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This thesis aims to investigate social integration experiences of Nigerian students in the United Kingdom, focusing on the influence off participating in social activities and building connections with the local community. The research aims to understand how these factors contribute to the overall social integration of Nigerian students in the United Kingdom. Study shows that many of the participants form meaningful social connections with natives in their host communities. However, few expressed a preference for maintaining cultural boundaries and avoiding social connections. Findings show that, sense of belonging within the host community was found to be influenced by personal ideologies, experiences, cultural background, and attitudes. The outcome of this study provides deeper understanding of the challenges faced by migrants during the process of acculturation, it also reiterates the significance of establishing inclusive and supportive environments to facilitate migrants’ integration into the host community.

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The current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on hypothetical errors through self-explanation prompts, or 4) an Incorrect Examples Error Reflection condition that promoted reflection on displayed errors within the example through self-explanation prompts. Conceptual and procedural knowledge, sense of belonging to mathematics and perceived functionality of errors were measured pre- and post-intervention. After controlling for unanticipated clustering effects, results suggest that reflecting on and explaining errors within a worked examples intervention is just as effective at promoting learning as traditional problem solving alone or working with traditional correct worked examples and written self-explanation prompts. Students’ sense of belonging to mathematics or perceived functionality of errors for learning were high at the start of the study and remained so throughout the intervention. Perceptions of the functionality of errors were unrelated to learning and sense of belonging to mathematics. The limited size of the minority population in the sample did not allow for exploration of differential effects of condition for underrepresented minority (URM) students. However, these students reported lower feelings of belonging to mathematics than non-URM students. Implications for theory and practice are discussed. / Educational Psychology

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda P. Thurston / This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.

Ce mémoire s’inscrit dans un contexte où les inégalités sociales ne cessent d’augmenter. Dans les sociétés occidentales, le fossé entre les riches et les pauvres se creuse de plus en plus et celui-ci influence les inégalités de santé. À Montréal, il existe un écart d’espérance de vie de plus de dix ans entre les résidents des quartiers les plus riches et ceux des plus pauvres. Ce mémoire se penche sur ce phénomène en s’attardant aux liens entre les inégalités de santé et le sentiment d’appartenance des résidentes d’Hochelaga-Maisonneuve. À travers l’analyse d’un corpus de données recueillies par une recension des écrits, par des entretiens semi-dirigés ainsi que par des séances d’observations participantes, des pistes de réflexion à ce sujet s’en dégagent. Après avoir exposé une recension des écrits brossant les principaux concepts utilisés dans ce mémoire, ainsi qu’un cadre méthodologique décrivant la cueillette de données et le contexte de l’étude, la perception qu’ont les répondantes de leur santé, ainsi que les facteurs y contribuant sont adressés. Les inégalités de santé étant comprises au-delà de leur aspect individuel, ce projet met de l’avant l’importance des environnements physique et social ainsi que des dynamiques d’inclusion et d’exclusion sur la création de celles-ci. / This thesis was conducted amidst a context of growing social inequalities. In our western societies the gap between rich and poor is widening which influence health inequalities. In Montreal, there is a ten year gap in life expectancy between rich and poor. This thesis is linking health inequalities with a sense of belonging of women living in Hochelaga-Maisonneuve, an area of Montreal. Through datas, gathered by litterature review, interviews and participant observation, we opened up areas to think about our theme. First of all, we write a literature review which describes the basic concepts as health, sense of belongings and social inclusion or exclusion, of this project. The methodology is explained through data collection and the context of the study. After, health is studied through women’s perception and factors which are contributing to it. The fourth chapter is studying the impact of physical and social environment on health. Finally, social exclusions are linked with health inequalities. Consequently, this project is not only understanding health inequalities by their individual aspects.

«Bien dans mes Baskets» (BdmB) est un programme d’intervention psychosociale utilisant le basketball parascolaire comme outil de prévention du décrochage scolaire et de la délinquance chez des adolescents en difficulté ou présentant plusieurs facteurs de risque. Le programme a comme objectifs généraux de prévenir le décrochage scolaire, la délinquance et l’exclusion sociale. La présente étude a comme principaux objectifs d’explorer le processus de construction du sentiment d’appartenance à l’équipe et à l’école des athlètes-étudiants participant au programme BdmB et d’examiner le lien entre le sentiment d’appartenance à l’équipe et à l’école chez ces derniers. Des entretiens semi-directifs ont été réalisés auprès d’un échantillon aléatoire de 21 athlètes-étudiants de sexe masculin inscrits dans le programme BdmB. Nous avons choisis au hasard sept athlètes-étudiants dans trois équipes de catégories d’âge différentes (atome, cadet et juvénile) afin de mettre en évidence la progression potentielle du sentiment d’appartenance dans le temps. Le verbatim des entretiens enregistrés a été transcrit afin de procéder à une analyse inspirée de la théorisation ancrée. Les résultats permettent l’identification de trois conditions qui paraissent jouer un rôle déterminant dans la construction du sentiment d’appartenance, soit : 1) le partage d’expériences communes significatives, 2) la valorisation de la pratique du basketball au sein de BdmB, et 3) le climat de l’équipe et du programme. Ces conditions découlent de l’interaction et du cumul de nombreux facteurs individuels et interpersonnels ainsi que de facteurs liés au programme. Pour certains athlètes-étudiants, le basketball parascolaire semble même favoriser la motivation scolaire. Pour plusieurs, le sentiment d’appartenance à l’équipe est indissociable du sentiment d’appartenance à l’école. / "Bien dans mes Baskets" (BdmB) is a psychosocial intervention program using basketball as a tool to prevent school dropout and delinquency among adolescents in difficulty or at risk. The general goals of the program are to prevent school dropout, delinquency and social exclusion. This study has two main objectives: 1) investigate the construction process of a sense of belonging to the team and to the school among athlete-students participating in BdmB, and 2) explore the potential connection between the basketball players' sense of team belonging and sense of school belonging. Semi-structured interviews were conducted with a sample of 21 male student-athletes enrolled in the program BdmB. We randomly selected seven student-athletes in three teams of different age categories (atome, cadet and juvénile) to highlight the potential progression of the sense of belonging over time. The interviews were recorded and transcribed verbatim in order to conduct an analysis inspired by grounded theory. The results allow the identification of three conditions that appear to play a key role in the construction of a sense of belonging: 1) the sharing of meaningful group experiences, 2) the valorization of playing basketball in BdmB, and 3) the team and program climate. These conditions arise from the interaction and combination of many individual factors, interpersonal factors and program factors. For some athlete-students, afterschool basketball seems to encourage academic motivation. For most of the athlete-students, their sense of team belonging is tantamount to their sense of school belonging.