BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
×
The Impact of a Sense of Belonging in College
Implications for Student Persistence, Retention, and Success
Paperback
July 2022
9781642672619
More details
- Publisher
Stylus Publishing - Published
26th July 2022 - ISBN 9781642672619
- Language English
- Pages 306 pp.
- Size 6" x 9"
$39.95
Hardback
July 2022
9781642672602
More details
- Publisher
Stylus Publishing - Published
26th July 2022 - ISBN 9781642672602
- Language English
- Pages 306 pp.
- Size 6" x 9"
$150.00
Lib E-Book
Library E-Books
We are signed up with aggregators who resell networkable e-book editions of our titles to academic libraries. These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus.
These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a "patron-driven demand" model.
August 2022
9781642672626
More details
- Publisher
Stylus Publishing - Published
3rd August 2022 - ISBN 9781642672626
- Language English
- Pages 306 pp.
- Size 6" x 9"
$150.00
E-Book
E-books are now distributed via RedShelf or VitalSource
You will choose the vendor in the cart as part of the check out process. These vendors offer a more seamless way to access the ebook, and add some great new features including text-to-voice. You own your ebook for life, it is simply hosted on the vendors website, working much like Kindle and Nook. Click here to see more detailed information on this process.
August 2022
9781642672633
More details
- Publisher
Stylus Publishing - Published
3rd August 2022 - ISBN 9781642672633
- Language English
- Pages 306 pp.
- Size 6" x 9"
$39.95
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success.
Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.
Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Foreword: Kristen A. Renn
Preface
Part 1: Theories and Foundations
Chapter 1: Theoretical Foundations for Sense of Belonging in College—Annemarie Vaccarro and Barbara Newman
Chapter 2: Unraveling the Relationship Between of Engagement, Involvement, and Sense of Belonging—Terrell L. Strayhorn
Chapter 3: Reviewing, Theorizing, and Looking Ahead: The Relationship Between College Students’ Sense of Belonging and Persistence—Bert Ellison and John M. Braxton
Part 2: Sense of Belonging Across Student Populations
Chapter 4: Facilitating A Sense of Belonging for Students with Multiple Identities—Ronald Hallett, Adrianna Kezar, Joseph Kitchen, and Rosemary Perez
Chapter 5: How and Where do Queer- and Trans-spectrum College Students Experience Belonging? A Critical Review of the Literature—Brian C. Gano
Chapter 6: Connecting Gender and Belonging: An Intersectional Approach—Michael Stevens Williams and Ekaete E. Udoh
Chapter 7: On the Outside Looking In: Reflecting on Native American Students’ Sense of Belonging—Mark Alabanza
Chapter 8: Asian American Students and Sense of Belonging—Cassie Kao
Chapter 9: Latinx College Students’ Sense of Belonging: Comunidades de Apoyo: (Supportive Communities)—Holly Holloway-Friesen
Chapter 10: Sense of Belonging Among Black College Students: A Socioecological Perspective—Royel M. Johnson and Alex Kenney
Chapter 11: Economic Stratification in Higher Education: An Asset-Based Approach to Low-SES Students’ Sense of Belonging—Amy E. French and Shelley R. Price-Williams
Chapter 12: Language Unheard, Voices Silenced: The Role of Language Minoritization in Sense of Belonging—Kevin J. Bazner and Juan Lopez
Chapter 13: Analyzing Psychological Well-Being Aspects of Sense of Belonging for First-generation, Pell-eligible, Underrepresented Minority Students—Marilee Bresciani Ludvik, Shiming Zhang, Sandra Kahn, Nina Potter, Lisa Gates, Robyn Saiki, Rogelio Beccero Songolo, Stephen Schellenberg, Randall Timm, and Mitch Strahlman
Chapter 14: Sense of Belonging as Process and Product in The First-Year Experience—Jennifer R. Keup and Chelsea Fountain
Chapter 15: Deconstructing Belonging: Towards a Redefinition for Transfer Students—Vasti Torres and Claire A. Boeck
Chapter 16: Reframing the Commuter Student Experience to Promote Belonging—Michael D. Giacalone and Kristina M. Perrelli
Chapter 17: Student Veteran Belonging, Inclusion, and Success—Phillip Morris
Chapter 18: Student Employee Sense of Belonging—Cynthia Cogswell, Tim Epley, and Brittany Barten
Part 3: Implications and Applications
Chapter 19A: Examples in Practice NDSUbelong: A Cross Collaborative Approach to Student Sense of Belonging— Derisa Collymore, Laura Dahl, and Alyssa Tuebner
Chapter 19B: Reducing Barriers to Increase Sense of Belonging—Laura Bayless and Hank Parkinson
Chapter 19C: Gemstone Honors Program Living-Learning Community—Jessica Lee, Kristan Cilente Skendall, and Leah Kreimer Tobin
Chapter 19D: The Influence of The Teaching Modality on Belonging—Tawnya Means, Jean E. Starobin, and Kasey Uran-Linde
Chapter 20: When Likes Aren’t Enough: The Impact of Belongingness on Mental Health in the Age of Social Media—Timothy J. Bono
Chapter 21: Sense of Belonging: Findings During the Time of COVID-19—Sherry Woosley and Dianne Timm
Chapter 22: Measuring Belonging in Higher Education: Review, Summary, and Guidance for Researchers and Practitioners—John Eric M. Lingat, Michael D. Toland, and Shannon O. Sampson
Chapter 23: Conclusion—Erin M. Bentrim and Gavin W. Henning
Editors and Contributors
Index
Erin M. Bentrim
Erin M. Bentrim is a Senior Education & Training Specialist for Assessment at Anthology, Inc. Her higher education portfolio includes management level positions in Institutional Research and Effectiveness, Academic Assessment, Student Affairs Assessment, and Strategic Planning. In addition to her administrative roles, Dr. Bentrim has experience teaching graduate and undergraduate level courses in diverse subject matters including psychology, higher education administration, and educational statistics. Dr. Bentrim is a founding member of the Student Affairs Assessment Leaders (SAAL) organization which serves individuals responsible for implementing assessment on their respective campuses. Dr. Bentrim holds a PhD in Educational Psychology & Research, an MEd in Student Personnel Services, both from the University of South Carolina, and is a Phi Beta Kappa graduate of Wofford College where she earned a BA in English.
Gavin W. Henning
Gavin W. Henning is Professor of Higher Education at New England College in New Hampshire where he directs the Master of Science in Higher Education Administration and Doctorate of Education programs. Gavin is a past president of ACPA – College Student Educators International as well as a past president of the Council for the Advancement of Standards in Higher Education (CAS). He has over 20 years’ experience in higher education assessment and institutional research and frequently consults and presents regionally, nationally, and internationally on the topic. His scholarship includes over 90 peer-reviewed presentations and over 90 invited presentations and keynotes regarding assessment. In addition, he has published articles and books on assessment including Student Affairs Assessment: Theory and Practice with Darby Roberts that serves as the foundational text for assessment courses in many higher education graduate programs. Gavin earned his Ph.D. in Leadership and Policy Studies from the University of New Hampshire.
Social Identity Development; Student Success; Sense of Belonging; Student Community