Conceptualizing belonging

Mahar, Alyson; Cobigo, Virginie; Stuart, Heather

doi:10.3109/09638288.2012.717584

Cited by 148 publications

(149 citation statements)

References 48 publications

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“…In total, 41,462 articles were found in the period between the years 2009 and 2014; then, only 15 contemplated criteria inclusion and they were special studies related to belonging and academic context (see Table 1). When developing belonging sense concept, Mahar, Cobigo, and Stuart (2013) defined it as subjective, derived from a reciprocal relationship developed from shared experiences, beliefs, or personal characteristics. Therefore, the satisfaction of competence, autonomy, and belonging favors emotional engagement and motivation, as stated by Ferreira (2010).…”

Section: Resultsmentioning

confidence: 99%

Belonging: Concept, Meaning, and Commitment

Peter¹,

Peter²,

Catapan³

2015

UCER-B

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The feeling of belonging distinguishes by the need to establish links that become significant and necessary for an individual's overall development. It emerges from the individual's experience and interaction with the world. Sense of belonging should also be contextualized in school life since it favors the teaching/learning process and students' motivation and participation. This paper tries to identify different forms of sense of belonging in the academic environment and their determinants. The methodology was a systematic review on electronic databases Latin American and Caribbean Health Sciences Literature (LILACS), SciELO, PubMed, Portal CAPES, and Google Scholar, including the studies published between January 2009 and October 2014. It is a theoretical study based on research and publications already accomplished in order to support a proposal for graduates' monitoring and evaluation. It is possible to highlight some contributions that feed a belonging relationship between students and teaching institutions. Therefore, it is clear the need to establish an ongoing dialogue between graduates and universities. Indicatives observed in this paper show that lived relations from students' admission time, in the academic environment, may develop a belonging sense and promote mutual, healthy, and lasting commitment.Thus, it is going to revert a constant update in its conceptual bases and curriculum organization for the institution, in view of constant changes in the working world. Also, it is going to allow continuous training and greater approach and commitment to the graduates. The study aims to develop a monitoring system proposal for graduates.

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Section: Resultsmentioning

confidence: 99%

Belonging: Concept, Meaning, and Commitment

Peter¹,

Peter²,

Catapan³

2015

UCER-B

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“…Mohler elaborates that playing through the use of theatre games gives a break from the more serious aspects of the lives of the actors, and may assist the process of establishing a new kind of community with their peers based on the common experience of having fun. The experience of reciprocity through shared feelings, experiences, and understanding supported by the group is important in the creation of a sense of belonging (Mahar et al, 2013). Mahar et al also emphasize the importance of having the power to self-determination and choosing whom you want to belong to.…”

Section: Inclusive Theatre As Contributing To Social Belonging and Pamentioning

confidence: 99%

“…A sense of belonging can be defined as 'a subjective feeling of value and respect derived from a reciprocal relationship to an external referent that is built on a foundation of shared experiences, beliefs or personal characteristics' (Mahar et al, 2013(Mahar et al, , p. 1031. A sense of belonging is related to a feeling of connectedness and fitting in somewhere, to a referent group, such as peers (Mahar et al, 2013). According to these authors achieving a sense of belonging requires that the person perceives that he or she is valued, respected, and in other ways subjectively engaged.…”

Section: Inclusive Theatre As Contributing To Social Belonging and Pamentioning

confidence: 99%

‘I dare’: experiences of young adults at risk participating in a one-year inclusive-theatre project in Norway

Andvig

Hummelvoll

2017

NORD J SOC RES

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Introduction: In Norway one of three young people drop out of high school. For young people to be on the outside of education or work may develop feelings of isolation and lack of control, resulting in alienation from both authority and community that may further marginalize them. Some develop mental-health problems.Aim: The aim of this study was to describe and interpret the experiences of young persons neither in school nor working who participated in a one-year inclusive-theatre project. The research questions were as follows: How do the participants describe their experiences with inclusive theatre related to self-image? How does participating in inclusive theatre affect their social belonging and participation? Method: Three multi-stage focus-group interviews with participants were carried out. The data material was analysed with thematic content analysis.Findings: The main theme was ‘a changed self-image’ and four sub-themes emerged: ‘increased self-confidence’, ‘increased ability to cope’, ‘responsibility’, and ‘connectedness to others and society’.Conclusion: Through increased self-esteem, the participants explored opportunities to form their own development and to find a way to pursue their goals as part of society. They dared to meet the challenges which had provided them with good experiences and a more meaningful life. They went through a social process of empowerment where there was the recognition, promotion, and strengthening of their ability to satisfy their own needs, involving a mobilization of the necessary resources in order to feel in control of their own lives. They began to believe in a future with education, work, and friends.

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“…These are: self-determination (autonomy to choose own activities), social identity (built over time through ongoing interpersonal contact), reciprocity and valued contribution (being valued and perceived as contributing helps challenge perceptions of dependence), participatory expectations (empowered through others and being able to challenge assumptions), and psychological safety (feeling valued as a member of a community). Mahar, Cobigo & Stuart [101] also identified five antecedents (subjectivity, reciprocity, groundedness, dynamism and self-determination) for a sense of social belonging within their narrative literature review of community-based programmes for people with disabilities. Although using different terminology these map closely to the research of Milner and Kelly [90].…”

Section: Consequencesmentioning

confidence: 99%

A grounded theory of Internet and social media use by young people who use augmentative and alternative communication (AAC)

Hynan

Goldbart

Murray

2015

Disability and Rehabilitation

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 The core message of the grounded theory is that the young people who use AAC have a desire to engage with the Internet and social media due to perceived benefits for enriching social relationships and enhancing opportunities for self-representation and self-determination. The paper illustrates how these digital communication benefits are synonymous with identified antecedents for perceptions of community-based social inclusion. Participants describe collaborating with others to use the Internet and social media which may have implications for the development of orthographic literacy and the personal care workforce.

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Conceptualizing belonging

Cited by 148 publications

References 48 publications

Belonging: Concept, Meaning, and Commitment

Belonging: Concept, Meaning, and Commitment

‘I dare’: experiences of young adults at risk participating in a one-year inclusive-theatre project in Norway

A grounded theory of Internet and social media use by young people who use augmentative and alternative communication (AAC)

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