This qualitative case study aims to understand the ways in which students identifying as Native American, American Indian, and Indigenous navigate attending a university informed by their identities. Through semi-structured interviews with Indigenous students and participant observation with a Native American student organization, this study identified how this demographic of students navigate and conceptualize their identities as Native and Indigenous peoples, the benefits of joining a Native American student organization on their university campus, and how they experience the university as a racialized organization. One overarching and three nuanced research questions were examined to illustrate how students' identities inform how they experience university life with themes surrounding Native and Indigenous identity construction informed by federal policy and Indigenous community practices, collective identity and student involvement, sense of belonging at college, and understanding universities as racial organizations that participate in racial capitalism. The study findings indicated that students' identities are regularly negotiated, engaged with, and leveraged throughout their college experiences and recommendations were made for how colleges and universities can more adequately and equitably serve this student demographic.

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Onboarding av nyanställda är den process som handlar om att integrera nya medarbetare in i organisationen för att öka organisationens produktivitet. Genom onboarding kan organisationen bland annat lära nyanställda medarbetare om deras nya arbetsuppgifter, organisationens normer och att få medarbetaren att bli en del av arbetsgruppen och organisationen. Användningen av digital onboarding tog fart vid Covid 19-pandemins start år 2019 och kom att påverka hur organisationer hanterade sin onboarding framöver. Då användandet av digital onboarding är ett relativt nytt fenomen som tagit fart sedan pandemins start behövs kunskap om hur digital onboarding kan bidra till att de nyanställda upplever känslan av tillhörighet. Syftet med studien är därför att få en djupare förståelse för hur nyanställda upplever känslan av tillhörighet vid digital onboarding. Studiens valda metod är kvalitativ och har inspirerats av en fenomenologisk ansats. Åtta semistrukturerade intervjuer hölls med respondenter från den utvalda organisationen. Det empiriska materialet har sedan analyserats med inspiration av fenomenologisk analysmetod och har genomförts i fem steg. Resultatet påvisar att information, feedback, en närvarande chef samt möjlighet till digitalt relationsskapande kan bidra till att nyanställda upplever känslan av tillhörighet vid digital onboarding. Resultatet visar på hur organisationer kan skapa bättre förutsättningar för nyanställda under digital onboarding. / Onboarding of new employees is the process that involves integrating new employees into the organization to increase the organization's productivity. Through onboarding the organization can, among other things, instruct newly hired employees their new tasks, educate them about the organization's norms and values and helping the employees to become part of the working group and the organization. The use of digital onboarding took off at the start of the Covid-19 pandemic in 2019 and came to affect how organizations handled their onboarding in the future. As the use of digital onboarding is relatively a new phenomenon that has gained momentum since the start of the pandemic, knowledge is needed about how digital onboarding can contribute to new employees experiencing the feeling of belonging. The purpose of the study is therefore to gain a deeper understanding on how new employees’ sense of belonging is affected during digital onboarding. The study's chosen method is qualitative method and it has been inspired by a phenomenological approach. Eight semi-structured interviews were held with respondents from the selected organization. The empirical material has been analyzed with inspiration from a phenomenological analysis method and has been carried out in five steps. The result show that information, feedback, a present manager and the opportunity for digital relationship building can contribute to newly hired employees experiencing the feeling of belonging during digital onboarding.The result indicates how organizations can create better conditions for new employees during digital onboarding.

As more schools consider ways to help students to develop not only academically but also socially and emotionally, school personnel look to formal programs of character education to help address the needs of the whole child. Of these programs of character education, Berkowitz and Bier (2005) posit that effective programs begin by promoting positive social relationships within the school. One measure of the quality of the social relationships in schools is reflected in the level of belonging or connectedness that students feel toward their school and members of the school community. Consequently, the purpose of the present study was to further the investigation of the construct of sense of school belonging and its relationship to formal programs of character education. Eighth-grade students (732) from five middle schools – three character program schools and two non-character program schools – were surveyed measuring sense of school belonging by their responses on the total score of the Psychological Sense of School Membership (PSSM) scale developed by Goodenow (1993) and on the four sub-scores of the PSSM demonstrated by Ye and Wallace (2013). No significant differences were found for student sense of belonging between character program schools and non-character program schools. However, the study also investigated the effect of structural and perceptual elements of character education programs that were found to positively relate to student sense of school belonging. Students who identified themselves as being part of a character education group in their school reported significantly higher levels of sense of belonging (on the total score of the PSSM and on the PSSM factors of Identification and Participation in School, Perception of Fitting in Among Peers, and Generalized Connection to Teachers) than those students who did not identify as being part of a character education group. In addition, students reported statistically significant higher levels of sense of belonging a) the more they felt accepted by other students in their group, b) the more they felt accepted by their adult group advisor, c) the more they felt able to express opinions in their group, d) the more they felt their group was like a family, and e) the more they felt character education groups made their school a better place. Sense of belonging was also positively related to more frequent opportunities for character education group meetings and to a common school language that emphasized moral character more than performance character. / Educational Leadership

We ran three MANOVAs in a sample of 422 young adults to examine differences in eating, shape, and weight concerns (i.e., ESW concerns) between gender diverse individuals, ciswomen, and cismen. Additionally, we examined the effects of self-esteem and sense of belonging on ESW concerns. We also tested for interaction (moderation) effects between gender and self-esteem and gender and sense of belonging. Findings indicated that gender diverse individuals experience ESW concerns at a significantly higher rate than cisgender men. There were no differences, however, in ESW concerns between gender diverse people and ciswomen. Self-esteem and sense of belonging significantly predicted ESW concerns, but no interaction effects were observed. Limitations of the current study include using one large gender diverse group rather than exploring each individual gender identity as well as limited recruitment. Future studies should recruit more participants across the gender spectrum in order to better understand the unique experiences of each gender group as it relates to eating, shape, and weight concerns and expand recruitment across broader regions of the United States.

Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children’s education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.’s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group plática and individual interviews, offered valuable insights into the experiences of a group of Spanish-dominant mamás The findings revealed three major themes: the importance of enhanced access to services and resources for meaningful engagement, the critical role of bilingual school contacts in bridging communication gaps, and the positive impact of cultivating a sense of belonging to create a more inclusive and supportive environment for Spanish-dominant families. Language access proved to be a vital factor in fostering parent engagement, enabling these parents to actively participate in their children's education through support with translation and interpretation services and other resources in Spanish. Additionally, a bilingual family liaison provided them a portal of accessibility to the whole school. Lastly, opportunities for authentic and culturally sensitive involvement further enhanced their sense of belonging, contributing to a more inclusive and supportive school environment. This research highlighted the transformative potential of culturally responsive school leadership, emphasizing its role in empowering Spanish-dominant parents and facilitating their active involvement in independent schools.

This quasi-experimental study explored African American student's sense of belonging (SOBE), academic self-efficacy (ASE), parents' educational attainment (PEA), and academic success (GPA) at historically Black colleges and universities and predominantly white institutions. The purpose of the present study measured how the factors influenced the rate of persistence to see how colleges and universities could assist to retain African American students in the pursuit of full matriculation through an independent samples t-test, multiple regression analyses, confirmatory factor analyses, and structural equation modeling with the results from methods such as item parceling, factor scoring, and sum scoring being compared. Results indicated that the second-order SEM, item parceling, and factor score regression approaches were found to have consistent results in terms of significant predictors. Parental educational attainment was found to not have an effect on academic achievement or collegiate persistence, but sense of belonging and academic self-efficacy were found to be significant predictors of GPA and CP with ASE being the strongest indicator for collegiate persistence and academic achievement. Implications for future research suggest additional schools be included and higher education institutions should seek further assessment to ensure their African American students feel included in an effort to increase overall persistence amongst African American students.

Made available in DSpace on 2016-07-27T13:54:07Z (GMT). No. of bitstreams: 1 Joaquim Jose Neto.pdf: 1032268 bytes, checksum: b23e3b664d8fe9e347b936ea8ebdf48d (MD5) Previous issue date: 2004-07-13 / This study proposes to investigate the reality of the Young members of the Tapuia Indian tribe who live in Carretão, at a time whey are going through a process of reconstruction of their indigenous identity. The study specifically examines the feeling of belonging to the ethnic group, Tapuia Indians of Carretão, on the part of these young people, thereby seeking to understand what it means to be young, to be a Tapuia Indian, the relationship with those who are older, with the traditions, with the family and the formative agencies, the relationship with the territory or the land where they live, the educational process and how they see their present and their future. The study seeks to know the young Tapuia Indians of Carretão, who they are and how they live, how they perceive their existence as heirs of an indigenous identity and a piece of land, and how they became interested in their heritage. It investigates the consistency or lack thereof of their conviction of belonging to an ethnic group which is in an accelerated process of losing cultural values, keeping in mind the fact that they participate, as do all young people of their time, in school education, recreation, religion, existential conflicts, to sum it up, in the social and cultural universe of youth who live in a rural area with probable pretensions to conquer space in a world that is becoming over more urbanized. The study considers the young person as a subject of his social world, immersed in the history of his country and his ethnic group, who bears the marks of this history an as subject who is capable to reflect on his acts and to position himself as far as his life is concerned. The phenomenological method has been used to enable penetration of the world of concepts of the subjects and ask who are these young people. The instrument used in this study is the specialized interview. To discover their sense of belonging, an attempt was made to investigate the process of education that the youth of Carretão go through, trying to give due dimensions to their participation in school education, the process of the loss of cultural values and the influence they absorb from organizations of civilian society (the Diocese of Rubiataba, the National Indian Foundation Funai, the Missionary Council for the Indigenous Cimi, the Institute for Pre-history an Anthropology of Goiás IGPA and the Catholic University of Goiás), who with the proposal to help the group in a process of revival influence the way these young people understand their past, their present and their future. The young Tapuia Indians of Carretão are in a process of identifying themselves as descendants of Amerindians. They are conscious of the fat that are Amerindians, the result of a long process of miscegenation and, they are building their identity on the conviction that they are not pure Amerindians and also that they are not white descendants of the colonizers. They consider themselves Tapuia, a World that identifies the indigenous descendants of Carretão since the beginning of 20th century. / O propósito deste estudo é a investigação da realidade dos jovens tapuios do Carretão, no momento em que estão vivendo o processo de reconstrução de sua identidade indígena. A pesquisa centra-se no exame do sentimento de pertencimento dos jovens ao grupo étnico tapuios do Carretão, tendo como referência as perspectivas dos próprios jovens, buscando, para isso, a compreensão do ser jovem, do ser tapuio, do relacionamento com os mais velhos, com as tradições, com a família e as agências formadoras, do relacionamento com o território ou a terra em que vivem, do processo educativo e do modo como vêem o seu presente e futuro. A pesquisa procura saber dos jovens tapuios do Carretão, quem são e como vivem, como percebem sua existência na condição de herdeiros de uma identidade indígena e de uma terra e como esta condição foi neles despertada. Investiga a consistência ou não de sua convicção de pertencimento a um grupo étnico em acelerado processo de aculturação, tendo em vista que eles participam, como todos os jovens de seu tempo, da educação escolar, do lazer, da religião, dos conflitos existenciais, enfim, do universo sócio-cultural da juventude que vive em um espaço rural com prováveis pretensões de conquistar espaços no mundo cada vez mais urbanizado. A pesquisa considera o jovem como sujeito social, imerso na história nacional e de seu grupo, portador de uma historicidade, como sujeito capaz de refletir sobre suas ações e se posicionar diante da vida. Utiliza-se o método fenomenológico, por possibilitar adentrar no universo conceitual dos sujeitos e perguntar quem são esses jovens. O instrumento de pesquisa é a entrevista aprofundada. Para desvendar o sentimento de pertencimento procura-se investigar o processo educativo vivido pelos jovens do Carretão, buscando dimensionar a participação da educação escolar no processo de aculturação e a influência exercida por organizações da sociedade civil (Diocese de Rubiataba, Fundação Nacional do Índio (Funai), Conselho Indigenista Missionário (Cimi), Instituto Goiano de Pré- História e Antropologia (IGPA), da Universidade Católica de Goiás (UCG) que no propósito de assistir o grupo em processo de ressurgimento, influenciam a maneira de os jovens lerem o passado e compreenderem o presente e o futuro. Os jovens tapuios do Carretão estão em processo de identificação como descendentes indígenas. São conscientes de sua indianidade, o resultado de longo processo de miscigenação e, constroem sua identidade na convicção de que não são índios puros, segundo o imaginário da sociedade nacional, e também não são brancos descendentes dos colonizadores. Consideram-se tapuios, denominação que identifica os descendentes indígenas do Carretão, desde o início do século XX.

Workplace design practitioners and organizational managers are increasingly noticing all the various aspects in which the workplace affects organizations and their employees. The studies on the relationships between the workplace, organizations and their employees are more focused on psychology or facility management than the socio-spatial perspective. Workplace design, configuration and spatial features impact how well and how much a company can benefit from its human capital. Although the concept of the relation of workplace to an organization is not new, it is relatively unexamined. This thesis introduces a new set of spatial variables to workplace studies, following the concept of personal control. The discussed spatial variables effectively describe the features of workplace floor plan and the characteristics of a workstation. Furthermore, this dissertation develops a method that creates the link between workplace spatial setting and a sense of belonging, organizational outcomes – organizational commitment, work motivation, job satisfaction and work performance. Based on the detailed statistical analyses of a field survey that included 336 participants from 16 organizations, a model of spatial features influence sense of belonging and organizational outcomes was identified within this study. The research findings provide evidence for creating a workplace with a sense of belonging and better organizational outcomes through spatial design. This dissertation is comprised of six chapters. Chapter 1, an introduction, provides a general study background, discusses the problems to be solved in the study, and proposes an approach to deal with the target problems. Chapter 2 firstly reviews the current workplace studies related to spatial features. Secondly, it discusses the influence of workstation design on the human muscle system. Thirdly, it discusses the most relevant psychological issues at a workplace as stated by previous researches. Finally, the chapter reveals how a workplace affects the work of an organization. Chapter 3 specifies how workplace influences an employee’s sense of belonging and environmental control, and introduces the conceptual model. It also introduces the independent and dependent variables, generates research hypotheses. Chapter 4 describes the field survey design, procedures and the participants. It also covers the initial data analysis of the field survey: how the survey instrument, the questionnaire, was developed, commenting on all the aspects it includes – spatial experiences, work motivation, commitment, sense of belonging, job satisfaction and work performance. Chapter 5 is data analysis. This chapter discusses the research findings on workplace design features in relation to employees’ sense of belonging, satisfaction with ambient physical environment, and organizational outcomes – commitment, work motivation, job satisfaction and individual work performance. The final chapter summarizes the findings, comments on design implications of the research results, and draws conclusions. The dissertation ends in admitting the limitations of this research and discussing practical implications for future investigation.