A Socio-Ecological Perspective on Sense of Belonging among Racially/Ethnically Minoritized College Students: Implications for Equity-Minded Practice and Policy

Autor/in	Johnson, Royel M.
Titel	A Socio-Ecological Perspective on Sense of Belonging among Racially/Ethnically Minoritized College Students: Implications for Equity-Minded Practice and Policy
Quelle	In: New Directions for Higher Education, (2022) 197, S.59-68 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20427
Schlagwörter	Minority Group Students; Racial Differences; Ethnicity; Student School Relationship; Equal Education; College Students; Educational Policy; Educational Practices + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Schüler-Lehrer-Beziehung; Collegestudent; Politics of education; Bildungspolitik; Bildungspraxis
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01