A Qualitative Investigation of a Brief Belonging Intervention in the First Year of College
Location
Session 2 Presentations - College Students & Well-Being
Proposal Track
Research Project
Session Format
Presentation
Abstract
Sense of belonging is associated with students' social adjustment, wellness, and academic success, especially in the first year of college. In this study, first-year ethnic minority college students were exposed to a brief belonging video intervention designed to alter self-beliefs, antisocial interpersonal and health behaviors, as well as interpretations of academic-related adversities. Using an innovative qualitative approach, the research assessed 35 students' perceptions of the intervention on their health, well-being, and sense of belonging in the first year. Implications for research and practice are delineated.
Keywords
sense of belonging, race & ethnicity, college students, qualitative, intervention
Professional Bio
Dr. Terrell Strayhorn is Provost and Senior Vice President of Academic Affairs at Virginia Union University, where he also serves as Professor of Urban/Higher Education and Director of the Center for the Study of HBCUs. A leading education researcher and internationally-recognized expert on belonging, Strayhorn has authored 11 books and over 150 refereed journal articles, chapters, and reports.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Strayhorn, Terrell L., "A Qualitative Investigation of a Brief Belonging Intervention in the First Year of College" (2021). Georgia Educational Research Association Conference. 38.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/38
A Qualitative Investigation of a Brief Belonging Intervention in the First Year of College
Session 2 Presentations - College Students & Well-Being
Sense of belonging is associated with students' social adjustment, wellness, and academic success, especially in the first year of college. In this study, first-year ethnic minority college students were exposed to a brief belonging video intervention designed to alter self-beliefs, antisocial interpersonal and health behaviors, as well as interpretations of academic-related adversities. Using an innovative qualitative approach, the research assessed 35 students' perceptions of the intervention on their health, well-being, and sense of belonging in the first year. Implications for research and practice are delineated.
