status, number of children, employment status, number of hours worked per week, number of hybrid courses taken, and 2 dependent variables (sense of belonging and satisfaction). The study found no significant difference in sense of belonging and satisfaction among students in either the hybrid or face-to-face modalities. Other findings found that students with children exhibited a negative relationship between number of children and perceived faculty support/comfort as well as a negative relationship was between number of children and perceived classroom comfort in both hybrid and face-to-face modalities. This study also includes recommendations for additional studies to explore possible interventions to increase students sense of belonging and satisfaction.
Lu, Jing. "An Investigation of Workplace Characteristics Influencing Knowledge Worker’s Sense of Belonging and Organizational Outcomes". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-162062.
Texto completoYoak, Russel T. "Discovery Project of How Lutheran Churches Effectively Foster a Sense of Belonging Among Millennials". Ashland Theological Seminary / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1619435848235114.
Texto completoSimonis, Joan M. A. "Relationship Between Music Educators' Ethical Awareness and Students' Sense of Belonging and Academic Achievement". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245351549.
Texto completoGreen, Marissa. "Motivation and Sense of Belonging: How Do They Impact College Students' Persistence to Graduation?" The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591049366707226.
Texto completoNewman, Kevin. "A sense of belonging creating a multicultural environment in a predominantly White independent school /". Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=921046431&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoSimonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.
Texto completoLaurens, Vivian. "Developing a sense of belonging: the immigration experience of Latin American women in Boston". Thesis, Boston University, 2012. https://hdl.handle.net/2144/12466.
Texto completoThis thesis explores the experience of immigration of Latin American women living in Boston, and how they develop a sense of belonging and identity in American society. By looking into different aspects of participants' lives (work, family life, community, healthcare), I examine various circumstances in which their sense of belonging is supported and those in which it is jeopardized. The primary site of recruitment for this study was a Baptist congregation, which serves the Latino population in the Boston area. I used qualitative data collection methods including, individual interviews with the women and participant observation at the congregation, to gather participants' immigration stories. As an in-depth grounded theory analysis this study reveals the fluid nature of participant's sense of belonging; it is ever-changing, it is always moving back and forth from insider to outsider, and it is constantly brought into question. As a result the immigration experience of participants is immersed within tensions between a cohesive and fragmented sense of belonging.
Nelson, Margaret Ann. "First-Year Students' Reasons for Withdrawing From College". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7048.
Texto completoPerrell, Amber Renee. "The Impact of Sense of Belonging Interventions on Social Integration at a Small, Private Institution". Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784995.
Texto completoHigher education institutions continue to struggle with encouraging retention for first-year students. Prior research has shown that establishing social integration during the first-year of college is a crucial component of a successful transition and has a positive influence on student persistence and academic success (Astin, 1993; Chapman & Pascarella, 1983; Tinto, 1993). Social integration has historically been defined in terms of peer connections and involvement (Tinto, 1993); however, recent research has explored the importance of sense of belonging as an important psychosocial component in the transition to college (Strayhorn, 2012a). Sense of belonging focuses on feelings of fit, perceptions of social support, and feeling as though one matters to the community. The current study sought to explore the conceptual framework in which sense of belonging was included as a component of social integration. Moreover, this study explored whether institutional action could influence first-year students’ overall social integration through a focus on peer connections, involvement, and sense of belonging.
This quasi-experimental, quantitative study analyzed the influence of a campus intervention focused on social integration, called the Belonging Reinforcement Intervention (BRI). The BRI program was delivered to first-year students at a small, private institution during the first three weeks of their collegiate experience. The Belonging Reinforcement Intervention included researched components related to social belonging and normalizing students’ not feeling an immediate sense of fit (Walton & Cohen, 2011a), reinforcing institutional commitment and belonging through communications (Hausmann et al., 2007), and research focused on peer mentoring as a way to encourage campus involvements (Peck, 2011). The study used a national instrument, the Mapworks Transition Survey, to determine if this intervention could influence the various components of social integration.
The findings from the study support a comprehensive view of social integration that includes sense of belonging. The findings further indicate that students who participated in the BRI program showed statistically significant increases in peer connections, involvement, and the current study’s social integration scale which included sense of belonging. Furthermore, the findings suggest that the BRI program was particularly beneficial for Hispanic students with their intent to become involved and for female students for their overall social integration. The results of this study have implications for future institutional interventions and developing lasting programs that will help first-year students to succeed and persist in their college experience. The conclusions presented suggest that a broader definition of social integration can allow institutions and researchers to better understand and support the challenges students face during the transition to college.
Westerfield, Tanisha Shantelle. "THE EFFECT OF LOOPING AND TEAMING ON RURAL BLACK MIDDLE SCHOOL STUDENTS SENSE OF BELONGING". MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262009-105437/.
Texto completoManley, Lima Margaux C. "Commuter Students' Social Integration| The Relationship Between Involvement in Extracurricular Activities and Sense of Belonging". Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617177.
Texto completoCommuter students, or students who do not live in institutionally owned or operated housing, have consistently struggled to persist to graduation. Since commuter students make up the collegiate majority, identifying ways to support this student population's academic success is imperative. Because of the positive association between social integration and student persistence, this study examined the relationship between student involvement in extracurricular activities and sense of belonging among commuter students at 4-year institutions set in urban areas. Student involvement and sense of belonging were measured using scales from the fourth edition of the College Student Experiences Questionnaire (CSEQ). A random sample of 712 was drawn from the 2012 administration of the CSEQ. Structural equation modeling, including latent means and multiple group analyses, was used to answer the study's research questions. The findings suggest that commuter student involvement mirrors Astin's theory of student involvement; sense of belonging is heavily influenced by meaningful relationships with faculty and administrators; there is a positive relationship between student involvement and sense of belonging; parental education, race, transfer status, and employment patterns are background characteristics that account for student subgroup differences; and employment patterns impact student involvement, sense of belonging, and the relationship between these variables. These findings can inform institutional practice and direct future research efforts in order to further support the commuter student population.