The nuances and complexities within sense of belonging in Higher Education contexts

Abstract

Sense of belonging has been defined as feeling part of and connected with other individuals and groups. Its importance has been documented in different contexts and, following the transformations in the Higher Education (HE) system aiming to increase participation of underrepresented groups, university students’ sense of belonging has been a critical area of research. However, despite the wide-ranging research about sense of belonging in HE, a more nuanced examination of sense of belonging meanings in HE is needed. In the current programme of research we aim to (a) provide a more nuanced examination of what it means for students to feel a sense of belonging in HE, (b) analyse how this may be informed by students’ experiences as a function of their gender and socioeconomic background, and (c) explore whether a sense of belonging may provide certain benefits, but also certain insidious consequences through the way that it shapes students’ endorsement of meritocracy beliefs. To this end, in this programme of research we employed a mixed methodological approach, including interviews, a cross-sectional study, and experimental studies with HE students from the UK and US. Research results contribute to a better understanding of: (a) the nuances of what it means to ‘belong’; (b) the role of intersectional, multiple and salient identities in shaping HE students’ sense of belonging; and (c) rethinking the narrow focus on ‘belonging as beneficial’ in light of certain potential costs (and the role of meritocracy).