How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

Teng, Minnie; Brown, Mary-Lou; Jarus, Tal; Bulk, Laura Yvonne

doi:10.1177/0034523719882455

Cited by 9 publications

(4 citation statements)

References 54 publications

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“…The results of this study agree with those of previous research in which the feeling of belonging has demonstrated positive effects on the intention to persist (Hausmann et al, 2007); on belonging and identification to reduce retention (Hoffmann et al, 2002); on academic selfefficacy; on intrinsic motivation and task value; on the promotion of student participation (Freeman et al, 2007); sense of belonging as a significant predictor of self-reported metacognitive and academic time management strategies (Won et al, 2018) and on belonging, familiarity, acceptance, and a sense of justice (Teng et al, 2020).…”

Section: Discussionsupporting

confidence: 90%

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Makrooni

Ropo

2020

J Ethn Cult Stud

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The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

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Section: Discussionsupporting

confidence: 90%

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Makrooni

Ropo

2020

J Ethn Cult Stud

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“…The barriers faced by students with VI in higher education may induce these students to make extra effort in order to succeed (Armstrong & Murray, 2007;Frank et al, 2020) and may negatively affect their emotional perceptions (Dunn, 2015;Palan, 2021). This can negatively affect visually impaired students' sense of belonging to the university (see Bishop & Rhind, 2011;Teng et al, 2020). Moreover, these types of barriers may cause students with VI to experience difficulty in completing their education, or even to leave the university (Hewett et al, 2017;Moriña, 2019).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Experiences of students with visual impairments in higher education: barriers and facilitators

Fırat¹

2021

British J Special Edu

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This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/ faculty members who instruct these students together with other students. Data were collected through semi-structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader-related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI.

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“…Whereas belonging is clearly vital to promoting inclusion, culture change, and sustained post-secondary participation (Almog, 2018), it is important to understand how students create belonging. Based on their grounded theory study with sighted individuals, Teng et al (2020) proposed a conceptual model describing a process by which sense of belonging develops: the Belonging in Academia Model…”

Section: Bam: a Model Of Belongingmentioning

confidence: 99%

“…The researcher examined if data related to the BAM, and how blind/partially blind students' perspectives might contradict and build upon sighted individuals' perspectives reported in Teng et al (2020).…”

Section: Member Reflectionsmentioning

confidence: 99%

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Bulk,

Jarus,

Nimmon

2023

CJHE

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Belonging has significant impacts on success in postsecondary. Blind people are underrepresented in postsecondary and lack equitable opportunities to develop a sense of belonging. To build a better understanding of this underrepresented experience, this study shares narratives of 28 Blind students from across Turtle Island (and what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest that blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops. For blind students, external factors such as class size are especially important in determining affiliation with an institution. Blind students elucidated the importance of familiarity with different ways of being in the world, including blindness. Third, acceptance involved having their blind embraced in postsecondary contexts. Forth, interdependence was key to building trusting connections for blind students. Fifth, blind participants discussed equity at length related to access, the added work of trying to obtain access, and the emotional work involved. This study helps fill a gap regarding the experiences of these traditionally underrepresented postsecondary students in Canada. The BAM may raise the consciousness of stakeholders in considering the unique factors impacting belonging for blind people. By attending to these perspectives, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer practices and inclusive pedagogical practices and system policies. Only when we create a space where everyone can belong will higher education be truly inclusive.

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How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives

Cited by 9 publications

References 54 publications

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Experiences of students with visual impairments in higher education: barriers and facilitators

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

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