With forty-nine officially recognized ethnic groups, Kenya has long struggled with ethnic politics and tribalism. Ethnic tensions within the country often erupt and lead to violence during high political seasons, significantly impacting the economy and threatening national stability. In Kenya’s three major cities, where pluralism is more likely than in smaller towns, ethnic tensions exist submarinally as potential harm to social wellbeing and ever-present danger to communal flourishing. This study is a digitally conducted ethnographic study of city-living Kenyans investigating how they navigate citizenship and negotiate belonging and exclusion to make sense of the tribalism challenge in their daily existence. Affirming Kenya as a national combination of indigenous communities, the study acknowledges the moral processes that contribute to public presence and performance between several active centers of belonging and exclusion, namely: indigeneity and cosmopolitanism, ethnicity and nationality, and ultimately, individual and community. Contemplating the impact of living in these liminalities for Kenyan city-dwellers, the study attends to the nature of kin-making and boundary-forming that transcend communal commitments and are navigated on social media and other online platforms. As argued in this research, the digitization of kinship temporarily lifts closed boundaries to allow for moral deliberation and negotiation over social challenges. The study thus affirms that communitarian formations and malfunctions in the public sphere make room for Kenyans to reclaim, rearticulate, and reassign both the ethnic and national aspects of their identity. Identifying social activism as an avenue, which supports the forbearance of kinship ties for social change, the research addresses the digital public sphere’s role in facilitating an arena for moral accountability, subjective morality, and communal reasoning towards moral transformation. / 2026-03-07T00:00:00Z

Persistently high attrition rates from STEM majors present a stubborn challenge for researchers, administrators, and faculty alike. To approach this problem, my dissertation examined the socialization processes by which students develop a sense of belonging to both their institution and their discipline. Previously identified as an important factor in students' persistence and overall satisfaction with their undergraduate experience, belonging is a critical piece of the retention puzzle. However, not every student experiences or develops belonging in the same way. This dissertation applied the theoretical lens of socialization to deepen the understanding of how social interactions help or hinder students' belonging to their university and chosen major alike. My dissertation work was grounded in the synthesis of two theoretical frameworks: Conrad et al.'s (2006) model of socialization and Strayhorn's (2018e) conceptualization of sense of belonging. The study took the form of an embedded case study of two similar disciplinary contexts within a large public land-grant Research 1 institution, with four students from each context for a total of eight participants. By leveraging four years of interview data from each participant, supported by institutional documentation, I addressed the question: In what ways does a student's socialization experience influence, if at all, their sense of belonging to both their chosen discipline and their university? Data analysis included qualitative coding, trajectory mapping, and thematic analysis. Trajectories were produced for each participant before expanding the analysis to examine patterns across and between the contexts. My findings addressed the mechanisms of socialization at the undergraduate level and how they evolved over time. The primary outcome of my work was a set of three distinct socialization trajectories, named the Anchored, who built strong socializing relationships early and maintained them throughout their undergraduate years; Independents, who neither sought nor wanted such relationships; and Wanderers, whose socializing relationships tended to be short-lived and inconsistent, although desired. Fourteen unique groups of socializing agents were identified, along with five common drivers for intentionally engaging with specific agents: personal and academic support, research and industry aspirations, and finding a path. Pre-college socialization experiences were salient for developing anticipatory belonging, as students who were exposed to their discipline or institution prior to arriving as students had an easier time becoming integrated to their communities. Once students arrived, their socialization trajectories tended to shape their feelings of belonging to the institution, with close ties forming for the Anchored, appreciation for general support among the Independents, and a mix of happiness and frustration for the Wanderers. By contrast, disciplinary belonging was more reliant on the individual participant's goals and interests. Disciplinary differences between the two contexts were identified but were limited in scope and generally linked to the career outcomes students associated with their chosen major rather than their experiences in the major. Finally, my research revealed that a strong sense of belonging in one domain of undergraduate life could be sufficient for a student to persist to degree completion despite weak or absent feelings of belonging in other areas. / Doctor of Philosophy / For decades, students have been leaving STEM majors at alarmingly high rates despite the efforts of researchers, administrators, and faculty. To approach this problem, my dissertation examined how social interactions and relationships can help students feel like they belong in their chosen major and university. Previous research identified such feelings of belonging as an important factor in helping students persist to the completion of their degrees, and my work added onto this body of work by specifically examining the role of students' social connections. My dissertation utilized data from eight total students. Four of the students were chemical engineering students, with the remaining four from chemistry and biochemistry, together called the "chemical sciences." The data for this work included four years of interview data supported by institutional documents. Such documents provided information like curricular requirements, demographic and population information, and course information, which helped provide background for the students' interviews. Leveraging these data, I addressed the aforementioned interaction of students' social interactions and their feelings of belonging on campus and in their major. My data analysis was based around the creation of trajectories that would capture the evolution of a student's experiences over the course of their undergraduate career. Once trajectories were generated for each student, I was then able to look across the trajectories and identify patterns between and within them. The primary finding of my dissertation work was the emergence of three distinct patterns of how students' social interactions evolved over time, labeled the Anchored, who built strong and consistent networks that they maintained over two or more years; the Independents, who neither sought nor wanted such relationships; and the Wanderers, who had relationships and interactions that were often short-lived or inconsistent, but wanted more. Fourteen unique groups with whom students interacted were identified, along with the respective impacts said groups could have on students' feelings of belonging. Additionally, five drivers for seeking out interaction with these groups were identified: personal and academic support, research and industry aspirations, and finding a path. The experiences students had with their university or major prior to enrolling were found to be important for shaping the way students perceived their future, and those with greater exposure to their institution or discipline had an easier time seeing themselves fitting in and finding a place for themselves on campus once they enrolled. Once students arrived, their trajectory of interaction tended to shape how they felt about their institution, with close ties forming for the Anchored, appreciation for general support among the Independents, and a mix of satisfaction and frustration for the Wanderers. By contrast, belonging within the discipline was more reliant on the individual participant's goals and interests. Disciplinary differences between the two contexts were identified but were limited generally linked to the career outcomes students associated with their chosen major rather than their experiences in the major. Finally, my work revealed that when students felt like they belonged in one area of their undergraduate life, those feelings could support lacking feelings in other areas, helping them to persist to graduation.

The purpose of this thesis was to use color as the primary design element for a place of commerce along the Big Dig (Boston). Color informed the building form and provided the connection for the building type and the urban site. The thesis book unfolds in reverse order, with the intent to reveal the final design at the beginning. As the pages unfold, the evolution of the design emerges to complete with the beginning of the thesis. / Master of Architecture

No description available.

In engineering and STEM, internships are upheld as "high impact" practices and recommended to students by faculty, staff, and peers. Furthermore, there is a significant amount of research focused on the positive outcomes and benefits of participating in internship programs. Due to the calls to increase the quality and quantity of internships for students, it is important to explore and deepen our understanding of students' experiences in such programs. Through this dissertation, I explored engineering undergraduate students' experiences in a particular research-focused internship program. Specifically, I explored the influence of programmatic elements on students' experiences, students' perceptions of situated learning, and students' perceptions of sense of belonging in relation to their intent to return. The overarching study and resulting manuscripts provide additional detail to underlying phenomena and mechanisms that contributed to students' experiences in one program. The two most salient findings from the overarching study were the importance of both social interaction and learning in students' experiences. This work suggests key questions for practitioners and those who work with STEM students or internship programs. Future work should be conducted to continue to explore students' experiences in engineering internships and to continue to increase our understanding of how to better educate and train our students. / Doctor of Philosophy / Internships provide an important hands-on and professional development opportunity for undergraduate students in STEM. There have been many studies focused on the positive impacts of doing internships, however, it is important to understand what leads to and supports positive impacts. This study focused on three different areas of an internship program. Specifically, I looked at how program design influenced students' experiences, students' perceptions of learning, and how sense of belonging influenced intent to return after the internship program. The results of this work added to our knowledge of how internships support students' experiences. Through conducting the three studies, social interaction and learning emerged as two important aspects in students' experiences. In the discussion, this study provides key questions for practitioners and people who work with STEM students or internship programs. Lastly, future work should be conducted to continue to explore students' experiences in engineering internships and to continue to increase our understanding of how to better educate and train students.

This study aims to explore the experiences of women students with non-European background of inclusiveness of teaching practices in higher education (HE) in Sweden, and the potential relationship with sense of belonging and mattering. This may inform how the unique challenges and needs of this group can be better met, subsequently facilitating related positive outcomes. This was achieved by conducting qualitative individual interviews with six woman student participants with non-European backgrounds. Their experiences were reviewed and depicted aligned with Interpretative Phenomenological Analysis to gain insight to each authentic individual account separately. This was followed by both individual as well as collective analysis, using Thematic Analysis, to go beyond personal experience, to additionally explore overarching patterns, similarities, and differences across cases, placing them in the specific context and factors that were of interest. Collective themes emerged, and findings from this inductive approach were consistent with the application of Critical Race Feminism as a theoretical framework to evaluate and interpret the meaning of the results. Common themes and factors were identified that may affect the inclusiveness of teaching practices, as well as affect sense of belonging and mattering. The themes and subthemes were; relationships (classmates, HE- and private-life separation), cultural differences (social differences, teaching practices differences), belonging and mattering, discrimination (language, microaggressions, reaction and coping), and inclusive teaching practices. Positive experiences of inclusive teaching practices seemed to be positively related to sense of belonging mainly, while mattering seemed to be dependent on specific situational factors, or meaningful relationships. Experiences of implicit racial and gendered discrimination in form of microaggressions were prevalent, and may influence experiences and perceptions of teaching practices. Additionally, participants may have adopted passive reactions and coping mechanisms that ignore, trivialise, or normalise this, which may create barriers from achieving equality, diversity, and inclusion as it allows implicit discrimination to remain concealed. Thus, this may potentially give the impression to majority groups that there is no apparent need to improve and implement inclusive teaching practices further. While in reality, the findings indicated that more active and conscious efforts to design and implement inclusive teaching practices that are underpinned by student-centred and relational pedagogies with additional aspects of culturally responsive, transformational, and anti-racist feminist pedagogies, are necessary to improve experiences of inclusion, sense of belonging, and mattering, while mitigating implicit forms of discrimination. Implications of the findings include that they may inform design and implementation of effective inclusive teaching practices that address the unique challenges and needs of this group in the Swedish HE context, and ultimately reduce the negative effects of discrimination. It was concluded that while most participants described overall positive experiences of inclusive teaching practices in Swedish HE, there were simply more implicit and concealed forms of discrimination, emphasising the importance of the institutions and teachers to take responsibility and actively design and implement inclusive teaching practices that also address implicit discrimination, since they have mainly been concerned with explicit forms so far. This may help remove barriers from improving sense of belonging and mattering further.

No description available.

The purpose of this research is to investigate the influence of remote work on employees’ sense of belonging to the organization they work in. The study explores several aspects of remote work and organizational belonging to understand what lies beneath. To reach saturated findings we conducted a qualitative study. The method that this research applies, follows a grounded theory approach which is operated through a combination of an inductive and abductive method for developing theory. The research applicants were located in the Netherlands and Sweden with the context being given as post-COVID-19, with relation to COVID-19. The study has a total of 10 participants, all who were asked identical interview questions. The questions were designed for employees in organizations to capture their insights and recommendations on the effects of remote work on organizational belonging. Our key findings suggest that communication, managerial support, and organizational initiatives are significant in fostering organizational belonging for employees. The implications touch on managers’ responsibility and highlight their ability to promote unity, collaboration, and work-life balance for employees. The conclusion incorporates the findings to give a concise presentation of the importance of remote work dynamics, the effect of remote work on organizational belonging, and lastly, the participant’s recommendation of approaches to enhance employee sense of organizational belonging. The study contributes to understanding the complexities around remote work and its implications for organizational facility and practice, employee well-being and produced efficiency.

The existing literature in marketing and consumer behavior tends to adopt a somewhat static view of membership and belonging, focusing on the status uncertainty that surrounds new group aspirants. In the literature, the portrayal of becoming a member is one of a logical step-by-step process as members move toward the top of the social hierarchy and secure status. An underlying assumption of this process is that once an individual secures membership through status, that individual is no longer uncertain about their membership or belonging. This thesis presents an alternative to this static step-by-step view and introduces the idea of the belonging paradox. A belonging paradox is a recursive cycle of an unsolvable duality of simultaneous inclusion and exclusion that can result from idiosyncratic factors such as gender, race, disability or self-doubt. This thesis also develops a new conceptual framework or perspective on the concept of belonging by integrating Uncertainty-Identity Theory, Self-Verification Theory and Symbolic Self-Completion Theory into a more dynamic and fluid understanding about the nature of belonging. Through the introduction of the belonging paradox and the new conceptual framework of belonging, a more comprehensive understanding of belonging emerges. Specifically, the belonging paradox suggests that beyond the initial stages of striving for group membership, uncertainty of belonging can continue to be a pervasive, continuous struggle even for committed hardcore group members. Through an analysis of the skateboarding subculture, this thesis illustrates how members continuously construct and shape their own belonging experience within groups. It also demonstrates the different ways members use consumption to try to cope with the duality and constant tension of the belonging paradox as well as explores the link between uncertainty and the ability to play with identities. This leads to a number of theoretical and managerial contributions. / Thesis (Ph.D, Management) -- Queen's University, 2011-11-27 17:42:26.54

I denna undersökning är syftet att undersöka och analysera hur andragenerationsinvandrare beskriver skapandet av sin identitet samt hur de beskriver tillhörighet i samhället. Insamlingen av studiens data har skett via kvalitativa intervjuer genom ett bekvämlighetsurval. Studien har genomsyrats av ett hermeneutiskt synsätt. I empirin framkom det att andragenerationsinvandrare upplever svårigheter i sitt identitetsskapande samt att tillhörighet beskrivs som ett kontextuellt begrepp. Slutsatsen av studien resulterade i att majoriteten av respondenterna beskriver känslan av att vara bikulturell.