TY - JOUR
T1 - Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices
AU - Ribera, Amy K.
AU - Miller, Angie L.
AU - Dumford, Amber D.
PY - 2017/5/1
Y1 - 2017/5/1
N2 - In this study we examined the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. We used data from the National Survey of Student Engagement (N = 9,371), and results revealed troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional- and student-level characteristics. Implications for first-year programming are discussed.
AB - In this study we examined the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. We used data from the National Survey of Student Engagement (N = 9,371), and results revealed troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional- and student-level characteristics. Implications for first-year programming are discussed.
UR - https://digitalcommons.usf.edu/ehe_facpub/265
UR - https://doi.org/10.1353/csd.2017.0042
U2 - 10.1353/csd.2017.0042
DO - 10.1353/csd.2017.0042
M3 - Article
VL - 58
JO - Journal of College Student Development
JF - Journal of College Student Development
ER -