However, faculty support is not equally accessible.
This shows that not every student has the same experience with professors. Some students might have a harder time feeling comfortable around or getting support from their professors.
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link.springer.com link.springer.com
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Together, these findings demonstrate that students inter-pret and experience the same social environments invastly different ways.
Even if students are in the same school or classroom, they can still have completely different experiences. I think their background and experiences can affect whether they feel like they belong.
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Yet an individual may have thedesire and the supposed qualifications and still be pre-vented from belonging to a group through discriminatorypractices.
This shows that belonging isn't always something a person can control. Someone might want to belong and feel qualified, but other people's actions or discrimination can prevent them from feeling accepted.
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Fourth, belonging is dynamic. Complex interactionsbetween personal and environmental factors often con-tribute to or diminish individuals’ sense of belonging.
This connects to what the authors said earlier about belonging changing depending on the situation. Someone might feel like they belong in one environment but not another.
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The first author shares a background as a return-ing community college transfer student, which facilitatedrapport and co-construction of meaning during inter-views.
I think this could help the interviews because the researcher has experienced transferring from community college and may understand some of what the students are experiencing.
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Thirteen students agreed to participate in the study.
13 students is a small sample, but having fewer participants can allow researchers to spend more time understanding each person's individual experience.
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Students with an authenticity-oriented view of belong-ing described feeling most connected in environmentswhere they could bring their whole selves.
I think this is important because people should be able to be themselves at school. Because most of the time students act differently in school to just be able to "fit in". School should be a place where anyone and everyone can fit in, and be themselves no matter who they are.
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While these insights have the potential todeepen our understanding of belonging as a negotiatedprocess, this study is limited by its small sample size aswell as its context.
While the study is helpful,13 people can't represent every transfer student. All students are different in their own way.
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It’s hard to feel like youbelong if you don’t feel like you’re good enough.
I can understand this because struggling in a class can make you doubt yourself. I have had a bunch of personal instances of this myself.
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Although some scholars acknowledge that belonging isa dynamic and relational process,
I personally agree because belonging can change depending on the situation.
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Audio data were collected through individually con-ducted semi-structured interviews lasting between 30and 60 min.
Interviews seem helpful because students can explain how they feel and hearing the students out.
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How do community college transfer studentsdescribe a sense of belonging?
I like that they asked the students about their own experiences. By doing so it lets them talk about those experiences.
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However, it has rarely been studied among community college (CC) transfer students attending highlyselective universities
Why hasn't this been studied more?
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