Development of a sense of belonging for privileged and minoritized students: An emergent model
Document Type
Article
Date of Original Version
11-1-2016
Abstract
This article reports findings from a constructionist grounded theory study with 51 first-year college students. We explored student definitions and development of a sense of belonging during their first year of college. Belonging for all participants was shaped by 3 themes: environmental perceptions, involvement, and relationships. Yet, there were vast differences in the ways students from privileged and minoritized social identity groups defined belonging and made meaning of the 3 emergent themes. A model of belonging for privileged and minoritized college students is presented.
Publication Title, e.g., Journal
Journal of College Student Development
Volume
57
Issue
8
Citation/Publisher Attribution
Vaccaro, Annemarie, and Barbara M. Newman. "Development of a sense of belonging for privileged and minoritized students: An emergent model." Journal of College Student Development 57, 8 (2016): 925-942. doi: 10.1353/csd.2016.0091.