The Impact of Campus Environments on Sense of Belonging for First-Generation College Students

Autor/inn/en	Museus, Samuel D.; Chang, Ting-Han
Titel	The Impact of Campus Environments on Sense of Belonging for First-Generation College Students
Quelle	In: Journal of College Student Development, 62 (2021) 3, S.367-372 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	First Generation College Students; College Environment; Student Attitudes; Undergraduate Students; Parent Background; Educational Attainment; Racial Differences; Ethnicity; Age Differences; College Credits; Self Efficacy; Student School Relationship; Student Characteristics; Student Employment; Place of Residence; Gender Differences; Collectivism; Relevance (Education) + Suchen Sie Ihr Suchwort? Hochschulumwelt; Schülerverhalten; Elternhaus; Bildungsabschluss; Bildungsgut; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Self-efficacy; Selbstwirksamkeit; Schüler-Lehrer-Beziehung; Studentenarbeit; Wohnort; Geschlechterkonflikt; Relevance; Relevanz
Abstract	This study was conducted with first-generation students (FGS) at a moderately selective, large public research university in the Midwest. At the time of this study, the participating campus enrolled about 43,700 undergraduates, approximately 11% of whom were FGS. To conduct this study, the authors administered a campus environments survey to all undergraduates in Spring 2017. A total of 1,049 self-identified FGS (about 22% of all enrolled FGS) completed the survey and were included in the final sample. The survey asked about students' backgrounds (e.g., parental education level, race, age), college status (e.g., enrollment status, credits completed), dispositions (e.g., self-efficacy, sense of belonging), and perceptions of campus environments. Findings suggest that for FGS perceptions of greater common ground, relevant learning opportunities, and collectivist orientations in the campus environment are linked indirectly to increased sense of belonging through their increases in students' sense of validation. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01