{"id":62729,"date":"2022-05-06T23:28:25","date_gmt":"2022-05-07T03:28:25","guid":{"rendered":"https:\/\/world.edu\/?p=62729"},"modified":"2022-05-06T23:28:25","modified_gmt":"2022-05-07T03:28:25","slug":"3-ways-to-make-belonging-more-than-a-buzzword-in-higher-ed","status":"publish","type":"post","link":"https:\/\/world.edu\/3-ways-to-make-belonging-more-than-a-buzzword-in-higher-ed\/","title":{"rendered":"3 ways to make \u2018belonging\u2019 more than a buzzword in higher ed"},"content":{"rendered":"

\"\"
\n\u201cBelonging\u201d is trending.<\/p>\n

You can see it in\u00a0evolving executive titles<\/a>, such as \u201cvice president of global diversity, inclusion and belonging.\u201d<\/p>\n

You can find it in reports about\u00a0how to make employees feel they\u2019re a more essential part of the workplace<\/a>. For instance, a 2021 report about trends in the workplace found that belonging is a\u00a0key factor<\/a>\u00a0for how companies keep employees engaged. And it can be seen in new\u00a0\u201cbelonging\u201d initiatives<\/a>\u00a0and strategies to create an \u201cenvironment of belonging<\/a>\u201d and develop more inclusive environments across organizations of all sorts.<\/p>\n

But what about on a college campus? Does the recent increased interest in belonging help students? Might it carry unintended consequences?<\/p>\n

As a researcher who concentrates on\u00a0factors that influence belonging among college students<\/a>, I have decided to probe more deeply into the recent focus on belonging and its relationship to how college students fare. In my research, I define belonging as a concept of people\u2019s connectedness and mattering at the organizations or institutions where they work, study or are otherwise involved.<\/p>\n

Will this emphasis on belonging actually enhance students\u2019 well-being and ultimately help them succeed? Or is it just being used as a feel-good buzzword that is meant to appease recent demands for greater inclusion?<\/p>\n

A crucial need<\/h2>\n

There\u2019s no shortage of research that has identified\u00a0belonging as a critical need for human beings<\/a>, especially for college students.<\/p>\n

Studies have found that belonging is\u00a0a key to college student success<\/a>. Belonging is associated with students\u00a0not dropping out of school<\/a>,\u00a0psychologically adjusting<\/a>\u00a0to college, and\u00a0academic achievement<\/a>. Belonging is especially important for\u00a0students of color<\/a>\u00a0who attend institutions that were not designed with them in mind.<\/p>\n

While most research about belonging on campus has focused on how students interact with other people, my own research has examined how campus spaces \u2013 such as residence halls and classrooms \u2013\u00a0can enhance student belonging<\/a>. I\u2019ve found that the design of campus spaces can increase the frequency of interactions among students. If those interactions are positive, they can then lead to belonging. I\u2019ve also found that where students go on campus \u2013 or don\u2019t go, for that matter \u2013 says a lot about when and with whom they experience belonging.<\/p>\n

I don\u2019t question that belonging on campus is an important consideration. Rather, I\u2019m suggesting that people question generally accepted ways of talking about belonging. Here are three alternative ways to think about the matter.<\/p>\n

1. Belonging is an ongoing process<\/h4>\n

Phrases such as\u00a0\u201csense of belonging\u201d<\/a>\u00a0are commonly used in discussions about belonging. This language suggests that belonging is a feeling or a state of being, but it\u2019s actually more than that.<\/p>\n

Even how belonging is measured can perpetuate a view that one\u2019s belonging remains constant and consistent, overlooking the fact that \u201cbelonging\u201d can actually\u00a0fluctuate over time<\/a>. Belonging among college students often is measured through surveys, but surveys are only snapshots.<\/p>\n

Beyond shifts in belonging at different times, students may also\u00a0experience belonging differently<\/a>\u00a0in different places and with different people. For example, I found that students at one university identified the dining hall as a key site to connect with their friends. It was a space that represented their belonging. However, for other students, the same dining hall was a stressful place. For these students, it was a space that made them feel isolated.<\/p>\n

Instead of viewing belonging as a feeling or a sense, consider how belonging is an ongoing process. In my 2016 study of college student belonging, I found that when students\u2019 expectations for their academic and social lives did not match what they encountered during college, they indicated\u00a0lower belonging academically and socially<\/a>. To change that, students would seek out different places on campus and rethink their own views of themselves. They would also form new student groups and seek places on campus for those groups and people with similar interests to meet.<\/p>\n

The takeaway is that even if someone doesn\u2019t belong at first, it doesn\u2019t mean they won\u2019t belong in the future.<\/p>\n

2. Belonging takes effort<\/h4>\n

When belonging is seen as fitting in, it\u2019s easy for people to assume that individuals can fit or even want to fit. It\u2019s also easy to make assumptions about who belongs where or with whom. This view can lead to expectations about what conditions promote belonging, such as being around people who are alike.<\/p>\n

However, being around people who are seen as being alike isn\u2019t always associated with belonging.<\/p>\n

In a study on belonging\u00a0at a multicampus university system<\/a>, I found that Asian American students at a university where they were relatively few in number reported higher levels of belonging than did Asian American students at campuses with much larger Asian American student populations. Findings indicated that student belonging may not require being around people from the same racial or ethnic group. Belonging can occur among difference. So it\u2019s useful for colleges to question people\u2019s thinking about who belongs with whom.<\/p>\n

The study\u2019s findings also revealed that Asian American students actively sought out spaces and groups with whom they shared similar interests or felt like they could relate, such as a speech and debate club, cultural organizations, and the recreation center for pickup basketball.<\/p>\n

In these cases, belonging didn\u2019t just occur by itself. Students had to deliberately seek it out.<\/p>\n

3. Belonging is a shared responsibility<\/h4>\n

People may view belonging as a personal matter \u2013 something experienced at an individual level that is an individual\u2019s responsibility. But it also requires ongoing effort by organizations and institutions.<\/p>\n

Colleges and universities can\u00a0change their structures and systems to support belonging and inclusion<\/a>. This can include giving attention to\u00a0differences between what colleges display in marketing materials<\/a>\u00a0and the reality of what students experience on campus.<\/p>\n

In my experience, belonging is often thought of as condition that does not change and depends on the actions of an individual student. What I\u2019ve found through my research, however, is belonging on campus takes ongoing effort \u2013 not only by students, but the colleges they attend as well. By thinking about belonging in these different ways, the kinds of change needed for greater student belonging may actually happen.<\/p>\n

Author Bio:<\/strong> Michelle Samura is Associate Professor of Education and Associate Dean for Undergraduate Education & External Affairs at Chapman University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cBelonging\u201d is trending. You can see it in\u00a0evolving executive titles, such as \u201cvice president of global diversity, inclusion and belonging.\u201d You can find it in reports about\u00a0how to make employees feel they\u2019re a more essential part of the workplace. For instance, a 2021 report about trends in the workplace found that belonging is a\u00a0key factor\u00a0for […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[209414],"coauthors":[11733],"class_list":["post-62729","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-belonging"],"acf":[],"yoast_head":"\n3 ways to make \u2018belonging\u2019 more than a buzzword in higher ed - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/3-ways-to-make-belonging-more-than-a-buzzword-in-higher-ed\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"3 ways to make \u2018belonging\u2019 more than a buzzword in higher ed - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"\u201cBelonging\u201d is trending. 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