Assessing the Relationship Between Well-Being, Sense of Belonging, and Confidence in the Transition to College for Black Male Collegians

Strayhorn, Terrell L.; Lo, Meng-Ting; Travers, Christopher; Tillman-Kelly, Derrick L

doi:10.2979/spectrum.4.1.07

Cited by 19 publications

(23 citation statements)

References 20 publications

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“…The sample within the present study was comprised of 79% female students, which makes generalizing the results of the analyses to male students more challenging. Research consistently shows that Black males are particularly susceptible to lower levels of belongingness, subsequently making them more likely to suffer academically (Strayhorn, 2008, 2015; Strayhorn, Lo, Travers, & Tillman-Kelly, 2015). Black males might be particularly likely to benefit from specific facets of mentoring, which might differentially and substantively influence their outcomes relative to female students.…”

Section: Discussionmentioning

confidence: 99%

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Graham

McClain

2019

American Educational Research Journal

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Disparities in students’ psychosocial outcomes are an underresearched area of achievement gap research. Racial-ethnic minorities endorse a lower sense of belonging, higher impostorism scores, and decreased college adjustment at predominately White institutions relative to White students and these disparities impact their college outcomes. This study explores how peer mentorship contributes to the academic and socioemotional outcomes of a sample of Black collegians. Furthermore, the study examines whether variations in student outcomes function as a result of the type of mentorship endorsed by students. Results revealed a positive relationship between mentorship, mentorship experiences and college adjustment, and an inverse relationship with impostorism. Furthermore, students with mentors reported significantly higher belongingness and college adjustment scores compared to students with no mentors.

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Section: Discussionmentioning

confidence: 99%

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Graham

McClain

2019

American Educational Research Journal

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“…This is innovative as it is suggested to involve students in the management of their institution, and set up mediation mechanisms to help them deal with their stress and conflict management (CSEFRS, 2015, p.69). This recommendation is indeed very relevant to student attrition in the sense that engaging students in their institution can enhance their sense of belonging to their institution and ultimately lead to their persistence and degree completion (Chu, 2016;Pascarella & Terenzini, 2005;Strayhorn, Travers, Tillman-Kelly, 2015;Tinto, 1993).…”

Section: Strategic Vision Of Reform 2015-2030mentioning

confidence: 99%

Outlook on Student Retention in Higher Education University Reforms in Morocco

Mansouri

Moumine

2017

IJELS

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High student attrition rates at university have become one of the most challenging issues in higher education worldwide in the last five decades. Moroccan universities are no exception. At-risk students drop out of studies for a plethora of reasons, and the attrition rate is increasing despite the efforts made in education reforms carried out since 1999. This article reviews the most important components of the higher education reforms that have been adopted in Moroccan higher education in their endeavor to enhance student retention in university. These components are chronologically reviewed, first in the National Charter of Education and Training (NCET) launched in 1999, second in the Emergency Plan conducted in 2009-2012, and finally in the latest Strategic Vision of Reform 2015-2030. It is concluded that more efforts are necessary to strike a balance between quantity and quality in terms of student retention in university education.

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“…Research suggests that institutional efforts that normalize students’ uncertainty and increase their academic motivation, self‐efficacy, coping skills, self‐regulated learning, and confidence in transition to college, to name a few, can effectively foster sense of belonging (see, e.g., Hurtado & Carter, 1997; Johnson, 2012; Pittman & Richmond, 2007; Strayhorn, 2012; Strayhorn et al., 2015; Walton & Cohen, 2007; Won et al., 2021). For instance, one study found that a brief intervention aimed at reducing psychological perceptions of threat on campus by framing social adversity as common and transient increased Black students’ sense of belonging (Walton & Cohen, 2011).…”

Section: Introductionmentioning

confidence: 99%

A socio‐ecological perspective on sense of belonging among racially/ethnically minoritized college students: Implications for equity‐minded practice and policy

Johnson

2022

New Drctns Hghr Edu

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In this chapter, I offer a socio‐ecological perspective on sense of belonging, which is designed to aid institutional actors in facilitating equitable opportunities for racially and ethnically minoritized students to fulfill their belonging needs. Though important, individual, and relational‐level interventions alone run the risk of pathologizing racially and ethnically minoritized students (REM), prioritizing student‐level changes over changes in institutional structures and policies. A socio‐ecological perspective, however, broadens the aperture to account for organizational phenomena that conspire in the othering of institutionally marginalized groups. I delineate three ecological levels for equity‐minded leaders to consider in their efforts to promote student belonging: individual, interpersonal, and institutional.

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Assessing the Relationship Between Well-Being, Sense of Belonging, and Confidence in the Transition to College for Black Male Collegians

Cited by 19 publications

References 20 publications

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Outlook on Student Retention in Higher Education University Reforms in Morocco

A socio‐ecological perspective on sense of belonging among racially/ethnically minoritized college students: Implications for equity‐minded practice and policy

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