The structural inequities and systemic biases present in higher education profoundly affect learners’ sense of belonging, which in turn influences their academic and social experiences. Research consistently shows that students from historically minoritized backgrounds, including students of color, low-income students, and first-generation college students, often feel less connected to their institutions. This lack of belonging can have far-reaching consequences, impacting learners’ engagement with courses and materials, their sense of connection with peers and community, and their overall well-being and acceptance within the campus culture. As institutions strive to create more inclusive environments, it is essential to understand the multifaceted ways in which belonging influences student experiences and outcomes.
When learners perceive themselves as outsiders, their motivation and participation in academic activities suffer. A recent study found that students who do not feel a sense of belonging are less likely to engage in classroom discussions or participate in group projects, leading to a diminished learning experience.[1] This disengagement is particularly pronounced among learners from underrepresented groups, who may already feel alienated due to cultural and institutional biases. Such environments fail to support these learners, exacerbating feelings of isolation and disengagement. Consequently, these students are often left to navigate academic challenges without the support structures necessary for success, further entrenching existing inequities.
The impact of belonging on academic performance is significant. According to a report by the National Survey of Student Engagement, learners who feel a strong sense of belonging are more likely to achieve higher grades and persist through academic challenges.[2]Conversely, those who feel excluded are more likely to struggle academically and are at a greater risk of dropping out. This disparity highlights the systemic bias inherent in higher education institutions, where support structures often favor those who already feel included, leaving other students at a disadvantage. Addressing these biases is crucial for ensuring that all students have the opportunity to succeed academically.
Persistence and retention rates are closely linked to learners’ sense of belonging. Data from the Higher Education Research Institute indicates that first-year students who report a strong sense of belonging are significantly more likely to return for their sophomore year.[3] However, this sense of belonging is unevenly distributed, with students from marginalized backgrounds frequently reporting feelings of isolation and exclusion. This inequity is a direct result of systemic biases that fail to create an inclusive environment for all students. Institutions must recognize and address these biases to improve retention rates and support the success of all students, particularly those from underrepresented groups.
The willingness to seek help is another critical factor influenced by perceptions of belonging. Students who feel they belong are more likely to approach instructors and peers for assistance, enhancing their understanding and performance.[4] However, bias and exclusion can create barriers that prevent students from accessing these resources. For example, a study conducted by the University of Southern California found that minoritized students often hesitate to seek help due to fears of being judged or misunderstood.[5] This reluctance can hinder their academic progress and reinforce feelings of isolation. Institutions must work to create environments where all students feel comfortable seeking the help they need.
Belonging also affects the formation of social networks, which are crucial for academic and personal support. Learners who feel they belong are more likely to develop strong, supportive relationships with their peers. However, students can often struggle to form these connections due to exclusionary practices and environments. This lack of social support can have detrimental effects on their college experience, further entrenching systemic inequities. For instance, those who do not feel a sense of belonging may miss out on valuable peer support and mentorship opportunities, which are critical for both academic and personal development.
Collaborative learning, a key component of higher education, is significantly influenced by students’ sense of belonging. When students feel included, they are more likely to engage in collaborative activities, sharing knowledge and supporting each other’s academic growth. However, systemic biases and exclusion can prevent some from fully participating in these opportunities, limiting their academic development and reinforcing inequitable outcomes. This exclusion not only affects individuals but also diminishes the overall richness of the educational experience for all students.
Involvement in extracurricular activities is another area where perceptions of belonging play a critical role. Learners who feel connected to their campus community are more likely to participate in clubs, organizations, and other activities. These engagements provide valuable opportunities for personal and professional development. However, bias and exclusion can deter students from these activities, depriving them of these benefits and perpetuating inequities in campus life. Institutions must work to create inclusive extracurricular environments that encourage participation from all students, regardless of their background.
The quality of peer interactions is closely tied to feelings of belonging. Positive peer interactions can enhance students’ college experiences, providing support and a sense of community. However, students from minoritized backgrounds often face microaggressions and exclusion, which can undermine their sense of belonging and negatively impact their mental health and well-being. These negative experiences highlight the pervasive nature of systemic bias in higher education. Creating a more inclusive campus culture requires addressing these biases and ensuring that all students feel valued and respected by their peers.
Mental health and well-being are deeply affected by students’ perceptions of belonging. Learners who feel they belong are less likely to experience stress and anxiety, contributing to better mental health outcomes. However, some students face additional stressors related to bias and exclusion, which can exacerbate mental health issues. A study published in the Center for Collegiate Mental Health found that students who perceive high levels of discrimination are more likely to report poor mental health outcomes.[6] Addressing these issues is critical for creating a supportive environment where all learners can thrive.
Finally, perceptions of belonging play a crucial role in cultural and social integration. Students who feel accepted and valued are more likely to engage with diverse cultures and perspectives, enriching the campus culture. However, systemic biases and exclusionary practices can prevent some learners from fully participating in these cultural exchanges, limiting their contributions and reinforcing inequities. Addressing these issues requires a concerted effort to create more inclusive and equitable environments that support the success and well-being of all students.
All told, the perceptions of belonging among students in higher education are profoundly influenced by structural inequities and systemic biases. These perceptions have significant implications for their learning and engagement with courses, connections with peers and the community, and overall well-being and acceptance within campus culture. Addressing these issues is critical for creating more equitable and inclusive educational environments that support the success and well-being of all students.
[1] Tracee Pendergast, et. al., “Belonging in School: The Effect of Student-Teacher Relationships,” Education Thinking 2, no. 1 (Dec. 2022) Accessed May 31, 2024.https://analytrics.org/article/belonging-in-school-the-effect-of-teacher-student-relationships-a-systematic-quantitative-review-of-the-literature/
[2] “National Survey of Student Engagement, NSSE (2013): Accessed May 31, 2024. https://nsse.indiana.edu/nsse/survey-instruments/engagement-indicators.html
[3] Sylvia Hurtado and Adriana Ruiz Alvarado, “Discrimination and Bias, Underrepresentation, and Sense of Belonging on Campus,” Higher Education Research Institute Research Brief (Oct. 2015) Accessed May 31, 2024.https://www.heri.ucla.edu/PDFs/Discriminination-and-Bias-Underrepresentation-and-Sense-of-Belonging-on-Campus.pdf
[4] “Teaching-Learning Assessment (TLA),” American Association of Colleges and Universities (2024) Accessed May 31, 2024.https://www.aacu.org/initiatives/tla-framework – :~:text=AAC%26U’s Teaching-Learning-Assessment (,Pathways model for student success.
[5] Larry Gordon, ” Racial Minorities Feel Like Outsiders at Some Colleges, USC Diversity Expert Says<‘ EdSource (Jan. 3, 2018) Accessed May 31, 2024. https://edsource.org/2018/racial-minorities-feel-like-outsiders-at-some-colleges-usc-diversity-expert-says/591725
[6] “Student Experiences of Discrimination and Mental Health,” Center of Collegiate Mental Health (Feb. 6, 2024) Accessed May 31, 2024. https://ccmh.memberclicks.net/index.php?option=com_dailyplanetblog&view=entry&year=2024&month=02&day=06&id=48:student-experiences-of-discrimination-and-mental-health