Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
College Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided.
A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students.
In a recent article that explores the characteristics of students from nonmainstream religious traditions, Bryant (2006) reports that Buddhist and Hindu students are most likely to claim their racial identity as nonwhite.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
An impressive set of references points to the expansive literature that informs this new volume.
This timely book, written by four award-winning teachers, offers compelling stories and practical applications to help you reach your students in the classroom and beyond.
261—63; lifelong, 155, 279, 281; strategies focused on, 261; students' experience of, 260—61 learning communities, 27, ... 40 Nelson, I. M., 121 Newcomb, T. M., 11 No Child Left Behind Act, 168 Noel-Levitz, 96, 112 non-persistence.
Current and future faculty members, higher education administrators, and student affairs educators will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.
Upper Saddle River, NJ: Prentice Hall. Kolb, D. A. (1985). The Learning Style Inventory. Boston: McBer. Kolb, D. A. (1993). LSI-IIA Learning Style Inventory. Boston: McBer. Kolb, D. A. (1999). Learning Style Inventory—Version 3.