Students' sense of belonging: College student and staff perspectives during COVID-19

ABSTRACT

This study examined undergraduate college students' sense of belonging during the COVID-19 pandemic and how student services staff addressed belonging during this time. The social cognitive theory served as the theoretical model. Three research questions guided this inquiry What is undergraduate college students' current sense of belonging right now? How do undergraduate college students feel their sense of belonging was impacted during the pandemic? What strategies or practices do students and staff feel impacted students' sense of belonging during the pandemic? The study was conducted using a mixed methods design at a small, private university in the Southwest region of the United States. Student perceptions of belonging were gathered via a quantitative survey. Data analyses included descriptive and inferential statistics. Qualitative, semi-structured interviews were conducted with student services staff and analyzed using open and axial coding and the identification of themes. Findings indicate that while students had a high sense of belonging at survey completion, they also expressed mixed reactions about their belonging during the pandemic. Staff identified making connections with students as the primary strategy to address belonging, described as resources referrals, facilitating programming, and student employment. Students noted that organizations and in-person events impacted their belonging. Students also identified mental health resources and university employees as resources or services. This study addresses a gap in the literature-understanding belonging in a primarily remote learning setting during the COVID-19 pandemic-and contributes to the literature by building on specific mechanisms in the institutional environment that shape belonging. (PsycInfo Database Record (c) 2023 APA, all rights reserved)