Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices

Autor/inn/en	Ribera, Amy K.; Miller, Angie L.; Dumford, Amber D.
Titel	Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices
Quelle	In: Journal of College Student Development, 58 (2017) 4, S.545-563 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	College Freshmen; Peer Acceptance; Student School Relationship; College Seniors; National Surveys; Student Surveys; Learner Engagement; Student Participation; College Environment; Student Characteristics; Student Leadership; Student Research; Service Learning; Teacher Student Relationship; College Faculty; Factor Analysis; Statistical Analysis; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Studienanfänger; Schüler-Lehrer-Beziehung; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulumwelt; Studentenwerk; Studentenforschung; Service-Learning; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Faktorenanalyse; Statistische Analyse
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. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01