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Higher education institutions are facing a major challenge in retaining 1st-year college students and engaging them in meaningful activities and programs to promote their sense of belonging (Strayhorn, 2012; Astin, 1993). Though a few belonging intervention practices have been studied (Perrell, 2018; Peck, 2011), there is a lack of understanding on the dynamic mechanisms of developing belongingness through a combination of belonging enhancement practices (Yob, 2014). Moreover, there is an urgent need to examine which belonging enhancement practice has the most impact on students' academic performance (Slaten, Elison, Hughes, Youg, & Shemwell, 2015). This study used convergent, parallel mixed-methods design to make meanings from both qualitative and quantitative data on the effect of the service-learning leadership program (SLLP) for 1st-year students at a large, public university on perceived sense of belonging and related academic performance, and the mechanism of the dynamic process. Quantitative data contained 2 parts: the 1st part is university student record data from 2007 to 2018 with total of 2,762 students, and the 2nd part of the data were collected through pre-and post-surveys from total of 262 students in treatment and control groups. Qualitative data were collected from 9 participants through individual interviews, focus group and weekly journals. Quantitative datasets were analyzed through mixed-design MANOVA, mixed-design ANOVA and hierarchical (logistic) multiple regressions, and qualitative data was analyzed through spiral approach. The findings demonstrated that the studied program protected against the decline of sense of belonging in the 1st semester of college year, and it brought more benefits to male and racial minority students as compared to female and racial majority students. Moreover, the findings indicated mentorship and living-learning community practices had the most impact on students' sense of belonging and academic performance, and suggested further improvement for performance feedback, social media and service-learning practice. The results of the study have implications for future institutional interventions and provide comprehensive practical guidelines for belonging enhancement programs for 1st-year students. The conclusions provide recommendations for designing and implementing belonging intervention programs that bring maximum outcomes on students' sense of belonging, retention and academic performance.

Community college students are often excluded from persistence studies due to the unique characteristics of community colleges and its students. Recent studies have heavily relied on retention models that do not adequately account for the role individual and campus culture plays in students’ persistence decisions. Using Museus’ (2014) Culturally Engaging Campus Environment (CECE) model, this cross-sectional, correlational study examined the impact of campus environment perceptions and sense of belonging on the persistence decisions of students at a rural community college in the southeastern part of the U.S. Correlation analyses were conducted to investigate the relationships between two independent variables, campus environment perceptions and sense of belonging, and one dependent variable, students’ persistence decisions. An analysis of variance (ANOVA) was used to determine if differences in campus environment perceptions and sense of belonging existed between racial and gender identity groups. Lastly, a t-test was conducted to examine differences between residential and commuter students. Utilizing the CECE Survey for Community Colleges (Museus et al., 2017), a total of 234 responses were analyzed. The results revealed that students are more likely to persist when they have a positive perception of the campus environment. It also revealed that students were more likely to persist when they possessed a strong sense of belonging. Upon examining differences of campus environment perceptions, the results showed that gender identity influenced campus environment perceptions and race influenced sense of belonging among students. There was insufficient evidence to establish differences of campus environment perceptions and sense of belonging among residential and commuter students. Limitations regarding this study included its generalizability due to the low number of survey responses and the physical aspect of campus environment and campus culture. Recommendations for policymakers and practitioners include consideration for community memberships, increase campus support for underrepresented groups, and cultural competency for training. Recommendations for future research include the use of different theoretical frameworks to understand student persistence, continued studies involving community colleges, inclusive campus environment perceptions and sense of belonging studies, and qualitative studies on campus environment perceptions and sense of belong of community college students.

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In today’s education context, not all young people are able to complete their high school education. In fact, in 2016, the number of low-income young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher than those of high-income families (McFarland et al., 2018). This may be due to discipline policies, conflicts with teachers and administrators, and other factors creating a poor school climate. The COVID-19 pandemic further created a sense of isolation amongst many students, causing disengagement from traditional approaches and revealing a need for an increased focus on community building. Sense of belonging is an important factor impacting school climate, academic outcomes, and well-being for students. However, research regarding the practices which foster belonging is limited. This qualitative study investigated teacher perceptions of sense of belonging in their context, as well as the classroom and school-wide practices that influence and foster a sense of belonging with their students. Findings suggest that student belonging is observable, impacted by previous schooling experiences, and fostered through caring, relational practices. Findings reveal effective classroom and school-wide practices linked to elements of critical hope that teachers used in order to build a sense of belonging with their students. Findings culminate in a graphic displaying these practices which could serve as a framework for implementation. In order to create classroom environments that empower students, the findings suggest the need for teachers to apply practices such as setting community agreements; embracing student-centered, collaborative instruction; and having hard conversations instead of removing students from class. This research indicates the need for school site leaders to review existing school policies and practices to be more inclusive of high-need students. The findings also suggest that policy makers allocate increased funding for schools to become community centers, allowing them to better foster social interaction and recreational activities.

Minimal research has examined the interrelationship between motivation, place attachment, and the need to belong in a residential camping environment. The purpose of this study was to better understand the role of place attachment and the need to belong in facilitating 4-H Camp Graham campers and counselors interest in returning to residential 4-H summer camp year after year. All participants included in this study were at least 18 years of age, graduated from high school, former 4-H members, and attended 4-H camp for at least two consecutive years. Three camping clusters participated in focus group interviews for a total of 21 participants. A fourth camping cluster and participants unable to attend their designated focus group, were invited complete an online survey. Overall, campers and counselors were primarily motivated to return to camp each year due to the relationships, memories, and sense of belonging formed at camp. While nature and location played a role in the camp experience by providing a secluded environment free from outside influence, these attachments were secondary. Attachment to camp grew over time and participants valued the camp experience highly and tended to choose camp friendships and the camp experience over other opportunities. Longevity at camp influenced the strength of attachment. This research suggests that intentionality in these areas of staff training and program planning are critical to camper and counselor connection to camp. Additionally, this research provides tangible evidence that points to the value of sharing the residential camping experience with potential funders and parents. / Master of Science in Life Sciences

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Doctor of Philosophy / Department of Counseling and Educational Psychology / Kenneth F. Hughey / Kay A. Taylor / This qualitative multiple case study explored the campus climate and sense of belonging of Latino/a undergraduate student participants at a predominately White university. Guided by the work of Hurtado and Carter (1997), relationships among several aspects of the college environment and sense of belonging were examined. In depth interviews regarding participants’ perceptions of their experience identified how they perceived their campus climate in and outside of the academic classroom. The findings revealed how the participants’ perceptions influenced their desire to graduate, commitment to, and sense of belonging. Prominent themes that emerged were: student identity, mi casa es su casa, and class size matters. The results indicated that the participants had mixed feelings regarding their experiences in and out of class, which affected their perceptions of the campus climate and their commitment to the university. Additional prominent findings were: mostly positive academic advising experiences; student organizations and advisors are an important part of the campus climate; the importance of familial support in the participants’ sense of belonging; and the relationships between mothers and their sons/daughters. Participants identified offices and programs on campus that provide a positive campus climate, sense of belonging, and best serve Latino/a undergraduate students. The participants’ perceptions of the campus climate were related to their sense of belonging. The results contribute to the research addressing campus climate and sense of belonging for Latino/a undergraduate students overall, including strategies for their retention. Implications for practice and future research are identified.