Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices

In this study we examined the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. We used data from the National Survey of Student Engagement (N = 9,371), and results revealed troublesome gaps for historica...

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Bibliographic Details
Published in:Journal of college student development 2017-05, Vol.58 (4), p.545-563
Main Authors: Ribera, Amy K, Miller, Angie L, Dumford, Amber D
Format: Article
Language:English
Subjects:
Advisors
College campuses
College Environment
College Faculty
College Freshmen
College Seniors
College students
Communities of Practice
Community Relations
Educational Experience
Factor Analysis
Higher education
Immigrant students
Learner Engagement
Learning
National Surveys
Opportunities
Peer Acceptance
Peer Relationship
Peer relationships
Peers
Persistence
School environment
Service Learning
Statistical Analysis
Student Attitudes
Student Characteristics
Student Diversity
Student Leadership
Student Participation
Student Research
Student School Relationship
Student Surveys
Success
Teacher Student Relationship
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Summary:In this study we examined the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. We used data from the National Survey of Student Engagement (N = 9,371), and results revealed troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional- and student-level characteristics. Implications for first-year programming are discussed.
ISSN:0897-5264
1543-3382
1543-3382
DOI:10.1353/csd.2017.0042