Sense of belonging plays a key role in college students' persistence and successful degree completion. This study evaluated how social factors contributed to students’ sense of belonging at a major Midwestern university when controlling for individual-level and academic factors. Hierarchical multiple regression analyses revealed that students’ sense of belonging was significantly associated with underrepresented backgrounds, personality traits, adjustment to college, and friendship variables. We discuss the potential implications of these relationships in promoting retention and student success.

Peer influence is considered a major determinant of adolescents' behavior and adjustment. A series of developmental changes coalesce to heighten the salience of peers, and by extension peer influence, at the outset of this stage. After early adolescence, evidence suggests that influence declines, leveling off as individuals approach adulthood. Peer influence is multidimensional and multidirectional, moderated by several personal and contextual factors. Peers exert influence in numerous ways, not all of which are intentional. The colloquial focus on peer pressure belies more common strategies such as reinforcement and behavior display (often called modeling). Scholars have given more attention to peer influences on health‐compromising than health‐promoting behavior, but there is growing evidence of its impact in both domains. Recent studies trace the neurological correlates of peer influence. More research is needed to understand how culture affects peers' impact on adolescents and to explore how social media are transforming peer relationships and influence.

Research suggests that achieved ethnic identity has positive implications for the adjustment of Adolescents of Color. However, researchers know very little about whether (or how) the impact of achieved ethnic identity extends into college years. To explore this, our study examined the effects of ethnic identity on both social and academic adjustment of Students of Color at two large public research universities with distinct enrollment characteristics. Using multiple group analyses, we tested and confirmed the developmental significance of Phinney’s conceptualization of achieved ethnic identity. In both university contexts, achieved ethnic identity related to academic adjustment for Students of Color. We found no differences in regression paths between the two institutional contexts, supporting the assertion that achieved ethnic identity plays a prominent role in student success for minoritized students across college contexts. Our study extends Phinney’s theory of ethnic identity development to the study of college adjustment.