Exploring Influences of Student Characteristics and Early College Experiences on the Change Rate of the Sense of Belonging of Korean Local Undergraduate Students

2021 ◽  
Vol 27 (3) ◽  
pp. 289-314
Author(s):  
Bo Keum Choi
Keyword(s):  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Student Characteristics ◽  
College Experiences ◽  
Early College ◽  
Change Rate

scholarly journals Pathways from Food Insecurity to Health Outcomes among California University Students

Nutrients ◽  
2019 ◽  
Vol 11 (6) ◽  
pp. 1419 ◽  
Author(s):  
Suzanna M. Martinez ◽  
Michael A. Grandner ◽  
Aydin Nazmi ◽  
Elias Ruben Canedo ◽  
Lorrene D. Ritchie
Keyword(s):  
College Students ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Weight Status ◽  
Online Survey ◽  
Student Characteristics ◽  
Poor Health ◽  
Self Rated Health ◽  
The Past ◽  
The Impact

The prevalence of food insecurity (FI) among college students is alarmingly high, yet the impact on student health has not been well investigated. The aim of the current study was to examine the simultaneous relationships between food insecurity and health-related outcomes including body mass index (BMI) and overall health in a college student population. Randomly sampled students in the University of California 10 campus system were invited to participate in an online survey in spring 2015. The analytic sample size was 8705 graduate and undergraduate students. Data were collected on FI in the past year, daily servings of fruits and vegetables (FV), number of days in the past week of enough sleep and moderate- to vigorous-intensity physical activity (MVPA), height and weight, self-rated health, and student characteristics. Using path analysis, mediated pathways between FI, BMI, and poor health were examined through FV intake, number of days of MVPA and enough sleep. Analyses controlled for student characteristics. Mean BMI was 23.6 kg/m2 (SD, 5.0), and average self-rated health was good. FI was directly and indirectly related to higher BMI and poor health through three pathways. First, FI was related to fewer days of enough sleep, which in turn was related to increased BMI and poor health. Second, FI was related to fewer days of MVPA, which in turn was related to increased BMI and poor health. Third, FI was related to fewer daily servings of FV, which in turn was related to poor health. FI is associated with poor health behaviors among college students, which may contribute to higher weight status and poor health. These findings highlight the importance of food security for a healthy college experience.

Birds of a Feather Do Not Always Flock Together: A Critical Analysis of Latina Engineers and Their Involvement in Student Organizations

2016 ◽  
Vol 16 (4) ◽  
pp. 359-374 ◽  
Author(s):  
Rosa M. Banda ◽  
Alonzo M. Flowers
Keyword(s):  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Qualitative Method ◽  
Student Organizations ◽  
Social Needs ◽  
Engineering Majors ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Minority Females ◽  
Insight Into

While an abundance of literature addresses undergraduate students’ lack of success in engineering programs, fewer studies examine the persistence of minority females, especially of Latinas. This study employed a qualitative method of inquiry to gain insight into the reasons why Latina undergraduate engineering majors sought membership in student organizations. Data analysis emerged the following findings: (a) fulfilling academic and social needs, (b) seeking a sense of belonging, and (c) choosing not to coalesce on the basis of race. The categorization of the aforementioned broad themes provides greater insight into the reasons why Latinas sought membership in certain student organizations.

What They See and What They Do: Perceptions and Expectations Held by Teacher Educators

1990 ◽  
Vol 10 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Kim C. Graber
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Teacher Educators ◽  
Document Analysis ◽  
Student Characteristics ◽  
Classroom Performance ◽  
Perceptions And Expectations ◽  
Definition Of

This study examined how teacher educators’ perceptions of their undergraduate students’ classroom agenda influenced subsequent expectations for trainee performance,1 more particularly, how those perceptions shape the ways in which instructional demands are defined, communicated, and enforced or relented over the span of an undergraduate course. Three teacher educators teaching two courses were studied along with a group of students who were enrolled in both courses. Data collection consisted of nonparticipant observation, interviews, and document analysis. The results indicate that the teacher educators developed perceptions of student agendas that in some regards were closely similar but in other ways were sharply divergent. Further, each instructor developed a perception of her students’ classroom agenda that was somewhat congruent with her own intentions for the class and her own standards for student intentions and actions. Accordingly, expectations for trainees’ classroom performance were communicated in ways that reflected the degree of congruence between perception of students’ agenda and the instructors’ own definition of desirable student characteristics.

scholarly journals ‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Julie Hughes ◽  
Debra Cureton ◽  
Jenni Jones
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Positive Impact ◽  
Third Space ◽  
Academic Identity ◽  
Educational Provision ◽  
Academic Coach

In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission towards to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success of all its students. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university.

scholarly journals Sense of belonging and first-year academic literacy

2012 ◽  
Vol 42 (3) ◽  
pp. 116-142
Author(s):  
Steve Marshall ◽  
Mingming Zhou ◽  
Ted Gervan ◽  
Sunita Wiebe
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Sense Of Belonging ◽  
Academic Literacy ◽  
Mixed Method Study ◽  
First Year ◽  
Language And Literacy ◽  
Writing Courses ◽  
Literacy Course ◽  
The University

In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university’s language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants’ perceptions of sense of belonging are multilayered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed.  

scholarly journals Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

2018 ◽  
Vol 7 (8) ◽  
pp. 122 ◽  
Author(s):  
Linda J. Sax ◽  
Jennifer M. Blaney ◽  
Kathleen J. Lehman ◽  
Sarah L. Rodriguez ◽  
Kari L. George ◽  
...  
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
Student Characteristics ◽  
Underrepresented Minority ◽  
Introductory Courses ◽  
Underrepresented Minority Students ◽  
Introductory Course ◽  
Conditional Effects ◽  
Racial Ethnic

This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women.

Latino Students' Transitions to College: A Social and Intercultural Capital Perspective

2009 ◽  
Vol 79 (1) ◽  
pp. 22-48 ◽  
Author(s):  
Anne-Marie Nuñez
Keyword(s):  
Sense Of Belonging ◽  
Campus Climate ◽  
Latino Students ◽  
Negative Impact ◽  
College Experiences ◽  
National Longitudinal Study ◽  
Diversity Issues ◽  
Nuanced Understanding ◽  
Public Research Universities ◽  
Racial Ethnic

In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the capacity to negotiate diverse racial/ethnic environments—on Latino students' sense of belonging in college and on their perceptions of a hostile racial/ethnic climate. She finds that Latino students who are more familiar with diversity issues and who report more social and academic connection and engagement experience a greater sense of belonging even as they also experience a more hostile campus climate. Her findings provide a nuanced understanding of Latino students' college experiences, with implications for how access to intercultural capital through positive cross-racial interactions and diversity curricula may offer benefits that counterbalance the negative impact of marginalizing experiences and ultimately advance educational attainment.

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