Tesi: "Sense of belonging"

1

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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2

George, Amber Elizabeth. "Interpreting dislocation gathering a sense of belonging /". Diss., Online access via UMI:, 2007.

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3

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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4

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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5

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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6

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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7

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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8

Dávila, de León Celeste, e 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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9

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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10

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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Capps, 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.

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The purpose of this research is to investigate the feeling of belonging that students may or may not have and the relationship of student sense of belonging to the overall academic achievement of a school. Students were surveyed on their sense of belonging in selected middle schools. The students scored themselves on the Psychological Sense of School Membership scale, which revealed an overall mean score of belonging. Students from high-performing schools were compared to students from low-performing schools in regard to their sense of belonging. Additionally, teachers were asked to rate their perception of the students sense of belonging. The teachers scores were compared to the students scores in both high- and low-performing schools. Lastly, teachers were asked to provide qualitative information about the schools role in creating a sense of belonging. An extensive review of the literature regarding sense of belonging reveals support of the importance of sense of belonging in student achievement. There is also extensive evidence regarding variation of sense of belonging among minority groups and the important role of teachers in creating a sense of belonging for students. This study found that there is no significant difference in students reported sense of belonging between high-performing schools and low-performing schools on the Psychological Sense of School Membership scale. There is a significant difference between the teachers perception of the students sense of belonging and the students reported sense of belonging on the Psychological Sense of School Membership scales. Teachers reported important roles in creating an environment of belonging. The qualitative data provided by teachers support evidence from the literature review indicative of schools with sense of belonging. High-performing schools do not report much information regarding discipline and routine as being important parts of creating belonging. However, low performing schools often report these as important to creating a sense of belonging for students. Implications of the research include: Teachers may not have an accurate understanding of students sense of belonging and how to create a sense of belonging in schools. Further study should try to gain better understanding of the relationship between sense of belonging and minority status.

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Rahimi, 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.

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Immigrant students and families are increasingly becoming important members of our education system. In 2014, Canada welcomed more than 200,000 newcomers (Citizenship & Immigration Canada, 2015). The experience and success of immigrant students has been linked to many school and home factors (Alexander, Entwisle, & Thompson, 1987; Fuligini, 1997). Culturally based explanations of success argue that immigrant students’ success and experiences in school can be fully explained by their race or socioeconomic status (Trueba, 1988). The effectiveness of their home (family) and school environments should also be considered (Trueba, 1988). Research has also demonstrated that immigrant families contribute to their child’s education in different ways (Fuligni, 1997; Lopez, 2001). Therefore, family-school partnership is very integral to immigrant students’ success. While schools have focused on different ways of integrating students and families in schools, some scholars argue that studying how immigrant individuals experience sense of belonging is a more appropriate direction (Hurtado & Carter, 1997). However, research is unclear on how immigrant families, who are new members of the community, can become part of the school community (Puig, Erwin, Evenson, & Beresford, 2015). Employing an Interpretative Phenomenological Analysis, this study used semi-structured interviews to explore immigrant families’ perceptions and experiences of sense of belonging in their child’s school, and teachers’ perceptions of sense of belonging for school community members and experiences of enhancing sense of belonging for immigrant families. The findings suggest that families perceive sense of belonging as being informed, having a support system, and feeling emotionally safe. They experienced sense of belonging in their children’s schools when they felt included, and had effective communication. Teachers perceived that sense of belonging for school community members means having a welcoming environment. Teachers also discussed communication and relationship building as some of the strategies they use in enhancing sense of belonging for immigrant parents. Relevance of these findings with their implications in a broader sociocultural understanding is discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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13

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.

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This dissertation tells the story of partnership between myself, a doctoral student at UBC Okanagan, the Taku River Tlingit First Nation (TRTFN) and School District 87 (Stikine). Although the research is a partial fulfillment for my doctoral degree, I have attempted to emphasize the partnership aspects of the process throughout the writing of this document. I have been challenged to find ways to word sentences without using the phrase, my research. This was important to me because the first goal of this research is to decolonize research about Indigenous peoples by partnering with the Indigenous people. With regards to the second goal, Indigenous peoples worldwide and Aboriginal peoples in Canada advocate for changes to education for Indigenous students that will nurture Indigenous identity while preparing students and Indigenous communities for a prosperous future. This research supports initiatives to changes education for Indigenous students by sharing information from Indigenous students, parents, and community members about the ways in which Indigenous culture and language in schools can enhance sense of belonging and achievement. The aim of this research is to bridge the gap between European and Indigenous approaches to education through these two goals. To accomplish this, the research follows a Métis methodology based upon principles from Indigenous methodologies, appreciative inquiry, and grounded theory. The results of our research indicate that the children of TRTFN enjoy school, but have challenges to overcome for attendance in school and for access to secondary education. Students in Atlin have a strong sense of belonging to the land, to ancestors, to family, and to community. Students and their families and teachers believe that learning Tlingit culture and language is important to pass knowledge on to future generations. Students enjoy making choices about what they will learn and having opportunities for leadership. Finally, learning Indigenous culture and knowledge benefits all students. This is, of course, my dissertation. However, the learning that I acquired and the story of the research process are a shared journey with my partners in the research, TRTFN and SD87. It is my research for my dissertation, but our research for the community.
Graduate Studies, College of (Okanagan)
Graduate

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14

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.

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In 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.

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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.

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Smith, 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.

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Residential satisfaction is important as it contributes to a person‟s psychological wellbeing and quality of life. Residential satisfaction develops due to physical factors such as the provision of parks and amenities within a community, social factors such as a feeling of belongingness to the community and social support within the community and personal factors such as homeownership and length of residence. Sense of community, sense of belonging and sense of place also influence residential satisfaction; however, the extent that these contribute is unclear. As a result, this study investigated the contribution of these constructs to the development of residential satisfaction in the planned community of Ellenbrook, designed to promote these concepts. Additionally, this study investigated the relationship between residential satisfaction, sense of community, sense of belonging and sense of place as well as the factors that comprise of these constructs. A quantitative approach was utilised in which 300 residents completed published questionnaires measuring residential satisfaction, sense of community, sense of place and sense of belonging. to examine the extent that social, physical and personal predictors contributed to the development of residential satisfaction, sense of community, sense of belonging and sense of place, a Kruskal-Wallis analysis was undertaken. The findings indicated that the social and physical factors: feelings of belongingness, community attachment, community participation, minimal fear of crime, community layout and design and housing density contribute to the experience of high levels of residential satisfaction, sense of community, sense of belonging and sense of place. Regarding personal factors: age, ethnicity, homeownership, length of residence and educational level did not contribute to the development of residential satisfaction, sense of community, sense of belonging and sense of place. However, marital status contributed to the development of sense of community, sense of belonging and sense of place but not residential satisfaction. Household income and number of people known in the community contributed to the development of sense of community and sense of belonging, while gender contributed to the development of residential satisfaction and sense of community. These findings indicate that a community developed with sensitivity to people‟s social and personal needs as well as specific spatial planning elements, contribute to the development of residential satisfaction. The interrelation of sense of community, sense of belonging and sense of place and their impact on residential satisfaction was explored through factor analysis. Results showed nine factors to emerge. One factor consisted of several residential satisfaction items along with the attraction to neighbourhood components of sense of community, and the place attachment components of sense of place, indicating the communality of these items. Despite efforts to use distinctive measures of these concepts, there is to a certain degree, an inseparable nature of the dimensions of residential satisfaction, sense of community and sense of place. The sense of belonging items emerged as a separate factor indicating it to have a unique identity from residential satisfaction, sense of place and sense of community. Additionally, three of the four place identity items emerged on one factor, as did the residential satisfaction items referring to feelings of dissatisfaction, suggesting the uniqueness of these items. To examine the relationship between residential satisfaction, sense of community, sense of belonging and sense of place, regression analyses were performed. There was a significant positive relationship between residential satisfaction and sense of community χ2 (1,300) = 40.127, p < .05; residential satisfaction and sense of place χ2 (1,300) = 56.805, p < .05 and residential satisfaction and sense of belonging χ2 (1,300) = 25.848, p < .05. This indicates that sense of community, sense of belonging and sense of place contribute to the development of residential satisfaction, supporting previous research. The examination of these concepts in conjunction is a new concept. As a result, this research provides a theoretical understanding of the interrelation, as well as the uniqueness, of residential satisfaction, sense of community, sense of belonging and sense of place. Practically, this research assists policy makers and planners to develop communities that encompass these concepts to avoid issues faced by unplanned communities.

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Shaulskiy, 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.

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18

Fisher, 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.

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19

Chan, 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.

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Chan, Wai-lan Candy, e 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.

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21

Fung, 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.

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Abstract (sommario):

This study seeks to ascertain whether Chinese soft power can shape or sway the sense of belonging and identity of Uighurs within the Chinese state. The methodology used for this study will involve surveys and interviews, employing the two primary quantitative and qualitative methods. The findings from this study suggest that Chinese soft power, in the form of education in a controlled environment, does have this ability to sway Uighur to identify with the Chinese state. However, gauging the views of the wider educated Uighur community, indicates that the effectiveness of Chinese soft power is constrained by multiple social, political and economic issues. Based on the analysis of these findings, there appears to be three potential solutions: (i) create a multi-ethnic culture, (ii) incorporate civic nationalism as a component of PRC citizenship and (iii) to reformulate soft power into the form of shared goals that would require cooperation between Uighur and Hans to accomplish.

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Shamo, 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.

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This paper investigates on the self-identification and feeling of belonging among the “Kosovo Albanian” “descendants” in Sweden. This is a study performed through semi-structured interviews of six volunteering participants, born and/or raised in Sweden, whose parents migrated after the 1990 which was the period of Bosnian and Croatian war that caused tensions in the Balkans. The concept of belonging together with the concept of identity, seen as self-identification, personal and collective identity, have guided through the findings of this paper. The result is that, regarding this sample, age of migration, and place of birth seems to matter in more easily defining identity and belonging.

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Karasek, 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.

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24

Curran, 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/.

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This study explores students’ sense of belonging through the accounts of nineteen undergraduate students studying at an inner city post-1992 university. Participants' accounts were obtained through semi-structured interviews conducted at three key points during their first year of study. The resulting analysis is influenced by Bourdieu's concepts of habitus, field, capital and knowledge of the rules of the game, which are used to explore the impact of student dispositions on their experiences and perceptions of belonging. The study shows that university can be a particularly challenging place for students from non-traditional backgrounds and it questions the view that belonging is about individual student commitment to institutional values. Belonging is conceptualised in a more nuanced multi-dimensional manner reflecting institutional habitus such as a 'one size fits all' approach to both induction and social provision. The study argues that the onus is on the university to overcome inherent inequalities making belonging easier by encouraging student voice; providing care through help, support and guidance; examining the benefits of small group teaching and paying particular attention to the needs of clearing students. Further, strategies built on unproblematised views of elearning and the independent learner need to be reviewed as participants, especially nontraditional students, articulated both as evidence that the university did not validate them as individuals.

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25

Marquez, 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.

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This 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.

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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.

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Educational Leadership
Ed.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

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27

Tang, Qiuhua. "Effects of Animals, Language Constraint and Sense of Belonging on Acculturative Stress". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1250.

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The proposed study will investigate the effects of animal companionship on the acculturative stress of international students at American universities and colleges. Language constraint will be examined as a possible moderator, and sense of belonging will be examined as a possible mediator in the effects of animal companionship on acculturative stress. Participants will be international students at the Claremont Colleges. They will first fill out demographic information, a sense of belonging scale, and an acculturative stress scale online. They will then come to the lab weekly, and be randomly assigned to either hang out with their peers, or engage in animal-assisted activities with dogs for one hour. The study will last four weeks, and at the end of the study, participants will fill out the sense of belonging scale and the acculturative stress scale again online. Participants in the animal condition are expected to report greater decreases in acculturative stress than participants in the game condition. Participants who are non-native English speakers will experience greater decreases in their acculturative stress than participants who are native English speakers in the animal group. Sense of belonging will mediate the effect of interaction with animals/people on acculturative stress. The results would then suggest that animal companionship helps alleviate international students’ acculturative stress, and future college counseling programs designed for international students should consider animal-assisted activities or therapy.

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28

Higgins, 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.

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29

Hackney, 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.

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The 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.

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30

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.

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The 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.

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31

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.

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32

Jackson, Lisa. "SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4427.

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The purpose of this research was to examine Black STEM students’ sense of belonging. The researcher also sought to understand what factors most contributed to students’ sense of belonging and whether the involvement in a living learning community or summer bridge program had an effect. An explanatory sequential mixed methods design was used. Participants (N = 89) were administered a revised Psychological Sense of School Membership survey, then were purposively selected to participate in follow-up interviews (N = 8). A principal component analysis, an independent t-test, and a multiple regression analysis were conducted. Results of the principal component analysis identified a two-component model containing 15 items. Survey results indicated that students in a cohort did not differ significantly on their sense of belonging. Sense of belonging was not a significant indicator of academic success. Seven themes emerged during the qualitative phase of the study: (a) student perception of the university; (b) student perception of STEM; (c) individual attributes; (d) family; (e) faculty interaction and support; (f) peer interaction and support; and (g) recommendations. The quantitative and qualitative data provided details regarding students’ perceptions of belongingness. Students highlighted the importance of relationships with others, specifically with faculty and peers, to their belonging and success in the university. This study provided researchers, university administrators, professors, and even students insight into the world of Black STEM students and highlighted the nuances associated with their attendance at a predominately White institution and studying in a White, male dominated field.

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Mahlangu, 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.

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The township in the South African context is a unique consequence of Apartheid spatial planning. Envisaged as settlements for black labourers on the outskirts of the city, they have become home to many South Africans. Mamelodi was established as an effectively designed township for labourers working in Pretoria, and grew at an exponential rate, leading to a sizeable demand for housing. A mass provision of housing was implemented then and, post 1994 to meet this demand. The same strategy of housing is still continuing through the Reconstruction and Development Programme (RDP). This provision of housing has not been complimented by a provision of public amenities and has led to monotonous neighbourhoods filled with housing and no public space. The ever growing community of Lusaka, in the east of Mamelodi, is a community with a landscape of housing without public amenities and public spaces. This neighbourhood has large amounts of people moving in and out, with some people seeing it as a place of permanence and some as a temporary detour. This influx of people and the duality of temporality and permanence creates a very dynamic society, one that the current architecture cannot respond to. The new architecture has to address the above mentioned issues, providing the community with access to public amenities and public spaces that add value to their environment. The solutions derived can be discussed and used to address similar problems plaguing townships around South Africa.
Informele 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

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34

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.

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Responses of ten Native American men, who reported being homeless for at least six months, waiver slightly from the hypothesis that their concept of home denotes community, family, and an indigenous connection to the land. However, they did strategically cope to create home-like atmospheres. Direct answers show that home provides basic necessities, safety, and emotions of well-being, like belonging. Scrutiny of the complete contexts of these men's lives show that friendship often replaced a lack of family. Some participants referred to an indigenous connection to the land and to home as being more than one place, including a natal reservation. Adoption and a period of time away from culture, an uprootedness, also characterized these lives. Researcher recommendations include a permanent wet/dry residence, a camping area, and provisions for more culturally specific homeless services.

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35

Kwak, 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.

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36

Gin, 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.

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Thesis advisor: Ana M. Martínez-Alemán
College 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

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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.

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38

Tillery, 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.

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Abstract (sommario):

Researchers have demonstrated that students who had a strong sense of school belonging exhibited greater academic motivation and performance (E. Anderman, 2002; Faircloth & Hamm, 2005), had fewer emotional and behavioral difficulties (Furrer & Skinner, 2003; McMahon, Singh, Garner, & Benhorin; 2004), and were less likely to dropout of school (Fredricks, Blumenfeld, & Paris, 2004; Knesting, 2008). Limited attention has been given to the potential factors that promote school belonging, especially in high school students. The purpose of this research was to examine the unique influence of adult connections on high school students’ sense of school belonging utilizing the framework of self-determination theory. The role of adult connections was examined as a moderator of the relations between five student risk factors (behavior problems, peer problems, minority ethnicity, male gender, and poverty) and school belonging. This cross-sectional study analyzed data from a survey completed by 368 ninth grade students. The survey consisted of items from existing instruments, including the Psychological Sense of School Membership (Goodenow, 1993a), the Strengths and Difficulties Questionnaire (Goodman, Meltzer, & Bailey, 2003), and the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000). Hierarchical regression analyses confirmed study hypotheses by indicating that adult connections was a significant predictor of the students’ sense of school belonging and significantly moderated the relationship between school belonging and behavior problems (p < .05). Additional analyses indicated that adult connections accounted for more of the variance in school belonging for males than for females. These findings supported the importance of adult connections in high school students’ sense of school belonging. Future research should address the relationship between adult connections and school belonging as it evolves over students’ high school careers.

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Costello, 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.

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The 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.

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40

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.

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Workplace design practitioners and organizational managers are increasingly noticing all the various aspects in which the workplace affects organizations and their employees. The studies on the relationships between the workplace, organizations and their employees are more focused on psychology or facility management than the socio-spatial perspective. Workplace design, configuration and spatial features impact how well and how much a company can benefit from its human capital. Although the concept of the relation of workplace to an organization is not new, it is relatively unexamined. This thesis introduces a new set of spatial variables to workplace studies, following the concept of personal control. The discussed spatial variables effectively describe the features of workplace floor plan and the characteristics of a workstation. Furthermore, this dissertation develops a method that creates the link between workplace spatial setting and a sense of belonging, organizational outcomes – organizational commitment, work motivation, job satisfaction and work performance. Based on the detailed statistical analyses of a field survey that included 336 participants from 16 organizations, a model of spatial features influence sense of belonging and organizational outcomes was identified within this study. The research findings provide evidence for creating a workplace with a sense of belonging and better organizational outcomes through spatial design. This dissertation is comprised of six chapters. Chapter 1, an introduction, provides a general study background, discusses the problems to be solved in the study, and proposes an approach to deal with the target problems. Chapter 2 firstly reviews the current workplace studies related to spatial features. Secondly, it discusses the influence of workstation design on the human muscle system. Thirdly, it discusses the most relevant psychological issues at a workplace as stated by previous researches. Finally, the chapter reveals how a workplace affects the work of an organization. Chapter 3 specifies how workplace influences an employee’s sense of belonging and environmental control, and introduces the conceptual model. It also introduces the independent and dependent variables, generates research hypotheses. Chapter 4 describes the field survey design, procedures and the participants. It also covers the initial data analysis of the field survey: how the survey instrument, the questionnaire, was developed, commenting on all the aspects it includes – spatial experiences, work motivation, commitment, sense of belonging, job satisfaction and work performance. Chapter 5 is data analysis. This chapter discusses the research findings on workplace design features in relation to employees’ sense of belonging, satisfaction with ambient physical environment, and organizational outcomes – commitment, work motivation, job satisfaction and individual work performance. The final chapter summarizes the findings, comments on design implications of the research results, and draws conclusions. The dissertation ends in admitting the limitations of this research and discussing practical implications for future investigation.

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Yoak, 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.

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42

Simonis, 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.

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43

Green, 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.

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44

Newman, 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.

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45

Simonis, 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.

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46

Laurens, 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.

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Thesis (M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This 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.

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47

Nelson, Margaret Ann. "First-Year Students' Reasons for Withdrawing From College". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7048.

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Retention of first-year students was a problem at a private 4-year university in the Southeastern United States. The purpose of this qualitative case study was to examine the reasons entering first-year students who were part of the Promise Program withdrew from the university during their first year. Tinto's model of student attrition provided the conceptual framework for the study. Research questions addressed students' rationale for selecting the school, their perspectives on the main causes of first-year attrition, their expectations of campus support services, and their recommendations for how to decrease student attrition. Data were collected from semistructured interviews with 7 students from the spring 2016 and fall 2016 semesters. The interviews were transcribed and analyzed using manual coding and coding software. Findings indicated that students' sense of belonging was the most influential factor in their decision to withdraw from college. Recommendations included a training program for administrators and staff on customer service techniques. This study can bring positive social change to the profession by seeking out systemic changes to promote entering freshmen's college completion. Conclusively, the implications of positive social change is most benefical to students when more students are able to earn a degree, and better their livelihood. The university would benefit by graduating more students and the success of their college graduates could be seen as their own success of addressing student's social and academic needs. Finally, the positive social change for externalities would benefit from the investment in human beings and human capital as a critical input for change and innovations to society.

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48

Perrell, 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.

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Higher 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.

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49

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/.

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The purpose of this study is to examine rural black middle school students sense of belonging in looping and teaming settings. This research is based on prior research that school offers an essential source of support for adolescent students as they come to an all-important crossroad in their life journey: the merging of school culture, home culture, and the transition to adulthood. The literature on adolescent psychology confirms that sense of belonging is important during adolescence. The importance of this study lies in its ability to examine how the constructs of teaming and looping contribute to rural black middle school students feelings of belongingness in school. Data for this qualitative study were drawn from interviews, focus groups, observations, and document analysis of seven middle school students over the course of an academic year. This study offers insight for educators and policymakers that make decisions for adolescents into how alternative school structures can affect rural black students.

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50

Manley, 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.

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Commuter 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.

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