The use of social networks, as a business tool is becoming more and more frequent in this day and age. Companies are exploring various ways in which to optimise social media in gaining a competitive advantage. Social platforms give organisations the ability to communicate better with their staff, to market their products more effectively to potential customers and also to drive behaviour within the workplace. Employee engagement, sense of belonging and organisational commitment can be considered as components of employee well-being. Companies are investing large amounts of resources to lower employee turnover by creating an environment that is favourable for the employee. Within the call centre environment a well established technological infrastructure exists. This creates a setting that is very prone to launch a social media platform. The average age of employees is also quite young, which in most cases means that they understand and interact on social networks with ease. The applications for social media also seems to become second nature for younger generations and this also speaks volumes as to implement social network strategies within working environments. The experimental research design included a pre- and post assessment with samples of 74 employees for the pre-test and 36 employees for the post test. A qualitative and quantitative approach was utilised in order to gain better insight of what employees define as social networks and what effect it has on employees. To measure the various constructs, the following instruments were utilised: Utrecht Work Engagement Scale (UWES), a self-constructed Sense of Belonging Questionnaire and the Affective Organisational Commitment Questionnaire (AOC). The results indicated that the exposure to a social network resulted in lower levels of employee engagement and lower levels of sense of belonging. The exposure to a social network however increased the levels of participants? affective organisational commitment. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

Framed in Baumeister and Leary’s (1995) theory of belongingness, this study uncovers ways in which a sense of belonging can affect our lives and specifically our performance in musical groups. The theory of belongingness explains that it is a fundamental human need to feel belongingness by forming positive and meaningful relationships with others, and also describes how to achieve and maintain this belongingness. Baumeister and Leary (1995) state that in order for belongingness to be a fundamental human motivation, many criteria must be present among individuals who share social bonds, and satisfying this need requires both frequent interaction and caring context. While there is little research on sense of belonging among musical groups, the experiences that are typical in such groups lend themselves well to the concepts outlined by the authors, making them ideal settings in which to study their theory. In light of Baumeister and Leary’s research, questions addressed in this study were: 1. How do study participants describe belonging to an orchestra? 2. With whom do participants share frequent interaction, where do these interactions occur, and how are sub-groups of the larger ensemble formed? 3. How do participants describe caring context within an orchestra, and how are social bonds formed in light of this caring context? 4. How does sense of belonging affect the participants while playing and building bonds in an orchestra and its sub-groups? Using narrative methods as described by Clandinin and Connelly (2000), this study highlights the engagement of three participants (Robert, Ana, and myself) as we drew out hidden meanings of belongingness in our lives, focusing on participation in an orchestra. My own experience of joining an orchestra provided unique insight and allowed me to be an active participant in constructing narratives along with Robert and Ana. By interacting in the field with the other participants and experiencing what they experienced, I was able to better relate to the feelings of belongingness they described. Field data were collected in the form of recorded audio, observations, personal journal entries, and email correspondence. These data were transcribed and then became interim research texts that the participants and I co-composed together. Data were analyzed and interim and final research texts were written with Clandinin and Connelly’s three-dimensional inquiry space in mind.

Thesis advisor: Betty Leask / Thesis advisor: Laura Rumbley / A record number of incoming international students from China are studying in universities in the United States today. It is important to understand this group for several reasons. Chinese students compose the largest group of international population in the U.S. Higher Education and learning about them assists with a better institutional practice including internationalization strategies. It is also important to assess their well-being in a foreign environment to improve student services. This research explores students’ perceptions and feelings in residence halls. It investigated factors that affect first-year undergraduate Chinese international students’ sense of belonging by exploring their experiences at Boston College. Using a qualitative and phenomenological approach, this study examined feedbacks from international Chinese students and provides important insights into their daily experiences. This study focused on exploring Chinese international students’ relationships with their roommates, and residential staff, to find out if these relationships influenced their sense of belonging to the community. As a partial replicate, partial follow-up study of Yao’s (2014) research, both guided by Hurtado (2013)’s framework, findings suggested that multiple elements serve as barriers and bridges to Chinese international students’ adaptation process, which include the influences of language, cultural difference, staff professionalism, and institutional internationalization plan. The study concluded with implications for practice at Boston College which may potentially be of interest to other institutions. Suggestions for future research are also identified. The study indicated a critical need for university staff to assess, examine, and explore the diverse campus culture by paying more attention to a sense of belonging to continue with the facilitation of internationalization for the overall success of international students. / Thesis (MA) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

archives@tulane.edu / In response to extant literature on college students’ sense of belonging that analyzes the concept as a relatively siloed phenomenon, this study offers a mixed methods exploratory analysis of college students’ sense of belonging that examines multiple domains of college life simultaneously. Quantitative results reveal that students fall within three classes of sense of belonging – Low, Medium, High – and that sense of belonging to a campus organization is least impactful on the classes whereas sense of belonging to a friend group is most impactful. Key factors impact a students’ probability of being in a particular class of sense of belonging: Students from racial and ethnic minority backgrounds as well as non-Honors students are most likely to experience a low sense of belonging, and students from relatively high socioeconomic statuses are least likely to experience a low sense of belonging. Qualitative results analyze students’ definitions of sense of belonging and unpack aspects of the quantitative results. First, students’ definitions reveal four categories of sense of belonging: Self-Centrics, Co-Creators, Seekers, and Conformists. Second, campus organizations offer a framework by which students meet friends, and the importance of this structure goes largely unnoticed by students. On the contrary, students highlight the importance of sense of belonging to a friend group as instrumental to developing sense of belonging in other domains. Third, the theme of exclusion operates as a foil to the similarity that informs interviewees’ sense of belonging. Exclusion refers to perceptions that one is an insider or outsider, and a key component of exclusion is the degree to which students have agency in their experiences of exclusion. Fourth, Gateways of Belonging and Conduits of Belonging offer a means by which students strengthen sense of belonging in various domains. Gateways of Belonging refer to frameworks that bring together students around shared experience or purpose. Conduits of Belonging refer to specific roles that people fill in such a way that they model what sense of belonging can look like in a specific domain. Keywords: College students’ sense of belonging; mixed methods; latent class analysis; semi-structured interviews; Gateways of Belonging; Conduits of Belonging / 1 / Robert Alexander Ellison

Microaggressions are a form of interpersonal discrimination towards marginalized groups that are often ambiguous in nature and delivered unintentionally. The subtleness of these attacks on identity can make them difficult to recognize and address. Emerging research reveals that the targets of microaggressions are experiencing negative effects on their wellbeing; however, the bulk of existing literature on this topic only addresses microaggressions perpetrated towards racial minority or LGBT individuals. Little is known about pervasiveness and potential impact of microaggressions directed towards people with disabilities- particularly in academic contexts. This study pilots a measurement tool, the Microaggressions Towards Students with a Disability Questionnaire (MTSDQ), to assist in assessing the frequency with which university students with disabilities are encountering microaggressions in their classroom settings. The negative impact of these events on students’ sense of belonging and willingness to participate in their classrooms is also addressed.

Latinos consistently have the lowest degree completion rate throughout the United States (Kurlaender & Flores, 2005). At the same time, Latinos are the fastest growing sector of the U.S. population. Taken together, these facts demonstrate an ongoing and growing inequity in educational opportunities and outcomes for a significant portion of the nation's population. The findings of this study provide additional knowledge regarding how Latino students perceive interaction with faculty and how affirming relationships with faculty can develop Latino students' sense of belonging. In addition, the study identifies three main support sources for Latino student persistence, which include family support, collegiate self-efficacy, and a sense of belonging to the campus. This study presents five recommendations for policy and practice based upon the findings of this study, for campus leaders to address the low number of Latino students persisting in their college journeys. Furthermore, it provides three suggested areas for future research.

Many immigrants arrive in Canada from countries with different degrees of gender inequality. While Canada has relatively high levels of gender equality, many immigrant-origin countries are characterized by high levels of inequality between men and women. Studies show that source-country gender inequality negatively impacts immigrant women's socioeconomic outcomes in the host society. However, little is known about how source-country gender inequality impacts social aspects of immigrant adjustment in Canada. This dissertation examines how source-country gender inequality impacts acculturation, structural integration and identification. My analyses of data from the Ethnic Diversity Survey and General Social Surveys find that source-country gender inequality can benefit identification when measured by sense of belonging to Canada. In other cases, it can be a barrier when acculturation is measured by financial decision-making. Further, source-country gender inequality can have little impact on the structural integration of immigrants when measured by sport participation. The results suggest that source-country gender inequality affects immigrant men and women in complex and multifaceted ways. / Thesis / Doctor of Philosophy (PhD)

No description available.

My thesis explores the profound impact of contemporary residential architecture on social interaction and a sense of belonging among dwellers. Based on personal experiences in the United States, a critical examination reveals a prevailing trend towards isolation within modern living spaces, fostering disconnection and loneliness. As an architect, I have tried to investigate the spatial and architectural barriers that hinder social cohesion, emphasizing the vital role of "pauses" in facilitating human interaction and community engagement within built environments. Drawing inspiration from historical precedents and vibrant urban settings like the North End in Boston and plazas in Paris, this study advocates for a transformative approach to residential design. By integrating elements reminiscent of lively streets into vertical housing projects, the aim is to create opportunities for spontaneous human interactions. The research delves into specific examples, such as the Foxridge apartments in Blacksburg, to identify and address architectural deficiencies that inhibit verbal and non-verbal communication. Through innovative design interventions and strategic placement of communal spaces, my thesis proposes a paradigm shift towards architecture that fosters community bonds and enriches daily life experiences. It underscores the inherent potential of architecture to bridge societal divides and counterbalance the pervasive trend towards digital engagement, promoting holistic well-being through meaningful human connections. Ultimately, my thesis advocates for a human-centric architectural ethos, envisioning spaces that not only accommodate but actively cultivate a sense of belonging and social connectivity. / Master of Architecture / As Frank Lloyd Wright has told, "We create our buildings and then they create us. Likewise we construct our circle of friends and our communities and then they construct us." Humans are social beings and we have an inert need for social connections and interactions with other humans and nature. We crave the warmth of human connection, the solace of shared laughter, and the embrace of understanding souls. Lack of social interactions and sense of belonging can lead to social isolation and loneliness, and can have really detrimental effects on one's physical and mental health and also on a society as a whole. As Patricia Churchland has told "We long to belong, and belonging and caring anchors our sense of place in the universe." Architecture of the community has the potential or obligation to create a sense of community and belonging by providing opportunities for human interactions, celebrating gathering spaces and visual communication within the community. In the midst of the urban sprawl, the need for community is palpable, like a silent cry echoing through the concrete jungle. With the more vertical the residential units get the social interactions are almost completely lost as it is only double loaded corridors with houses on either sides with uncomfortable, awkward to almost zero human interactions. Even in vertical living we need to keep in mind that those beautiful views from the 12th floor have no value if you are still feeling socially isolated. My thesis focuses on tackling loneliness through the Built Environment and understanding what are the architecture barriers of social interaction. Through my thesis I have explored different strategies developed through my research to foster the sense of community and belonging. I am exploring these ideas in the context of Washington D.C. which is claimed to be one of the loneliest cities in the United States.

Formerly incarcerated students comprise a population that has been largely overlooked, when it comes to the recognition of their higher education promise and potential (Strayhorn et al., 2013; U.S. Department of Education, 2021). This lack of recognition contributes to the perpetuation of race- and class-based inequities and discounts the talents and potential of a multitude of individuals. In order to advance social justice and equity for this marginalized group, further exploration of their experiences with higher education is warranted. This exploration is increasingly timely, as the reinstatement of Pell eligibility for incarcerated students may place many more incarcerated individuals on a trajectory to continue pursuing their degrees at higher education institutions located outside of prison walls post-release. Although much research has been done on higher education courses offered in prison, relatively little is known about the experiences of formerly incarcerated students as they pursue higher education after prison release (Donaldson & Viera, 2021; Livingston & Miller, 2014; McTier et al., 2020b; Strayhorn et al., 2013).This qualitative study used the theoretical framework of social capital to explore the experiences of formerly incarcerated students as they have transitioned out of prison and into on-campus learning at institutions of higher education. The study was primarily aimed at obtaining a better understanding of the barriers and supports that formerly incarcerated students experience as they pursue higher education, focusing specifically on the ways in which they are able to cultivate a sense of belonging. Additionally, the study explored the motivations behind formerly incarcerated students’ decisions to continue pursuing higher education after their release from prison as well as their expectations for the future post-graduation. Data were collected through surveys, semi-structured, in-depth interviews with formerly incarcerated undergraduate and graduate students, and publicly accessible articles and video featuring the higher education experiences of formerly incarcerated students. Findings revealed that formerly incarcerated students’ decisions to continue higher education after prison were influenced by several factors, including personal transformations that led to the revaluation of higher education and the desire for better professional prospects after prison. Additionally, the decision to continue higher education was influenced by the acquisition of meaningful social capital that occurred through in-prison education. Connections to faculty members and fellow students made the task of earning a college degree on campus seem more attainable. Pertaining to barriers to experiencing a sense of belonging on campus, students who were formerly incarcerated dealt with culture shock during their transition from prison to on-campus learning; concerns over being stigmatized and perceived negatively by others; limitations and restrictions imposed on them by the halfway houses in which many of them lived; and a lack of shared experience with others on campus. Conversely, formerly incarcerated students found support and a sense of belonging in the context of the program in which they were involved, which offered them a sense of family and access to multi-faceted support services. Positive relationships with faculty also facilitated the cultivation of a sense of belonging among formerly incarcerated students, as did instances where they were able to leverage their life experiences in order to educate, inform, and mentor others on campus. Notably, the program provided various resources and opportunities to form meaningful connections with others, including other formerly incarcerated students, program staff, and faculty connected to the program. In this way, social capital acquisition—in the form of meaningful and supportive relationships fostered through the program—was most instrumental in facilitating a sense of belonging within their institution of higher education. Findings also showed that the higher education experiences of formerly incarcerated students had an overall positive effect on their perceptions of post-graduation opportunities. Through their higher education experiences, and more specifically through their time in the RISE-UP [a pseudonym] program, participants expanded their perspective on what they thought possible for themselves and gained confidence that their goals for the future were attainable. The program facilitated widespread networking and other opportunities for students, which led them to acquire a great deal of social capital. This social capital they acquired was most important in shaping their positive expectations for their post-graduation futures. As formerly incarcerated students are not a homogenous group, findings differed slightly based on factors such as gender, age, race/ethnicity, and campus attended. Findings of the current study show that in higher education spaces formerly incarcerated students have much to contribute but often face considerable barriers, particularly when it comes to establishing a sense of belonging. The findings have many important implications and suggest that by adopting certain policies and practices universities, administration, and faculty could help to better meet the needs of formerly incarcerated students and thereby increase their chances of academic, professional, and personal success. Future research should be conducted to further understand the experiences of diverse groups of formerly incarcerated students situated in various higher contexts. / Policy, Organizational and Leadership Studies