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Examining belonging pathways across diverse institutions to understand belonging at your school Eric Gaudiello, Laura Hix, and Nicole Brocato NASPA REGION II & III CONFERENCE | WASHINGTON, DC | JUNE 6, 2019 Wellbeing Collaborative

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Examining belonging pathways across diverse institutions to understand belonging at your school

Eric Gaudiello, Laura Hix, and Nicole Brocato

NASPA REGION II & III CONFERENCE | WASHINGTON, DC | JUNE 6, 2019

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Wellbeing Collaborative

Increasing capacity Developing evidence tools Operationalizing constructs Translating evidence into programming

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Agenda

  • Why does school belonging matter for students?
  • Wellbeing Assessment findings
  • Relationship between belonging and:
  • School characteristics (Size, public/private, region)
  • Individual characteristics (Age, GPA, intersectionality)
  • Group discussion of implications for practice &

future research (intermittent)

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Why does school belonging matter?

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Thinking from a student’s perspective, what does it mean to belong at your school?

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Questions about perceived fit drive belonging

Can someone like me belong here?

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Concerns relevant to belonging

  • Connection
  • Are there people here whom I can connect to?
  • Value
  • Do people here value (people like) me?
  • Alignment
  • Is this a setting in which I want to belong?
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Pathways to school belonging

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Belonging pathways & outcomes

Pathway items

  • Faculty or staff help
  • Friends help
  • People are friendly to

me

  • Positive academic

experiences

  • Positive activity

experiences Outcome items

  • I feel a sense of belonging to

my school

  • I feel accepted at my school
  • I feel included at my school
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Ecological model

Community Relationship Individual

  • Campus climate, policies, social

and cultural norms

  • Peer circles, faculty/staff to

student relationships

  • Personal histories, attitudes,

beliefs, behaviors, skills

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Research Question

How do belonging pathways explain the effects of institutional and student variables on belonging?

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Methods

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Sample makeup: School

Median 4223 Range 30948 Min 824 Max 31772

Status Region Undergrad Enrollment Total Schools

28

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Sample makeup: Student

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Measures

Belonging

  • utcomes
  • I feel a sense of

belonging to my school

  • I feel accepted

at my school

  • I feel included

at my school Belonging pathways

  • There are faculty or staff who help

me feel like I belong at my school.

  • I would have to change myself in
  • rder to feel like I fit in at my

school.

  • People at my school are friendly

toward me.

  • I belong to a group of friends at my

school who are important to me.

  • I regularly participate in at least
  • ne activity that helps me feel like I

belong.

  • The academic experiences I have

had at my school help me feel like I belong.

  • There are campus programs and

events that help me feel like I belong at my school.

Student characteristics

  • GPA
  • Age
  • # of historically

marginalized/ underrepresented identities held

  • Non-cisgender
  • Transgender
  • Non-heterosexual
  • Non-White

School characteristics

  • Size

(Undergrad enrollment)

  • Public/

Private

  • Region
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Analyses

  • Mplus
  • MLR (for FIML and robust errors)
  • RMSEA <= .05, CFI >= .95, SRMR <= .05
  • Multi-step structural equation modeling (SEM)
  • Results are standardized (STDYX)
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Results

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Are there people here I can connect to?

Belonging

Faculty/staff helped

GPA GPA

People are friendly Group of friends at my school

Midwest Public Age

  • .14

.11 .14 .19 .26 .01

  • .19
  • .21

Size

.1

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Do people here value people like me?

Belonging

Public

Have to change myself to fit in

  • .13
  • .23
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Is this a setting in which I want to belong? Belonging

South GPA Academic experiences helped me belong Campus program and events helped Age

.18 .10 .23 .17

  • .

1 1

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.23

Belonging

Academic experiences helped me belong

People are friendly Faculty/staff helped Have to change myself to fit in

Campus program and events helped

.26 .19

  • .23

.17

Group of friends at my school

.01

# marginalized identities # marginalized identities # marginalized identities # marginalized identities # marginalized identities # marginalized identities

  • .05

.06

  • .02
  • .06
  • .08
  • .09
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Future Directions

  • Do schools in different regions show different

pathway relationships?

  • Do campus composition statistics play a role?
  • Do the pathways differ based on the time of

the semester?

  • What questions do you think we should look

at?

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Thank you for attending!

  • WellbeingCollaborative.wfu.edu
  • Email: gaudec18@wfu.edu

Connect!

  • Listserv
  • Annual Wellbeing Assessment
  • Annual Summer Learning

Collaborative

Join!