Fostering a Sense of Belonging in Christian Higher Education

‬Recent research highlights the importance of developing a strong sense of belonging to enhance and improve student educational outcomes (Patrick et al., 2023). A sense of belonging refers to the ways students feel personally accepted, included, and supported at school. Belonging includes all school-based experiences and student relationships with teachers and peers (Allen et al., 2018). Through the lens of belonging, some students experience the academic environment as welcoming. These students are often highly engaged and involved in school. When a student experiences a strong sense of belonging, achievement and retention increase. Most educators understand that students thrive when they are part of a community, and research confirms this (Passano, 2021).‭

A sense of belonging is essential for college students, where a strong connection to the campus typically leads to positive outcomes, including enhanced engagement and higher retention (Carales & Hooker, 2019). Unfortunately, when students do not experience belonging, their academic outcomes often suffer. Students who lack a sense of ownership and engagement in the academic environment may express they feel welcome but not necessarily that they belong, fit in, or are a meaningful part of the school. A lack of belonging is heightened when students do not experience their primary culture, which is the lens that provides a sense of purpose, meaning, and guidance (Passano, 2021). Furthermore, for faith-based institutions, when students do not experience belonging, the Christian mission of the institution cannot be fully accomplished.

While there are many reasons for differing levels of sense of belonging and varied educational outcomes, effective educators must not focus on academic deficiencies. Instead, educators must learn how to provide students with what they need to thrive and close academic or achievement gaps. Some students who report a lower sense of belonging may not be as prepared academically for a rigorous college experience. Family needs may require attention outside of school, or a language deficiency may pose challenges or distractions. While difficult, these challenges should not be excuses for failure but opportunities for educators to enter into students' lives and help them navigate their challenges.

I first learned the concept of belonging from Dr. Garth Ludwig, a Professor of Anthropology at Concordia University Irvine. He taught one of the most popular courses on campus, Cultural Anthropology. Dr. Ludwig was an inspiring professor whose lectures were infused with passion and enthralling details. He frequently explored cultural issues, understanding differences, and what it means to be on the inside and outside of a group.

As a sophomore, I traveled to Mexico City with Dr. Ludwig to learn about the art, culture, history, and language of the people there. Our team explored Mexican culture and was exposed to an incredible experience of "others" and differences. In our discussions, "belonging" and its meaning emerged as a critical concept. Through Dr. Ludwig’s class and this trip, I learned to think about what contributes to a sense of belonging in education. I also became aware, for the first time, of what it is like to be on the outside of a cultural group, something I did not often experience as a member of the majority culture in California. These learnings guide my approach to supporting and educating students in various educational settings, often with students from diverse cultural and ethnic backgrounds.

Many factors contribute to a student's sense of belonging, and as educators, we do not control them all. However, while each student is unique, a sense of belonging can be intentionally cultivated and developed. As a Hispanic-serving institution, Concordia University Irvine is committed to fostering a culture of belonging for faculty, staff, and students. To effectively support students from diverse cultural, ethnic, and linguistic backgrounds, educators can take a posture of humility, patience, wonder, and curiosity to learn about what helps students feel like they belong. Here are four ideas to enhance a sense of belonging for students:

1. Maintain a Growth Mindset: Commit to growing and learning about your students. Seek feedback from them to access their knowledge. Practice the posture of self-reflection—be open to learning new things and new ways of communicating information. It is easy to think we know everything about the student experience, but there is always much more to learn (Hammond & Jackson, 2015).
2. Listen to Personal Experiences: Listen to marginalized students' stories, experiences, and struggles. Do not judge, react, or debate. Listen and show your care and concern. Pray with them. If there is something you can do from your position of authority to make their experience better, do that. Use your influence to advocate for students and believe them when they share an experience different from your own (Kalyanpur et al., 2012).
3. Build Genuine Relationships: Get beyond the surface. Learn about your students' families. Develop authentic relationships characterized by trust and collaboration. Get to know any profound challenges they experience. Ask them about their relationship with Jesus. Listen to their voices. Ask about their experiences. Do not judge. Be open to learning something new (Lecy, 2021).
4. Take Action: Be a part of actively improving the experience and educational outcomes of students. Invite students to help you identify what actions would help to improve their sense of belonging. When all students are included in meaningful ways in the community, a deep sense of belonging and community will naturally occur—and the educational outcomes will also improve (Passano, 2021).

Fostering a sense of belonging for all faculty, staff, and students at Concordia University Irvine is not just a commitment but a shared responsibility. With thoughtful action, educators can create an environment where every student feels valued and included. As a Hispanic-serving institution, embracing the diversity of cultural backgrounds enriches the entire community and enhances the educational experience for all. When students see their identities valued, they thrive academically and develop long-lasting connections to the university that support their ongoing educational journey.

Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://link.springer.com/article/10.1007/s10648-016-9389-8

Carales, V. D., & Hooker, D. L., Jr. (2019). Finding where I belong: How community colleges can transform their institutional environments to facilitate students’ sense of belonging on campus. Journal of Applied Research in the Community College, 26(2), 41–50.

Fabina, J., Hernandez, E. L., & McElrath, K. (2023). School enrollment in the United States: 2021. (American Community Survey Reports, ACS-55). U.S. Census Bureau. https://www.census.gov/library/publications/2023/acs/acs-55.html

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831

Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

Kalyanpur, M., Harry, B., Day, M., Garcia, S. B., Lea, D., & Thorp, E. (2012). Cultural reciprocity in special education: Building family-professional relationships. Paul H. Brookes Publishing Co.

Lecy, N. (2021). The role of relationships and sense of belonging among first-generation, low-income youth on future college entrance. Social Psychology of Education, 24(3), 679–689. https://link.springer.com/article/10.1007/s11218-021-09625-y

Passano, B. C. (2021). Yo pertenezco aquí: Uncovering the experiences and sense of belonging of Latinx/a/o students at a predominantly white institution [Doctoral dissertation]. Rowan University. https://rdw.rowan.edu/etd/2885

Patrick, A., Andrews, M., Riegle, C. C., Kendall, M. R., Bachman, J., & Subbian, V. (2023). Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic-serving institutions. Journal of Engineering Education, 112(2), 316–336. https://doi.org/10.1002/jee.20510

‬Dr. Tim Young serves at Concordia University Irvine in the School of Education as Director of the PPOHA (Promoting Post-Baccalaureate Opportunities for Hispanic Americans) grant, Ed.D. mentor, and Assistant Professor in the Ed.D. in Leadership program. This grant focuses on enrolling and equipping future Hispanic teachers, school administrators, and K-12 district leaders. Before joining Concordia, Dr. Young served at Vanguard University as the Vice President for Student Affairs and Campus Operations and worked as a K-12 teacher and school counselor.