College Students' Sense of Belonging: A National Perspective

In a nationally representative sample, first-year U.S. college students "somewhat agree," on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students re...

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Published in:	Educational researcher Vol. 49; no. 2; pp. 134 - 137
Main Authors:	Gopalan, Maithreyi, Brady, Shannon T.
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publishing 01.03.2020 SAGE Publications American Educational Research Association
Subjects:	Academic Persistence BRIEFS College Freshmen College students Educational psychology Ethnicity First Generation College Students Institutional Characteristics Longitudinal Studies Mental Health Minority Group Students Race Sense of Community Student Attitudes Student Characteristics Student School Relationship Two Year College Students disparities underrepresented racial-ethnic minority students regression analyses ethnicity race first-generation students mental health college persistence secondary data analysis student behavior/attitude campus engagement belonging descriptive analysis postsecondary education social context
ISSN:	0013-189X, 1935-102X
Online Access:	Get full text
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Abstract	In a nationally representative sample, first-year U.S. college students "somewhat agree," on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
AbstractList	In a nationally representative sample, first-year U.S. college students "somewhat agree," on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being. In a nationally representative sample, first-year US college students “somewhat agree”, on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at four-year schools, while the opposite is true at two-year schools. Further, at four-year schools, belonging predicts better persistence, engagement, and mental health, even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students’ success and well-being. In a nationally representative sample, first-year US college students "somewhat agree", on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at four-year schools, while the opposite is true at two-year schools. Further, at four-year schools, belonging predicts better persistence, engagement, and mental health, even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.In a nationally representative sample, first-year US college students "somewhat agree", on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at four-year schools, while the opposite is true at two-year schools. Further, at four-year schools, belonging predicts better persistence, engagement, and mental health, even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being. In a nationally representative sample, first-year U.S. college students "somewhat agree," on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Audience	Two Year Colleges Higher Education Postsecondary Education
Author	Gopalan, Maithreyi Brady, Shannon T.
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Snippet	In a nationally representative sample, first-year U.S. college students "somewhat agree," on average, that they feel like they belong at their school. However,... In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However,... In a nationally representative sample, first-year US college students "somewhat agree", on average, that they feel like they belong at their school. However,... In a nationally representative sample, first-year US college students “somewhat agree”, on average, that they feel like they belong at their school. However,...
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SubjectTerms	Academic Persistence BRIEFS College Freshmen College students Educational psychology Ethnicity First Generation College Students Institutional Characteristics Longitudinal Studies Mental Health Minority Group Students Race Sense of Community Student Attitudes Student Characteristics Student School Relationship Two Year College Students
Title	College Students' Sense of Belonging: A National Perspective
URI	https://www.jstor.org/stable/45295562 https://journals.sagepub.com/doi/full/10.3102/0013189X19897622 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1245397 https://www.ncbi.nlm.nih.gov/pubmed/38847009 https://www.proquest.com/docview/2367784116 https://www.proquest.com/docview/3065978348 https://pubmed.ncbi.nlm.nih.gov/PMC11156233
Volume	49
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