Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices
Document Type
Article
Publication Date
5-2017
Digital Object Identifier (DOI)
https://doi.org/10.1353/csd.2017.0042
Abstract
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of College Student Development, v. 58, issue 4, p. 545-563
Scholar Commons Citation
Ribera, Amy K.; Miller, Angie L.; and Dumford, Amber D., "Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices" (2017). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 265.
https://digitalcommons.usf.edu/ehe_facpub/265
