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ndltd-NEU--neu-bz60px30n2021-05-26T05:11:06ZFirst-generation college students at a women's college and their sense of belongingThis study examined the lived experiences of first generation college students at a women's college and how their social identities contribute to their perceived sense of belonging on campus. Strayhorn's (2012) Model of a Sense of Belonging was used as a theoretical framework for the study. Semi-structured interviews were conducted with seven students in their second or third year at a private, four-year, women's college in New England. The transcripts were carefully analyzed using Interpretive Phenomenological Analysis (IPA). Four findings emerged from the analytic process: a) socioeconomic status played a dominant role in shaping the identity and experience of participants, b) the participants' social identities had a significant impact on their perceived sense of belonging on campus, c) students sought out experiences where they could connect with others who shared their social identities, and d) participants overcame adversity and demonstrated resilience. These findings were examined in the context of Strayhorn's (2012) theory and are situated within the extant literature. Recommendations for practice are shared and suggest that colleges and universities must foster a sense of belonging for first generation college students in ways that recognize the complexity of the intersections of their social identities if they are to persist on campus. Keywords: first-generation college students, sense of belonging, women's colleges, social identity --Author's abstracthttp://hdl.handle.net/2047/D20405638
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This study examined the lived experiences of first generation college students at a women's college and how their social identities contribute to their perceived sense of belonging on campus. Strayhorn's (2012) Model of a Sense of Belonging was used as a theoretical framework for the study. Semi-structured interviews were conducted with seven students in their second or third year at a private, four-year, women's college in New England. The transcripts were carefully
analyzed using Interpretive Phenomenological Analysis (IPA). Four findings emerged from the analytic process: a) socioeconomic status played a dominant role in shaping the identity and experience of participants, b) the participants' social identities had a significant impact on their perceived sense of belonging on campus, c) students sought out experiences where they could connect with others who shared their social identities, and d) participants overcame adversity and demonstrated
resilience. These findings were examined in the context of Strayhorn's (2012) theory and are situated within the extant literature. Recommendations for practice are shared and suggest that colleges and universities must foster a sense of belonging for first generation college students in ways that recognize the complexity of the intersections of their social identities if they are to persist on campus. Keywords: first-generation college students, sense of belonging, women's colleges,
social identity --Author's abstract
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First-generation college students at a women's college and their sense of belonging
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| spellingShingle |
First-generation college students at a women's college and their sense of belonging
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| title_short |
First-generation college students at a women's college and their sense of belonging
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| title_full |
First-generation college students at a women's college and their sense of belonging
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| title_fullStr |
First-generation college students at a women's college and their sense of belonging
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| title_full_unstemmed |
First-generation college students at a women's college and their sense of belonging
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| title_sort |
first-generation college students at a women's college and their sense of belonging
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http://hdl.handle.net/2047/D20405638
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1719406590451253248
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