Pathways to Belonging and Engagement: Testing a Tailored Social Belonging Intervention for University Students

Background Prominent theories of motivation suggest that belonging plays a critical role in student success (Connell & Wellborn, 1991). Social-belonging interventions have been shown to improve student belonging, well-being, engagement, and more—especially those from traditionally disadvantaged backgrounds (Walton & Brady, 2017). The current study aimed to explore the effects of a tailored social-belonging intervention delivered in introductory classes at VCU on students’ belonging, engagement, persistence, and achievement. Methods A diverse sample of first-year undergraduate students at VCU participated. To create authentic intervention materials, we collaborated with a diverse group of upper-level undergraduate student researchers who wrote narratives to present vivid stories of how they personally experienced and overcame struggles to belong. Prior to and following the intervention, students completed a survey that assessed student belonging, engagement, and social and academic fit. We also collected student demographics, achievement, and additional data from institutional records. Results Following the implementation of the belonging intervention, data was collected on students’ sense of belonging, their social and academic fit at the university, and other related outcomes. While most students felt as though they belonged at VCU and had the potential to succeed, there were still some students who worried whether they belonged in college. Conclusions From students’ responses, faculty and advisors of first-year students were given an overview on students’ current states of belonging at VCU. As an implication for future research, we argue that including diverse upper-level students as fellow researchers in this work strengthens the authenticity and effectiveness of the belonging intervention.https://scholarscompass.vcu.edu/gradposters/1171/thumbnail.jp

Embracing the Complexity of Situated Belonging: Possibilities and Responsibilities for Intervention Design

Evidence suggesting that the social-belonging intervention (Walton & Brady, 2020) can improve belonging and academic success for minoritized college students has captured the attention of researchers and practitioners alike. However, findings across studies are mixed and very little is known about the specific mechanisms underlying the effectiveness of the intervention in contexts as complex as institutions of higher education. In this paper, we review recent studies of the social-belonging intervention, highlighting limitations and areas of concern related to design aspects and theoretical and contextual underpinnings across the studies. Then using a critical reflection approach, we describe the development, implementation, and findings of participatory, mixed-methods social-belonging intervention case study. We illustrate how partnering with students as key stakeholders can influence research designs and inquiry approaches in meaningful ways. We also detail how the pairing of mixed methodologies (i.e., quantitative, qualitative) and methods (e.g., drawings, campus maps, campus resource use) can reveal important contextualized aspects of student belonging. Ending the discussion with possibilities and responsibilities for belonging intervention research, we join scholars across the field in arguing for situated approaches that challenge the status-quo

The Student Experience Project: Authentic Social Belonging Intervention

Materials reported in Zumbrunn et al. (2024) used to test an adapted version of the social-belonging intervention (Walton & Cohen, 2007, 2011) using a participatory, explanatory sequential mixed methods design